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"Autism Fiction."
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We're amazing 1, 2, 3!
Elmo, Abby, and their friend Julia, who has autism, have a delightful playdate together.
Book
The Use of \Literary Fiction\ to Promote Mentalizing Ability
Empathy is a multidimensional process that incorporates both mentalizing and emotional sharing dimensions. Empathic competencies are important for creating interpersonal relationships with other people and developing adequate social behaviour. The lack of these social components also leads to isolation and exclusion in healthy populations. However, few studies have investigated how to improve these social skills. In a recent study, Kidd and Castano (2013) found that reading literary fiction increases mentalizing ability and may change how people think about other people's emotions and mental states. The aim of our study was to evaluate the effects of reading literary fiction, compared to nonfiction and science fiction, on empathic abilities. Compared to previous studies, we used a larger variety of empathy measures and utilized a pre and post-test design. In all, 214 healthy participants were randomly assigned to read a book representative of one of three literary genres (literary fiction, nonfiction, science fiction). Participants were assessed before and after the reading phase using mentalizing and emotional sharing tests, according to Zaki and Ochsner' s (2012) model. Comparisons of sociodemographic, mentalizing, and emotional sharing variables across conditions were conducted using ANOVA. Our results showed that after the reading phase, the literary fiction group showed improvement in mentalizing abilities, but there was no discernible effect on emotional sharing abilities. Our study showed that the reading processes can promote mentalizing abilities. These results may set important goals for future low-cost rehabilitation protocols for several disorders in which the mentalizing deficit is considered central to the disease, such as Autism Spectrum Disorders and Schizophrenia.
Journal Article
I am an Aspie Girl : a book for young girls with autism spectrum conditions
\"Lizzie explains what it's like to have Asperger's Syndrome, including how she has a special talent for blending in with her friends, how she gets really tired after being at school all day, how she worries about making mistakes, and how she finds it hard to understand how she is feeling\"-- Provided by publisher.
Book
Brief Report: Does Watching The Good Doctor Affect Knowledge of and Attitudes Toward Autism?
Individuals’ knowledge and attitudes about autism spectrum disorder (ASD) work together to shape the stigma held about ASD. One way that this information is communicated to the public is through popular media; however, little is known about the effectiveness of fictional depictions of ASD in educating and shaping attitudes about ASD. The purpose of this research was to investigate the impact media has on knowledge about and attitudes towards ASD, compared to that of a college lecture on the subject. Exposure to one episode of a fictional drama depicting ASD, compared to watching a lecture, resulted in more accurate knowledge, more positive characteristics associated with ASD, fewer negative characteristics associated with ASD, and a greater desire to learn more about ASD.
Journal Article
Remember Dippy
While reluctantly agreeing to \"babysit\" his autistic older cousin during the last summer before high school, Johnny discovers a new friend in his cousin, as well as an appreciation for what really matters in a person.
Book
Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers
Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n = 17) and caregivers and their typically developing children (n = 20) to identify factors that can promote or inhibit children’s engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed.
Journal Article
Stewie BOOM! and Princess Penelope : handprints, snowflakes and play-dates
At school, Penelope's teacher encourages the class to play with someone new at recess so that they can see that minds, like handprints and snowflakes, are one of a kind. Penelope chooses Eric and they have so much fun she invites him over for a play-date. Before he arrives, Penelope's Mom tells her that Eric's mind is called \"on the spectrum,\" and so his unique preferences might be different from the ones she's used to. To prepare, they practice using quiet voices, listening with their eyes, and being flexible. As their play-date unfolds, Penelope and Eric show readers the many ways that families can embrace neuro-diversity.
Book
Imagining Autism
A disorder that is only just beginning to find a place in disability studies and activism, autism remains in large part a mystery, giving rise to both fear and fascination. Sonya Freeman Loftis's groundbreaking study examines literary representations of autism or autistic behavior to discover what impact they have had on cultural stereotypes, autistic culture, and the identity politics of autism. Imagining Autism looks at fictional characters (and an author or two) widely understood as autistic, ranging from Conan Doyle's Sherlock Holmes and Harper Lee's Boo Radley to Mark Haddon's boy detective Christopher Boone and Steig Larsson's Lisbeth Salander. The silent figure trapped inside himself, the savant made famous by his other-worldly intellect, the brilliant detective linked to the criminal mastermind by their common neurology-these characters become protean symbols, stand-ins for the chaotic forces of inspiration, contagion, and disorder. They are also part of the imagined lives of the autistic, argues Loftis, sometimes for good, sometimes threatening to undermine self-identity and the activism of the autistic community.
eBook
Anything but typical
Jason, a twelve-year-old autistic boy who wants to become a writer, relates what his life is like as he tries to make sense of his world.
Book
The Effects of an Oral Narrative Intervention on the Fictional Narratives of Children with Autism Spectrum Disorder and Language Disorder
A multiple probe across participants design was used to examine the effects of intervention on reality-based fictional narratives. Four boys with autism spectrum disorder (ASD) and language disorder, aged 9–10, participated in a 1:1 intervention targeting the narrative macrostructure elements of character, setting, problem, feelings, and fix. Intervention involved clinician modelling, participants saying the entire narrative, narrative stimulus pictures, and macrostructure icons. An intervention effect, maintenance, and generalization to fantasy-based fictional narratives were demonstrated for three participants. Social validity measures indicated that a naive observer-rated post-intervention narratives as better than pre-intervention narratives. This study adds to the limited research into narrative intervention with children with ASD and co-occurring language disorder. The highly structured and semi-scripted intervention could be adapted to be delivered by teachers in small groups in the classroom. Areas for future research include implementing the intervention with small groups and targeting more complex narrative macrostructure.
Journal Article