Autistic Symphony offers a unique look at the fascinating subject of autism. Challenging the psychiatric and scientific perspectives that focus exclusively on disabilities and impairments, Autistic Symphony celebrates the challenges and rewards experienced by every autistic individual, and argues that far from being a medical monster, autism is one of our culture's greatest strengths. Through five essays incorporating viewpoints from biology, history, anthropology, religion, science, art, and philosophy, Autistic Symphony explores the possibility autism has much to tell us about our species, and about the development of its modern civilizations.
Continuing and expanding upon the themes from his previous works (Autistic Symphony, Autistic Songs, Concerto for Intelligence, and Autistic Rhapsody), Griswold’s Autistic Études presents a series of essays in the form of scholarly articles, outlining unique and thought-provoking insights into the subjects of human intelligence, autism, and human behavioral modernity.
There are several theories of executive function(s) that tend to share some theoretical overlap yet are also conceptually distinct, each bolstered by empirical data (Norman and Shallice, 1986; Shallice & Burgess, 1991; Stuss and Alexander, 2007; Burgess, Gilbert, & Dumentheil, 2007; Burgess & Shallice, 1996; Miyake et al., 2000). The notion that executive processes are supervisory, and most in demand in novel situations was an early conceptualization of executive function that has been adapted and refined over time (Norman & Shallice, 1986; Shallice, 2001; Burgess, Gilbert & Dumentheil, 2007). Presently there is general consensus that executive functions are multi-componential (Shallice, 2001), and are supervisory only in the sense that attention in one form or another is key to the co-ordination of other hierarchically organized ‘lower’ cognitive processes. Attention in this sense is defined as (i) independent but interrelated attentional control processes (Stuss & Alexander, 2007); (ii) automatic orientation towards stimuli in the environment or internally–driven thought (Burgess, Gilbert & Dumontheil, 2007); (iii) the automatically generated interface between tacit processes and strategic conscious thought (Barker, Andrade, Romanowski, Morton and Wasti, 2006; Morton and Barker, 2010); and (iv) distinct but interrelated executive processes that maintain, update and switch across different sources of information (Miyake et al., 2000). One problem is that executive dysfunction or dysexecutive syndrome (Baddeley & Wilson, 1988) after brain injury typically produces a constellation of deficits across social, cognate, emotional and motivational domains that rarely map neatly onto theoretical frameworks (Barker, Andrade & Romanowski, 2004). As a consequence there is debate that conceptual theories of executive function do not always correspond well to the clinical picture (Manchester, Priestley & Jackson, 2004). Several studies have reported cases of individuals with frontal lobe pathology and impaired daily functioning despite having little detectable impairment on traditional tests of executive function (Shallice & Burgess, 1991; Eslinger & Damasio, 1985; Barker, Andrade & Romanowski, 2004; Andrés & Van der Linden, 2002; Chevignard et al., 2000; Cripe, 1998; Fortin, Godbout & Braun, 2003). There is also some suggestion that weak ecological validity limits predictive and clinical utility of many traditional measures of executive function (Burgess et al, 2006; Lamberts, Evans & Spikman, 2010; Barker, Morton, Morrison, McGuire, 2011). Complete elimination of environmental confounds runs the risk of generating results that cannot be generalized beyond constrained circumstances of the test environment (Barker, Andrade & Romanowski, 2004). Several researchers have concluded that a new approach is needed that is mindful of the needs of the clinician yet also informed by the academic debate and progress within the discipline (McFarquhar & Barker, 2012; Burgess et al., 2006). Finally, translational issues also confound executive function research across different disciplines (psychiatry, cognitive science, and developmental psychology) and across typically developing and clinical populations (including Autism Spectrum Disorders, Head Injury and Schizophrenia – Blakemore & Choudhury, 2006; Taylor, Barker, Heavey & McHale, 2013). Consequently, there is a need for unification of executive function approaches across disciplines and populations and narrowing of the conceptual gap between theoretical positions, clinical symptoms and measurement.
This book, bringing together contributions by forty-five authors from fourteen countries, represents mostly new material from both emerging and seasoned scholars in the field of philosophy of education. Topics range widely both within and across the four parts of the book: Wittgenstein’s biography and style as an educator and philosopher, illustrating the pedagogical dimensions of his early and late philosophy; Wittgenstein’s thought and methods in relation to other philosophers such as Cavell, Dewey, Foucault, Hegel and the Buddha; contrasting investigations of training in relation to initiation into forms of life, emotions, mathematics and the arts (dance, poetry, film, and drama), including questions from theory of mind (nativism vs. initiation into social practices), neuroscience, primate studies, constructivism and relativity; and the role of Wittgenstein’s philosophy in religious studies and moral philosophy, as well as their profound impact on his own life. This collection explores Wittgenstein not so much as a philosopher who provides a method for teaching or analyzing educational concepts but rather as one who approaches philosophical questions from a pedagogical point of view. Wittgenstein’s philosophy is essentially pedagogical: he provides pictures, drawings, analogies, similes, jokes, equations, dialogues with himself, questions and wrong answers, experiments and so on, as a means of shifting our thinking, or of helping us escape the pictures that hold us captive.
"The Symphony of Reflexes is not only a guide for the recovery of the nervous system for those with autism, ADHD, and other learning disabilities, but also a guide for human development and maximizing human potential."--amazon.com.
Britney Spears loathes meatloaf and “all lumpy stuff.” Arturo Toscanini hated fish. Ayn Rand despised salads. Alexander Theroux’s Einstein’s Beets is a study of the world of food and food aversions. The novelist and poet probes the secret and mysterious attitudes of hundreds of people―mostly famous and well-known―toward eating and dining out, hilariously recounting tales of confrontation and scandalous alienation: it contains gossip, confession, embarrassment, and perceptive observations.
We live in a world with overly complex designs and an economy that threatens our planetary existence. Maybe we can take advice from neurodiverse people who have an aptitude for environmental design and visual thinking skills that apply across all disciplines. This book describes examples of such an approach and links neurodiversity back to recent research findings on quantum dynamics in the human brain. Armed with that new knowledge, how can neuronormal people offer environments that are friendly to our neurodiverse compadres? The book lists examples of such approaches in music therapy, a clinical discipline with deep roots in fostering neurodiverse talent.
Sonya Huber’s memoir takes us behind the scenes in one of the most invisible professions in the United States: direct care. Huber went into the field of direct care work in mental health hoping to make a difference in the lives of teenagers, and planning for a career in social work. What she encountered was startling and revealing—dangerous and unhealthy conditions, poverty wages, and work that took a heavy emotional toll. Melding reporting with personal experiences, she searches for possible solutions for workers and clients alike, bringing to light a profession that serves our most vulnerable population with some of the most stressed-out workers. Humane and beautifully written, this memoir will make everyone stop and think about how we care for each other in this culture.
The first accessible guide to examine Sensory Processing Disorder, The Out-of-Sync Child touched the hearts and lives of thousands of families. Carol Stock Kranowitz continues her significant work with this companion volume, which presents more than one hundred playful activities specially designed for kids with SPD. Each activity in this inspiring and practical book is SAFE—Sensory-motor, Appropriate, Fun and Easy—to help develop and organize a child’s brain and body. Whether your child faces challenges with touch, balance, movement, body position, vision, hearing, smell, and taste, motor planning, or other sensory problems, this book presents lively and engaging ways to bring fun and play to everyday situations. This revised edition includes new activities, along with updated information on which activities are most appropriate for children with coexisting conditions including Asperger’s and autism, and more.
