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Course image: Chris Zi in Flickr made available under Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence.
Grateful acknowledgement is made to the following sources for permission to reproduce material in this course:
Figure 1: National Autistic Society;
Figure 2: Happé, F. (1999) ‘Understanding assets and deficits in autism: why success is more interesting than failure’, Spearman Medal Lecture, The Psychologist, vol. 12, no. 11, November 1999;
Figure 3: (top) A. Chumichyov/Novosti (London); (bottom) Wiltshire, S. (1991) Floating Cities, Michael Joseph;
Figure 4: Frith, U. (1989) Autism: Explaining the Enigma, Basil Blackwell Ltd;
Figure 6: Happé, F. (1994) Autism: An Introduction to Psychological Theory, Psychology Press Ltd;
Figure 7: Gillberg, C. (1991) ‘Clinical and neurobiological aspects of Asperger syndrome in six family studies’, in Frith, U. (ed.) Autism and Asperger Syndrome, © Cambridge University Press;
Figure 8: Slim Films;
Figure 9: Baron-Cohen, S. et al. (1999) ‘Social intelligence in the normal and autistic brain: an fMRI study’, European Journal of Neuroscience, vol. 11, pp. 1891–98, © 1999 European Neuroscience Association. Photo courtesy of Autism Research Centre, Cambridge;
Figure 10: Howlin, P., Baron-Cohen, S. and Hadwin, J. (1999) Teaching Children with Autism to Mind-Read, reproduced by permission of John Wiley & Sons Limited.
1: Bailey, A., Le Couteur, A., Gottesman, I., Bolton, P., Simonoff, E., Yuzda, E. and Rutter, M. (1995) ‘Autism as a strongly genetic disorder: evidence from a British twin study’, Psychological Medicine, vol. 25, pp. 68–77, © Cambridge University Press.
Box 1: Reprinted with permission from the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Copyright 2000 American Psychiatric Association;
Box 15: Robinson, S. (1997) ‘TEACCH in adult services: the practitioner's eye view’, Communication, The Journal of The National Autistic Society.
Wiltshire, S. (1991)
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