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Excerpt:
A Brief Overview of the Book
Chapter 1 begins by defining who are girls
with ASD and covers the early first signs, the
diagnosis, and treatment strategies. Because
parents typically are the first to recognize
and question the puzzling and problematic behaviors
exhibited by their children, the reader will
share in the stories of other parents as they
searched for answers to why their daughters
interacted with and/or reacted to the world
in unique ways. We will also describe why the
diagnosis, although initially traumatic, often
brought a feeling of relief and validation.
In addition to describing the distinct features
of girls with ASD, we also suggest ways for
parents and professionals to get involved in
(and in some cases create) a support group.
It is crucial to share our stories with others
who can appreciate how overwhelming it can feel
when one's child is first diagnosed with Asperger
Syndrome. We will discuss my initial reactions
of helplessness and fear of the life-long journey
on which my family was about to embark. Like
many other parents, I spent the first few months
researching as many autism-related books and
resources as I could and attending all conferences
that I could squeeze into my already full life.
I was determined that the faster and harder
I worked, the quicker I could "fix"
my daughter. However, upon speaking with other
families in my support group, I finally came
to the realization that my daughter wasn't broken;
she was just different. By becoming involved
in a support group, you will realize that you
are not alone in this struggle.
Chapter 2 focuses on early childhood issues
and behavioral concerns. We will assist parents
and professionals in determining the causes
of maladaptive behaviors and provide strategies
for teaching replacement and alternative skills.
The use of reinforcement techniques and reactive
programming will also be reviewed. We will share
observations and practical strategies for addressing
toileting, eating, and sleeping habits.
Chapter 3 covers the school-age years (6-11
years) and reviews school placement decisions,
therapy options, and social skill development
for girls. The personal vignettes will reveal
the difficulty in school placement and finding
appropriate services. We will explore the challenging
topic of sensory integration and speech and
language therapy. We will also discuss the steps
for preventing bullying and transitioning to
middle school.
Chapter 4 targets adolescence and early adulthood
(12-18 years). Here we will discuss how parents
can offer information on puberty, personal hygiene,
dating, and gender identity to their daughter.
We will also hear from adolescent girls with
ASD, who provide insight into their world as
teenagers. Specific strategies will be identified
for developing self-determination and self-advocacy
skills. In addition, the chapter will review
current trends in transitioning from high school,
employment challenges, and postsecondary training.
Finally, we offer advice and input from other
parents and adult women with ASD with regard
to the future.
Chapter 5 summarizes our findings based on
extensive interviews, a review of the literature,
and our personal and professional experience.
We have organized the chapter around five key
findings, which include promoting self-worth
and independence, focusing on education, planning
for the future, embracing the uniqueness of
the disability, and creating a network of support
in the community. It is our goal to assist parents,
professionals, and girls with ASD in challenging
the prevailing stereotypes of women with disabilities
and assist them in navigating their journey
to a successful and independent life.
Autism Spectrum Disorders,
Asperger Syndrome, Pervasive Developmental Disabilities,
High-Functioning Autism, Nonverbal Learning
Disabilities …
The List Goes On
The field of pervasive developmental disorders
has grown so rapidly over the last decade that
we have not had a chance to universally and
irrefutably define our nomenclature. For the
purpose of this book, the phrase "girls
with ASD" will be generally used. We would
like to define the terminology of girls with
ASD as any girl between the ages of 0-21 with
a diagnosis of high-functioning autism (FHA),
Asperger Syndrome, or pervasive developmental
disorders-not otherwise specified (PDD-NOS).
Parents and professionals who work with girls
with nonverbal learning disabilities (NLD) would
also benefit from reading this book. Although
we know there is a need for information for
and about adult women with ASD, we could not
adequately cover all the material for adulthood.
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Meet Lori Ernsperger and Danielle Wendel
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