For Students

Poem: Acceptance of Autism

February 3, 2014

Acceptance of Autism

Wanting to be free

Wanting to be me

Trying to make people see

And accept the real me

Some people think my voice is too loud

And that my mannerisms strike them as being odd

This perception of me by others keeps me feeling blue

But there are plenty of struggles in life that I must get through

I am determined to show my critics my true personality

Hoping that people move away from their narrow-minded mentalities

I want them to know that I am a bright young man

Who is willing to take on as many challenges in life as I can

— Scott Lentine, a smart, poetic, and inspiring 26-year-old man who happens to have autism

Fundraising That Helps Your Autism Programs, Too!

January 28, 2014

Beads for a Cause™ designs quality, cause-conscious jewelry that represent charities that are most meaningful to you. Beads like this “I See You” design symbolize a person’s commitment to autism awareness, research, education and inclusion, while a percentage of sales goes directly toward those efforts by The Autism Research Foundation. Use this bead to fundraise for your autism programming, too!

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My button

Moving Forward by Looking Back

January 27, 2014

As our inclusion program Athletes 4 Autism gears up for an exciting 2014, I decided to take a look back at one of the first A4A events that I myself experienced firsthand. I will never forget the feeling of overwhelming pride I had not only for my school, but also for this organization. As you will read, the power of a smile really does go a long way.

– Kelly

Looking Back: How the Power of a Smile Transformed “Spectators” to “Athletes”

On Sunday, April 15, 2012, the basketball court in Boston University’s Case Athletic Center buzzed with excitement, as smiles danced across the faces of student-athletes and children alike. Athletes 4 Autism (A4A), the flagship inclusion program of TARF, had teamed up with Boston University to participate in a school-wide community service initiative. This Global Day of service event was designed with multiple goals in mind: to introduce families to the organization and to give Boston University athletes a chance to participate in a fun-filled charitable event. At this family-friendly day, A4A was out to prove that “life isn’t a spectator sport.”

The afternoon featured skill stations run by volunteers and athletes from various Terrier teams. Families and volunteers witnessed what some people would consider a “disabled” child succeed at what a “neurotypical” child can struggle with on a daily basis: conquering uncomfortable social situations. With the goal of bringing everyone together in friendship through sport, areas including “soccer shots” and “ fastest pitch” allowed participants to meet potential “mentors” while learning about what sports were offered through the program. Participants could play at a challenge course with members of the women’s lacrosse team, shoot some hoops with the basketball team, or even score a few goals on the nationally ranked men’s ice hockey team.

Perhaps the most rewarding part of the afternoon was witnessing student-athletes connect with the children and their families. It was easy to find volunteers striving to make sure everyone felt comfortable at the event. I watched as Sydney Godett, a member of the women’s lacrosse team, reached out to an uneasy little boy named John who was desperately clinging to his father. Unlike the rest of the happy attendees, John was not smiling. In a matter of minutes, Sydney made him feel comfortable in this strange environment by offering a warm smile and a helping hand.

Soon enough, they were facing off in the challenge course, not a shred of anxiety apparent on John’s exuberant face. Suddenly John beat Sydney to the finish line, a moment so pure and so full of joy that it brought a smile to everyone watching the race. “We were told not to be alarmed or offended if the children didn’t respond right away,” said Godett. Luckily for both Sydney and John, a lack of connection did not exist; in fact, they seemed to be quite a team.

Because A4A is open to children both on and off the autistic spectrum, there was a strong mix of families with children both on and off the spectrum, showing that children of every capability can successfully coexist when it comes to athletics. Cathy Mealey, the mother of both a child with autism (Liam) and a child without autism (Grace), was thrilled when she learned about A4A’s open event. “We make an effort to take Liam into the community as much as possible, and we try to find ways to get both him and Grace involved together.” Mealey believes that the key to Liam’s success is “all about finding the right partnerships and the right niche.” She notes that her son “has always been drawn to sports,” so this event was a perfect match for Liam.

