The Research Basis for Autism Intervention -

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Résumé :
As the pastPresident ofthe Israel Society forAutism, it gives me great pleasure to c- gratulate Professor Schopler and his colleagues on the publication of their new book concerning the relationship between scientific research and treatment. When we in Israel began our specifically structured education program for young children with autism, our work was based on slim to scarceknow-how andinformation, and with no experience whatsoever. Whatever information we could gather was mostly from psychological educational centers in the U.S. One of the most important and significant connections was established between the TEACCH program of North Carolina, led and conducted by the two important scholars, Professor Eric Schopler and Professor Lee Marcus, and our Israel Society for Autism. During our many encounters, seminars, and conferences, we profited enormously from all their accumulated expertise and scientific research, while perhaps it was also an important experience for them to see how a young society with very limited means was eventually shaping its educational program and arriving at some excellent results. We, ofcourse, have the highest esteem for Governor Hunt who has been following this program with so much attention and support, and we still remember his visit to Israel with distinguished representatives of the TEACCH Program. I wish the new book every success. I know it will be an enormous contribution to all those who must cope with a difficult and painful issue?autism?for whom there is no end to the need for research and continuously improving methods of care and education.

Sommaire:
Section I: Theoretical and Developmental Framework. 1. Editors' Introduction; E. Schopler, et al. 2. Treatment for Autism: from Science, to Pseudo Science or Anti Science; E. Schopler. 3. Applying Developmental Principles to the Study of Autism; J.A. Burack, et al. 4. The Otherworldly Gifts of Autism: Mystical Implementation of Facilitated Communication in the Ultra-Orthodox Community in Israel; Y. Bilu, Y. Goodman. Section II: Biological Perspectives. 5. Comparison of Siblings of Individuals with Autism and Siblings of Individuals with Other Diagnoses: An Empirical Summary; N. Yirmiya, et al. 6. Fragile X Syndrome and Autism; D.D. Hatton, D.B. Bailey, Jr. 7. Analysis of Three Coding Region Polymorphisms in Autism: Evidence for an Association with the Serotonin Transporter; N. Yirmiya, et al. 8. Autism, Stress and Chromosome 7 Genes; M. Shapira, et al. Section III: Communication and Social Issues. 9. Communicative Intent in Autism; C. Shulman, et al. 10. Issues in Early Comprehension Development of Children with Autism; L.R. Watson. 11. The Experience of Loneliness and Friendship in Autism: Theoretical and Practical Issues; N. Bauminger, C. Kasari. Section IV: Education and Interventions. 12. Issues in Early Diagnosis and Intervention with Young Children with Autism; L.M. Marcus, et al. 13. Evaluating Treatment Effects for Adolescent and Adults with Autism in Residential Settings; M.E. Van Bourgondien, N.C. Reichle. 14. Psychopharmacologic Treatment Studies in Autism; L.Sikich. 15. Sleep Problems in Autism; S. Arbelle, I.Z. Ben-Zion. 16. Concluding Comments; C. Shulman, et al. Index.