- Asperger References
- Attwood, T. (1998). Asperger's Syndrome: A guide for parents and professionals. London: Jessica Kingsley Publishers.
- Attwood, T. (2006). The Complete Guide to Asperger's Syndrome. London: Jessica Kingsley Publishers.
- Fullerton, A., Stratton, J., Coyne, P., & Gray, C. (1996). Higher functioning adolescents and young adults with autism: A Teacher's Guide. Austin, TX: Pro-Ed.
- Harpur, J., Lawlor. M., & Fitzgerald, M. (2004). Succeeding in college with Asperger Syndrome, London: Jessica Kingsley Publishers.
- Jacobsen, P. (2003). Asperger Syndrome and psychotherapy: Understanding Asperger perspectives. London: Jessica Kingsley Publishers.
- McAfee, J. (2001). Navigating the Social World: A Curriculum for Individuals with Asperger's Syndrome, High Functioning Autism and Related Disorders. Arlington, TX: Future Horizons.
- McGinnis, E. & Goldstein, A.P. (1997). Skillstreaming the elementary school child: New strategies and perspectives for teaching prosocial skills. Champaign, IL: Research Press. Note: The entire Skillstreaming series is useful for teaching practical skills. In addition to this elementary School child book, the series also includes a book for Early Childhood and one for Adolescents.
- Myles, B.S., &Aoreon, D. (2001). Asperger syndrome and adolescence: Practical strategies for school success. Shawnee Mission. KS: Autism Asperger Publishing Co.
- Myles, B.S., Adreon. D., &Gitlitz, D. (2006). Simple strategies that work! Helpful hints for all educators of students with AS. Shawnee Mission, KS: Autism Asperger Publishing Co.
- Myles, B.S., Trautman, M.L., &Schelvan, R. (2004). The hidden curriculum: Practical solutions for understanding unstated rules in social situations. Shawnee Mission, KS: Autism Asperger Publishing Co.
- Winter, M. (2003). Asperger Syndrome: What teachers need to know. London: Jessica Kingsley Publishers.
- Autism/PDD (nos) References:
- Baker, B.L., &Brightman, A.J. (2003). Steps to independence: Teaching everyday skills to children with special needs. Baltimore: Brookes.
- Freeman, S., &Dake, L. (1996). Teach me language: A language manual for children with autism, Asperger's syndrome, and related developmental disorders. Langley, B.C., Canada: SKF Books.
- Gray, C. (2000). The new social story book. Arlington. TX: Future Horizons.
- Gray, C. (1994). Comic strip conversations. Arlington, TX: Future Horizons.
- Hodgdon, L.A. (2000). Visual strategies for improving communication: Practical supports for school and home. Troy, MI: Quirk Roberts Publishing.
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Cognitive Behavioral Therapy
Cognitive-Behavioral Therapy (CBT) is an evidence-based treatment for children and adults who present with various mental health problems. CBT has been found to be effective in helping persons learn skills to address their symptoms and improve their functioning. Highly trained therapists deliver CBT in a time-limited, strength-based approach that engages persons as collaborators in their treatment. In many clinical trials, CBT has been found to be equally effective as medication in producing short-term improvements in depression, anxiety and adjustment problems; in many clinical trials, CBT outperforms medication in producing long-term improvements in functioning. Often times, CBT is combined with medication components to produce the optimal functioning for each person. Our staff is trained to closely coordinate and monitor treatment response to psychosocial and medication treatment components.
A significant portion of persons with developmental and mental health problems require both psychological and medication treatments. The state-of-the-science indicates that the combination of psychological and medication treatments often results in greater improvement in patient symptoms compared to either treatment alone. The pressure for primary care physicians (PCP) to prescribe psychotropic medications is increasing. However, PCP often report that prescription of psychotropic medication can be complex and often welcome assistance in the decision-making process.
We utilize scientifically-based protocols to help patients and PCP make well-informed decisions about medication. Our protocols include brief objective tests, a collection of ratings of symptoms and side effects, and clinical observations. Once we collect this data, we provide a summary report to PCP and patients to aid them in efficiently arriving at the most effective medication regimen.
Our clinical staff is trained to monitor patients’ responses to and progress with medication. Since we typically see patients on a weekly basis, we are able to provide ongoing information to PCP about medication effectiveness. We are also able to gauge the effectiveness of the combination of medication and psychological treatment. This is a critical component since psychological treatment can often lead to reduced need for medication.