As A4A’s Global Day of Service event came to a close, John stood at half court, asking members of the Men’s Ice Hockey team to play some basketball with him. In his eyes, these boys were not the star athletes of the Boston University community. He simply saw Wade Megan, Sean Escobedo, and Ryan Ruikka as big friends for him to play with. In one afternoon, John transformed from a “spectator” to an “athlete.” Little did he know, he was not the only one smiling now.

Measles Surge in Britain after Autism Related Vaccine Scare

January 24, 2014

Last year, the United Kingdom had a record breaking 2,000 cases of measles. The U.K. has already reported more than 1,200 cases in 2013 thus far. The country now ranks second in Europe for the highest occurrence of this contagious disease, falling only behind Romania. This is a dangerous, life-threatening sickness that can easily be eliminated with proper preventative care. Researchers believe these numbers can be attributed to a decrease in the number of parents choosing to vaccine their children, representing a great medical setback.

Doctors believe unfounded fear of vaccines, spurred by Andrew Wakefield’s un-scientific 1998 publication, to be the cause of this measles outbreak in the United Kingdom. Wakefield’s highly flawed findings suggested a causal relationship between the childhood vaccine “MMR” and autism. The MMR vaccine is an immunization vaccine responsible for protection against Measles, Mumps, and Rubella. Parents of over one million children in Britain refused to vaccinate their child with the MMR vaccine in fear of increasing their child’s risk for autism.

Since that time, it is imperative to note that Wakefield’s findings have been rejected by numerous major medical groups and the paper was eventually retracted. The MMR vaccine — distributed to hundreds of millions of people globally — has a proven record of safety. The General Medican Council applied it’s most severe sanction to the case and banned Wakefield from continuing to practice medicine. Despite substantial objections to this outdated research, his work leaves behind a legacy of the “Wakefield scare.” And still, over a decade later, many parents remain fearful of the MMR vaccine’s potential effects.

MMR vaccine

Concerned health officials are trying to stop this epidemic by opening emergency vaccination clinics throughout Britain. The majority of diagnosed individuals are older children and teens who were never vaccinated. Officials hope to reach 1 million children aged 10 to 16 with these emergency clinics.

The first measles vaccine –introduced in the 1960′s — has drastically reduced the number of measles cases in children. By 2001, measles deaths dropped by 70 percent worldwide. However, the disease remains one of the leading causes of death in children under age 5, killing more than 150,000 people every year. This contagious disease is most common in developing countries. It is spread by coughing, sneezing, and close contact with infected people. Symptoms include fever, cough, and a rash on the face.

Britain’s Department of Health strongly advises parents to immunize their children. However, unlike many states in the United States, children in the U.K. are not required to receive proper vaccinations before beginning school. The measles vaccination rate in the U.S. remains above 90 percent, with only 55 reported cases last year.

The “Wakefield scare” may continue to have a detrimental effect on the health of children and teens in the U.K. until MMR rumors are abandoned. Fortunately, a trend away from the rumors seems to be occurring as currently 90 percent of children under 5 in the U.K. have received the necessary vaccines. However, vaccination is below 50 percent for children aged 10 to 16 in some regions. Hopefully the emergency vaccination clinics can address this gap and British health officials will continue to encourage the dismissal of any remaining MMR rumors.

So how can you help? Do your part to ensure your child’s health safety and stay informed on the latest research regarding important vaccinations! Share this post on your social media by using the buttons on the top and bottom of this page. And, of course, consult with your child’s physicians to learn of all the associated with the MMRE vaccine.

To learn more about this story, visit this site.

Citations:

Associated Press. “Measles Surge in Britain Years after Vaccine/autism Scare.” Fox News. FOX News Network, 20 May 2013. Web.

