Navigating autism 9 mindsets for helping kids on the spectrum

"When you accept, embrace, and foster the uniqueness of each child you encounter, you shift that child's sense of themself," write scientist Grandin (The Autistic Brain), who is on the autism spectrum, and psychologist Moore in this powerful guide. Putting "more value on potential than struggles," the authors explicate nine mindsets for parents and professionals that can help children on the spectrum better navigate their worlds. These include that "every child is more than autism" (which can be implemented by avoiding introducing a child immediately as autistic); "prepare kids for the real world" (by helping them find hobbies); and "work in the growth zone" (by engaging children in new activities). Other mindsets involve knowing the medical and psychiatric conditions associated with autism, plus being aware of what steps to take before intervention. Real-life case studies are peppered throughout, as are lists of tips and checklists for easy reference. Readers will appreciate the straightforward language, the direct approach to dealing with challenging situations, and the authors' focus on bringing out "each child's unique and maximum potential." Those with a vested interest in helping children on the spectrum will find this a valuable resource worth returning to. (Sept.)

Animal scientist Grandin and psychologist Moore provide helpful guidelines for supporting people affected by autism. Herself on the autism spectrum, Grandin urges a change of mindset that recognizes that being autistic--or, alternately, a person with autism; the authors use both terms throughout--is not the totality of the person. "The problem with the label of autism is you've got a spectrum that ranges from Einstein to someone with no language and with intellectual disability," she observes, after stating plainly that she wants to be remembered less for her state than for her work as an authority on cattle. The whole-person approach asks that anyone dealing with an autistic person be aware of initial impressions: These are data points, but behavior first observed is not necessarily a pattern. A child who exhibits shyness in the presence of other children may do so whether autistic or not, for instance. Changes in environment can trigger behavioral change, and improvements in environment can improve circumstances for the child, whose behavior is very likely to be different at home from at the clinic or school. "In an initial evaluation," write the authors, "you want to assess a child's optimal functioning, not how they perform under sensory assault." In this regard, Grandin and Moore consider the effects of pandemic isolation. Though difficult for everyone, it forced changes on people with autism that were not easy to accommodate, disrupting all sorts of conditions in the home. Another change of mindset among caretakers is to shift focus from deficits to building skills and encouraging interests. The authors' advice may sometimes seem contradictory: On one hand, they advise maintaining regular schedules and predictable conditions while also encouraging caretakers to introduce their charges to new environments. Still, writing in clear, emphatic language, they make a convincing case for changing the outlook from a "disability mentality" to one of nurturing interests, talents, and strengths. A welcome, instructive handbook for readers concerned with the well-being of people with autism. Copyright (c) Kirkus Reviews, used with permission.