Autism

Elizabeth B. Torres, Caroline Whyatt

Autism is a neurodevelopmental disorder characterized by impaired social interaction, impaired verbal and non-verbal communication, and restricted and repetitive behavior. Parents usually notice signs in the first two years of their child's life. These signs often develop gradually, though some children with autism reach their developmental milestones at a normal pace and then regress. The diagnostic criteria require that symptoms become apparent in early childhood, typically before age three. Collaborative compiled and co-edited by Elizabeth B. Torres (Psychology Department, Rutgers University) and Caroline Whyatt (Psychology Department, Rutgers University), "Autism: The Movement Sensing Perspective" is comprised of twenty-seven informative articles by experts in the field that collectively present the movement approach to autism in a comprehensive way, integrating scientific methods and results with the experience of affected people, ways to improve their experiences, and the societal integration of autism. "Autism: The Movement Sensing Perspective" will assist readers in understanding how people with autism think differently, based on how they move and are moved differently, and how, on the basis of this novel understanding, a better fit is possible between people with autism and their often non-autistic context. A seminal volume of simply outstanding scholarship, "Autism: The Movement Sensing Perspective" is unreservedly recommended as a critically important and core addition to professional and academic library Autism collections. It should be noted for the personal reading lists of psychology students, academia, and the non-specialist general reader with an interest in the subject that "Autism: The Movement Sensing Perspective" is also available in a digital book format (Kindle, $95.96).Source: Midwest Book Review November 2017

• Preface............................................................................................................................................xiiiForeword .........................................................................................................................................xvContributors............................................................................................................. .....................xviiSECTION I The Big Question: Why Study Movement?Chapter 1 Why Study Movement Variability in Autism? ............................................................3Maria Brincker and Elizabeth B. TorresChapter 2 The Autism Phenotype: Physiology versus Psychology? ..........................................23Caroline WhyattChapter 3 Can Cognitive Theories Help to Understand Motor Dysfunction inAutism Spectrum Disorder? .......................................................................................43Nicci Grace, Beth P. Johnson, Peter G. Enticott, and Nicole J. RinehartConcluding Remarks to Section I: Top-Down versus Bottom-Up Approaches to ConnectCognition and Somatic Motor Sensations ........................57SECTION II Basic Research: Movement as a Social ModelChapter 4 Dissecting a Social Encounter from Three Different Perspectives ............................63Elizabeth B. TorresChapter 5 More Than Meets the Eye: Redefining the Role of Sensory-Motor Control onSocial Skills in Autism Spectrum Disorders ..............................................................73Caroline WhyattChapter 6 Action Evaluation and Discrimination as Indexes of Imitation Fidelity in Autism........89Justin H. G. WilliamsChapter 7 ADOS: The Physiology Approach to Assess Social Skills andCommunication in Autism Spectrum Disorder ........................................................103Caroline Whyatt and Elizabeth B. TorresChapter 8 On the Brainstem Origin of Autism: Disruption to Movements of the Primary Self ..... 119Jonathan Delafield-Butt and Colwyn Trevarthenix.Chapter 9 The Gap between Intention and Action: Altered Connectivity andGABA-mediated Synchrony in Autism ...................................................................139John P. HussmanSECTION III Let’s Get the Math Right to Improve Diagnosis,Research, and Treatment OutcomesPreface to Section III: First Things First–Let Us Get the Math Right...................................153Chapter 10 Non-Gaussian Statistical Distributions Arising in Large-Scale PersonalizedData Sets from Biophysical Rhythms of the Nervous Systems ...............................155Jorge V. JoséChapter 11 Excess Success for a Study on Visual Search and Autism: Motivation toChange How Scientists Analyze Data......................................................................165Gregory FrancisChapter 12 Contemporary Problems with Methods in Basic Brain Science ImpedeProgress in ASD Research and Treatments..............................................................177Elizabeth B. TorresChapter 13 Inherent Noise Hidden in Nervous Systems’ Rhythms Leads toNew Strategies for Detection and Treatments for Core Motor SensingTraits in ASD ...........................................................................................................197Elizabeth B. TorresChapter 14 Micromovements: The s-Spikes as a Way to "Zoom In" the MotorTrajectories of Natural Goal-Directed Behaviors.....................................................217Di Wu, Elizabeth B. Torres, and Jorge V. JoséSECTION IV The Therapeutic Model: Movement as a Perceptto Awaken the MindPreface to Section IV ...................................................................................................................227Chapter 15 Rhythm and Movement for Autism Spectrum Disorder:A Neurodevelopmental Perspective .........................................................................229Blythe LaGasse, Michelle Welde Hardy, Jenna Anderson, and Paige RabonChapter 16 Use of Video Technology to Support Persons Affected withSensory-Movement Differences and Diversity ........................................................243Sharon Hammer, Lisa Ladson, Max McKeough, Kate McGinnity, and Sam Rogersx ContentsChapter 17 Argentinian Ambulatory Integral Model to Treat Autism SpectrumDisorders...................................................................................................................253Silvia BaettiChapter 18 Autism Sports and Educational Model for Inclusion (ASEMI)...............................271Marcelo Biasatti and Maximiliano LombardoChapter 19 Reframing Autism Spectrum Disorder for Teachers:An Interdisciplinary Task.........................................................................................281Corinne G. CatalanoConcluding Remarks to Section IV............................................................................................289SECTION V Autism, the Untold Story from the Perspectivesof Parents and Self-advocatesPreface Section V .........................................................................................................................293Chapter 20 Seeing Movement: Implications of the Movement Sensing Perspectivefor Parents ................................................................................................................295Pat AmosChapter 21 Shiloh: The Outstanding Outlier ..............................................................................327Summer PierceChapter 22 Ada Mae: Our Magical Fairy ...................................................................................333Jonathan Grashow and Kathryn GrashowChapter 23 It’s a Girl’s Life........................................................................................................339Jadyn Waiser, Michelle Stern Waiser, and Anita BreslinChapter 24 Treat the Whole, Not the Parts.................................................................................347Chapter 25 Anthony’s Story: Finding Normal............................................................................353Cynthia BaezaChapter 26 Autism: A Bullying Perspective...............................................................................357Sejal Mistry and Caroline WhyattContents xiChapter 27 Turning the Tables: Autism Shows the Social Deficit of Our Society ....................367Elizabeth B. TorresConclusions ...................................................................................................................................379Index..............................................................................................................................................381