John Burns. “British Medical Council Bars Doctor Who Linked Vaccine with Autism.” The New York Times (2010). at <http://www.nytimes.com/2010/05/25/health/policy/25autism.html?_r=0>

Godlee F ,Smith J ,Marcovitch H. Wakefield’s article linking MMR vaccine and autism was fraudulent. BMJ 2011;342:c7452

Spotlight on Lumosity: Potential Benefits for Individuals with Disorders such as ASD

January 21, 2014

If you’ve checked out Apple iTunes Store’s educational gaming category, chances are you’ve heard of Lumosity. Lumosity’s mobile app, downloaded more than 10 million times, is often located at the very top of this educational gaming category. With over 40 million members joining Lumosity.com, this “brain training” program is gaining national popularity.

Lumosity was founded in 2005 by a neuroscience research company based in San Francisco, California. The company created a cognitive training program consisting of roughly 40 games and exercises focusing on the areas of memory, attention, flexibility, speed of processing, and problem solving. The games, designed to be both challenging and fun, aim to improve each player’s mental abilities. Creators believe the program’s popularity can be attributed to the fact that the games appeal to learners of all ages.

Games, such as Raindrops, test individual math skills, asking the player to solve a series of math problems before the raindrops hit the ground. Other games may focus on more abstract skills, such as speed or spatial skills. For example, Penguin Pursuit involves steering a penguin through a rotating iceberg maze in a race against other hungry penguin opponents in search of food.

Lumosity’s site features findings of several completed research studies, verifying the cognitive benefits of the program. Lumosity claims their program offers mental benefits by fostering neuroplasticity. Neuroplasticity refers to the brain’s ability to physically change when faced with new challenges. This occurs because different daily tasks require the use of different neural pathways. Neural pathways will grow stronger, or be pruned away, depending on frequency of use. Lumosity provides a variety of new exercises that encourage the brain to develop and strengthen neural pathways. Each game adapts to individual developmental levels to ensure the brain stays challenged.

When first signing up for Lumosity, members are asked to note the areas they wish to improve upon (such as avoiding distractions, multitasking, or precision). The program then determines your “brain profile” and provides you with a series of puzzles and exercises focused on your individualized training targets.

These priority areas vary based on your developmental level and personal needs. This allows individuals with a potential diagnosis of a disorder, such as autism, to focus on areas they may be experiencing deficits in. Individuals, both with disorders and without, can take advantage of this game by thoughtfully identifying cognitive areas needing improvement. For example, training targets for an individual with autism may include social cognition, theory of mind, executive functions, and central coherence.

Social cognition refers to the processing of social information (encoding, storing, retrieving, and applying information to social situations). One hallmark symptom of Autism Spectrum Disorder (ASD) is impairment in these social cognitive skills (Greene, et al., 2011). For example, Johnny has high functioning autism and performs well academically, but avoids social situations. He struggles to follow and contribute appropriately during conversations with his peers. Lumosity’s research claims that program participation can improve recall and concentration. Improvements in these areas may benefit social cognitive functions in kids such as Johnny.

Theory of mind is the ability of an individual to reason about the beliefs or intentions of others. Many individuals with ASDs struggle to develop this mental state of understanding. For example, Sally, a young girl with Aspergers Syndrome, was shown a Crest Toothpaste box and asked to guess what was inside of the box. Sally guessed toothpaste. She then opened the box and saw she was incorrect. Instead of toothpaste, there was a bottle of shampoo inside the box. Next, Sally was told that her dad was going to come into the room. She was asked what her father would say was in the box. Unable to separate what was in her mind (based on her experience), Sally said that her dad would think there was a bottle of shampoo in the box. Two of Lumosity’s potential target areas include mental flexibility and thinking outside the box. Practice in these areas and increased mental flexibility may better allow individuals such as Sally to understand and attribute mental states to others.

Executive function refers to a set of mental processes involving goal directed activity. An individual’s executive function includes the ability to plan strategically, control impulses, and think abstractly. Studies investigating the brain systems of individuals with ASDs reveal executive function is affected in autism (O’Hearn, et al., 2008). For example, it is common for children with ASDs to exhibit difficulty controlling impulses. Lumosity claims that data from their program reveal “[…] It is possible to train the cognitive skills that underlie function no matter what your current level of cognitive ability.” Improvements in executive function may lead affected children to exhibit greater impulse control. To read more about this specific study conducted at Stanford University, click here.

