Results | SCSU Bibliography

Volkmar, F. R. (Ed.). (2019). Autism and Pervasive Developmental Disorders (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781108297769

Interest in autism and related disorders has exploded. Established as an essential book on this complex syndrome, the new edition has been extensively revised to reflect significant advances in research. Featuring contributions from leading international authorities in the clinical and social sciences, the book covers recent progress in our understanding of the field and offers a perspective on the present state of the discipline. With new material on topics such as evidence-based treatment and practice, the book covers changes in diagnosis resulting from the publication of DSM-V, and developments in how autism is understood, including the removal of language delay as a necessary diagnostic criterion. Far-reaching, the book considers aspects from epidemiology, genetics, and neurobiology, to core symptoms, early interventions, and pharmacology. One section critically surveys the history of autism as a diagnostic concept, and issues such as an ageing population and the impact of research on national policy are considered.

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Bean, K. (2018). Reading comprehension strategies in autism spectrum disorders. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 1–2). Springer New York. https://doi.org/10.1007/978-1-4614-6435-8_1765-3

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Cook, B. (2018). Relationship enhancement methods. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 1–5). Springer New York. https://doi.org/10.1007/978-1-4614-6435-8_1775-3

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Cook, B. (2018). Interpersonal supports. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 1–2). Springer New York. https://doi.org/10.1007/978-1-4614-6435-8_1765-3

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McCullagh, J. (2013). Brainstem Audiometry. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 468–468). Springer. https://doi.org/10.1007/978-1-4419-1698-3_1099

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McCullagh, J. (2013). Cochlea. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 683–683). Springer. https://doi.org/10.1007/978-1-4419-1698-3_1100

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McCullagh, J. (2013). Deafness. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 844–846). Springer. https://doi.org/10.1007/978-1-4419-1698-3_1102

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McCullagh, J. (2013). Dichotic Listening. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 945–947). Springer. https://doi.org/10.1007/978-1-4419-1698-3_1104

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McCullagh, J. (2013). Hearing. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 1500–1500). Springer. https://doi.org/10.1007/978-1-4419-1698-3_1108

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McCullagh, J. (2013). Otitis Media. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 2101–2102). Springer. https://doi.org/10.1007/978-1-4419-1698-3_1113

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McCullagh, J. (2013). Pediatric Speech Intelligibility Test. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 2150–2151). Springer. https://doi.org/10.1007/978-1-4419-1698-3_1115

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McCullagh, J. (2013). Screening Test for Auditory Processing Disorders. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 2682–2684). Springer. https://doi.org/10.1007/978-1-4419-1698-3_1121

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Sassu, K. A., & Volkmar, F. R. (2022). Autism and intersectionality: Considerations for school-based practitioners. Psychology in the Schools, n/a(n/a). https://doi.org/10.1002/pits.22757

The purpose of this article is to explore the intersectionality of autism and sociocultural factors as well as discuss the complexities associated with appropriate assessment, diagnosis, and intervention. Based on a review of the literature, the authors present a brief history of the emergence of the term autism and highlight factors that have contributed to current concerns about failures to appropriately recognize autism within diverse populations. Referencing extant research as well as professional practice standards, this article examines aspects of autism and intersectionality, and explores some of the associated challenges related to assessment, diagnosis, and intervention. Further, the authors reflect on the critical importance of carefully considering all aspects of a child's identity when engaging in autism assessment and intervention within the school setting. School-based practitioners are provided with guidance for addressing the needs of diverse populations of students with autism.

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Jackson, S. L. J. (2017). Autism: Social communication disorder. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 1–5). Springer New York. https://doi.org/10.1007/978-1-4614-6435-8_102176-1

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Volkmar, F. R., Reichow, B., & McPartland, J. C. (2024). Autism spectrum disorder in adolescents and adults: an introduction. In F. R. Volkmar, B. Reichow, & J. C. McPartland (Eds.), Adolescents and Adults with Autism Spectrum Disorders (pp. 1–16). Springer International Publishing. https://doi.org/10.1007/978-3-031-46463-8_1

Leo Kanner’s classic description of autism appeared eight decades ago. Although the pace of research has increased dramatically, research specifically focused on adolescents and adults remains limited in many respects. Numerous outcome studies have been conducted and suggest potential for markedly improved outcome with intervention. Unfortunately, studies on adults after early adulthood are sparse and, for old age, almost nonexistent, reflecting a lack of support for research in this population. This is in stark contrast to other developmental disorders in which considerable information on adult life is often available. This book summarizes work across areas, focusing on what is known and not yet known, highlighting important areas for future research. While overall outcome has improved, a small group of individuals remain in need of high levels of adult care. For all individuals, the field requires new approaches to both research and clinical service.

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Bean, K., & Meers, K. (2018). The need for caregiver support for families of children with ASD. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 1–2). Springer New York. https://doi.org/10.1007/978-1-4614-6435-8_1765-3

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Cook, B., & Weiss, D. (2018). Peer mentors for students with ASD on college campuses. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 1–6). Springer New York. https://doi.org/10.1007/978-1-4614-6435-8_102264-1

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Paul, R., Chawarska, K., & Volkmar, F. R. (2008). Differentiating ASD from DLD in toddlers. Perspectives on Language Learning and Education, 15(3), 101–111. https://doi.org/10.1044/lle15.3.101

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McCullagh, J., & Weiss, D. (2013). Deaf-Blind. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (pp. 841–844). Springer. https://doi.org/10.1007/978-1-4419-1698-3_1101

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Volkmar, F. R., Jackson, S., & Pete, B. (2021). An Introduction to Autism and the Autism Spectrum. In F. R. Volkmar, R. Loftin, A. Westphal, & M. Woodbury-Smith (Eds.), Handbook of Autism Spectrum Disorder and the Law (pp. 1–25). Springer International Publishing. https://doi.org/10.1007/978-3-030-70913-6_1

The syndrome of infantile autism was identified in 1943 (although cases clearly were present earlier). Very quickly there began to be a debate about the nature of autism and the boundaries of the autism phenotype. In the 1970s multiple lines of evidence emerged to suggest that autism should be recognized as a disorder in its own right and this happened in 1980. Since that time there has been an explosion of research and the debate about the boundaries of the diagnostic concept has continued. It does appear that individuals on the autism spectrum present special issues and challenges in terms of their interactions with the legal system at all levels. In this chapter we summarize the state of scientific knowledge and highlight some important areas relevant to those who deal with individuals with autism in legal settings.

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