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Education is essential to truly understanding Autism Spectrum Disorders. You may find the following books, websites, and information helpful for you, but because they have not been especially recommended for you or your child by Dr. Goldman please
do not consider them medical advice.

Autism Resources

Books on Autism:

  • Autism: An inside-out Approach, by Donna Williams.
  • Autism and Sensing, The Unlost Instinct, by Donna Williams.
  • Facing Autism by Lynn Hamilton
  • Ten Things Every Child with Autism Wishes You Knew by Ellen Notbohm
  • 1001 Great Ideas for Teaching and Raising Children with Autism Spectrum Disorders by Veronica Zysk
  • Understanding Autism For Dummies by Stephen Shore, Linda G. Rastelli, and Temple Grandin
  • Preparing for Life: The Complete Guide for Transitioning to Adulthood for Those with Autism and Asperger’s Syndrome by Jed Baker
  • My Friend with Autism: A Coloring Book for Peers and Siblings by Beverly Bishop
  • The Autism Acceptance Book: Being a Friend to Someone With Autism by Ellen Sabin
  • Ten Things Your Student with Autism Wishes You Knew by Ellen Notbohm
  • Thinking in Pictures, Expanded Edition: My Life with Autism by Temple Grandin
  • You Just Don’t Understand by Deborah Tannen
  • A Is for Autism F Is for Friend: A Kid’s Book for Making Friends with a Child Who Has Autism by Joanna L. Keating-Velasco
  • Everybody Is Different: A Book for Young People Who Have Brothers or Sisters With Autism by Fiona Bleach

Online Support and Resources:

  • Oops! Wrong Planet is a very, very extensive listing of links on the autistic spectrum. Enjoyably and eccentrically present.
  • Aspen (Asperger Syndrome Education Network) lists support groups and features articles on Asperger’s.
  • TEACCH – Information on Autism offers a select series of informative articles on Autism and Asperger’s.
  • BBB Autism Online Support covers most of the autistic spectrum.
  • Autcom has excellent, responsible information. See especially their Red Flags page for evaluating treatment claims.
  • ASA: Autism Society of America
  • National Autistic Society
  • Autism Society of America. his site is well done, and tries to present objective information–something not always done on the web, especially in such an emotion laden area such as autism. The most useful information is under the RESOURCES section. Check it out. Mail: 7910 Woodmount Ave., Suite 650, Bethesda, MD 20814 (800) 3-AUTISM
  • AASCEND for Autism and Aspergers Syndrome networking (415-248-1670)
  • Institute for the Study of Neurotypicals

Teaching Social Skills at School:

  • The Walker Social Skills Curriculum, by Hill M. Walker
  • Social Communication by M. Ann Marquis
  • That’s life – Social Language by Nancy McConnell
  • Help –Middle School: Handbook of Exercises for Language Processing by Andrea Lazzari
  • That’s Life – Social language by Nancy McConnell and Carolyn LaGuidice

For Hyper-Perceptual Problems:

  • Too Loud Too Bright Too Fast Too Tight by Sharon Heller, PhD
  • The Out of Sync Child by Stock-Kranowitz
  • Sensory Integration or Auditory Integration Training by the Tomatis method. We recommend Dr. Deborah Swain’s program, “The Listening Center” in Walnut Creek, Santa Rosa, Sacramento or Costa Mesa; call 925-952-4724. www.TheListeningCenter.comAnother resource is for ideas on masking noise. Tomatis-Swain Is a third source
  • AIT (Auditory Integration Training): or for Kymberleigh Herwill-Levin 805-230-0099 or 213-399-1708, 909-229-1069.
  • Other links for AIT (Auditory Integration Training): – “Berard Method”.
  • Also investigate Earobics
  • See the ‘Earobics’ Appendix on exercises in When Listening Comes Alive by Paul Medaule.
  • Books on AIT by Annabel Stahli: The Sound of a Miracle, Dancing in the Rain, Hearing Equals Behavior.
  • OT (occupational therapy) for hyper-perceptual problems is recommended. (too much sensory sensitivity).
  • For evaluation of light sensitivity, and/or Scototopic Sensitivity Syndrome (SSS) see Also look at Blublocker Sunglasses or 702-798-9000.

Interactive Metronome:

  • See (telephone: (877) 994-6776 extension 227) or Janet Meacham Rios, OTR/L in San Jose, CA at (408)806-4596.
  • Similar to Interactive Metronome are the children’s games, Donkey Konga 1 and 2. (Here the metronome is put to music, and you try to synchronize. The device gives you different types of feedback tones, if you hit the drums, with exact timing or too early or too late, it gives you feedback sounds, to correct performance and timing). It has about 30-40 songs in version 1 and 2. One has to buy special drums, (available at Toys R Us).
  • Also consider the Dance, Dance Revolution Game for the Sony Playstation II or the Xbox platforms or the Nintendo, Mario Dance Craze Revolution. You might need an extra pad (for doing it together). These have been shown to produce functional improvement in many areas, as well as improving cerebral blood flow.

DAN! Doctors:

  • Lynn Mielke MD (925) 846-6300 in Pleasanton (peds);
  • Miriam Jang MD (415) 457-3193;
  • Andrew Chang MD immunologist in Roseville, and a DAN! Doctor.
  • Dr. Alan Kadish, N.D., N.M.D. ABAAM (541) 773-3191; Medford, OR;

Most of these books are available on AmazonBarnes and Nobleor at The Special Needs Project websites or call the Special Needs Project at (800) 333-6867.

Insistence on Sameness:

Certain individuals, often but not necessarily those who have Autism, are easily overwhelmed by minimal change, are highly sensitive to environmental stressors, and sometimes engage in rituals. They are anxious and tend to worry obsessively when they do not know what to expect; stress, fatigue, and sensory overload easily throw them off balance.

Programming Suggestions:

The following suggestions pertain mainly to children with Asperger’s Syndrome, but for adolescents and adults with or without Asperger’s, one could apply these suggestions to other situations, e.g. work instead of school, and to employers or immediate supervisors rather than parents or teachers.

  • Provide a predictable and safe environment;
  • Minimize transitions;
  • Offer consistent daily routine: These people must understand each day’s routine and know what to expect in order to be able to concentrate on the task at hand;
  • Avoid surprises: For example with children, prepare the child thoroughly in advance for special activities, altered schedules, or any other change in routine, regardless of how minimal;
  • Allay fears of the unknown by exposing the child to the new activity, teacher, class, school, camp, and so forth beforehand, and as soon as possible after he is informed of the change, to prevent obsessive worrying. (For instance, when the child with Autism must change schools, he should meet the new teacher, tour the new school, and be apprised of his routine in advance of actual attendance. School assignments from the old school might be provided the first few days so that the routine is familiar to the child in the new environment. The receiving teacher might find out the child’s special areas of interest and have related books or activities available on the child’s first day).