The “brain profile” is an essential feature for this program’s success. However, in surveying new members, Lumosity does not ask specific questions regarding existing disorders. Therefore it is important that the participant is able to offer honest and objective answers in assessing personal areas of strengths and weaknesses. This may be a potential challenge for individuals with ASDs. It may also be difficult for a parent or caregiver to offer an objective evaluation. Thus, consulting a neurologist, or other clinician, may be a helpful step in helping you and your child put together an accurate “brain profile.”

There is no shortage of research on Lumosity, the largest and fastest growing database on human cognition. To learn more about the completed studies supporting the exciting claims behind this “brain training” program, visit the Lumosity homepage. This program is a fun, addictive way to keep your mind sharp. You may find yourself so glued to the penguin on your screen that you forget you’re doing “cognitive homework” at the same time. Not only that, but this may be the only workout you can get in without actually leaving your couch!

Happy “exercising!”

Citations:

Greene DJ, Colich N, Iacoboni M, Zaidel E, Bookheimer SY, & Dapretto M (2011). Atypical neural networks for social orienting in autism spectrum disorders. NeuroImage, 56 (1), 354-62 PMID: 21334443

Kesler et al (2013). Cognitive Training for Improving Executive Function in Chemotherapy-Treated Breast Cancer Survivors. Clinical Breast Cancer – 06 May 2013. http://www.clinical-breast-cancer.com/article/S1526-8209(13)00049-9/abstract

O’Hearn K, Asato M, Ordaz S, Luna B. Neurodevelopment and executive function in autism. Dev Psychopathol. 2008;5:1103–1132. doi: 10.1017/S0954579408000527.

Poem: Fall in New England

January 20, 2014

Fall in New England

Fall is such a beautiful time of year

There are plenty of sites to see here

Leaves with bright colors orange, yellow, and red

Signaling a change that the year is near the end

But fall is also a time of new beginnings

It is a time to start to learn new things

A time to look at the world in a different way

A time to learn new strategies to handle each day

Let’s take this time of change

And focus on new ways to think

Let’s give individuals with challenges a new look and rearrange

And find a common link

Fall reminds us to turn over new leaves

To think about starting new goals to achieve

I call on the world to change perceptions

And give all of us a new reception

I want to make new friends and create a new start

I like to develop new relationships with an open heart

I hope to be accepted for the person that I am

So people can understand a true autistic man

— Scott Lentine, a smart, poetic and inspiring 26-year-old man who happens to have autism.

Grandfather’s Age May Play a Role in Autism

January 17, 2014

Research findings suggest that a grandfather’s age may increase their grandchildren’s risk for developing autism. There has been an established correlation between paternal age and increased risk, yet this study — Autism Risk Across Generations: A Population-Based Study of Advancing Grandpaternal and Paternal Age– implies that the effect can accumulate if both father and grandfather wait to have children at an older age.

This study examined data from Sweden’s patient registries, dating back to 1932. Data included the ages of 37,000 children’s maternal and paternal grandparents at the time of birth. Roughly 6,000 of these children were diagnosed with autism.

Results showed that men who had fathered daughters at age 50 or older were 1.79 times more likely to have autistic grandchildren than men who had done so in their twenties. These older men who had fathered a son were also 1.67 times more likely to have an autistic grandchild than their younger counterparts.

Fathers play an important role in autism development because male reproductive cells are more prone to mutation. Reproductive cells reproduce continuously throughout a man’s life, as compared to female reproductive cells that only replicate 24 times. Every time a cell reproduces, or divides, there is a risk of something going wrong. Therefore, the increased cell reproduction associated with paternal age leads to an increased chance of cell mutation.

Although this study does find a correlation between increased risk and paternal age, it should not be interpreted as direct evidence of increased paternal age causing autism. Researchers also note the role of maternal age, as well as environmental and genetic factors in contributing to increased risk. There are many factors that should be taken into account when planning a pregnancy, including nutrition, genetic counseling, medications, environment, psychological stress, and now parental age. Findings such as these lead to increased awareness in the autism community and provide exciting ideas for future research by organizations such as The Autism Research Foundation.

To learn more about this study, read the full article.

Citations:

Frans EM, Sandin S, Reichenberg A, et al. Autism Risk Across Generations: A Population-Based Study of Advancing Grandpaternal and Paternal Age. JAMA Psychiatry. 2013;70(5):516-521. doi:10.1001/jamapsychiatry.2013.1180.

Lupkin, Sydney. “Grandfather’s Age Plays Role in Autism Development.” ABC News. ABC News Network, n.d. Web. 20 Mar. 2013.

Gaze Shifting Testing for Earlier ASD Diagnosis

January 14, 2014

As mentioned in a previous blog post, the U.S. Department of Health and Human Services now estimates roughly 1 in 50 school-aged children are diagnosed with Autism Spectrum Disorder (ASD). This estimated increase in ASD prevalence suggests that steps are being taken to improve diagnosis of the disorder. ASD is not generally diagnosed until after three years of age, yet a recent study published in the American Journal Psychiatry examined the possibility of diagnosing ASD in children as young as seven months old.

This study included fifty-seven “high-risk” infants with an older sibling diagnosed with ASD and forty “low-risk” infants with typically developing older siblings. The infants participated in the study at seven months old and returned for a clinical assessment after their second birthday. This assessment determined which of these children should be diagnosed with ASD. Knowledge of their diagnosis was then used to analyze the study’s data.

The study measured the brain activity and amount of time required for a seven month old infant to shift their gaze during a visual attention task. Researchers compared the eye movements and visual attention of infants later diagnosed with ASDs, to those of a typically developing infant of the same age.

To do so, researchers engaged infants in the Gap/Overlap Task. During the Gap Task, infants sat on their parent’s laps and watched images appear on a monitor. The first image appeared in the center of the screen, attracted the infant’s gaze, and then disappeared. A gap of time passed before a second image appeared on the edge of the screen. Advanced eye tracking equipment captured the infant’s eye movements. These measurements provided researchers with the exact timing of the shift in gaze.

The Overlap Task measured eye-movements as well, but also included a measure of brain activity. During this portion, the image remained in the center of the screen, while a second image appeared at the edge. Eye tracking equipment measured the time it took infants to shift their gaze to the peripheral image. Using functional Magnetic Resonance Imaging (fMRI), the researchers also measured the amount of processing occurring in different regions, in the infant’s brain to determine if there were patterns that distinguished the two groups.

Results showed a difference of 25 to 50 milliseconds on average between infants later diagnosed with ASD and their typically developing counterparts. Researchers believe this delay can be accounted for by differences in the developing neurological circuits of a child’s brain. During this period of early infancy, the brain’s pathways for communication are forming quickly. These pathways influence how the infant interprets and responds to the environment.

Researchers identified the splenium of the corpus callosum as one such pathway that may be related to the difference in gaze shifting. This structure is an important neural connection between the brain’s left and right hemisphere. Results revealed a correlation between large splenium size and the speed with which infants shift their gaze. The ability of an infant to rapidly switch gazes improved with increased size of the splenium in typically developing infants.

However, researchers found no similar correlation in infants later diagnosed with ASD.

Although 25 milliseconds seems brief, this delayed reaction time implies a possible overall difference in the way the infant’s brain is developing. A small delay at this early stage may hint at larger differences in cognitive and social development. Thus, this attention shifting delay may well serve as a precursor to other well-known symptoms of autism. Such symptoms including difficulty making eye contact and coordinating gaze. Research consistently suggests an association between autism and deficits in pursuit eye movement. Further gaze testing research may allow professionals the opportunity to predict the development of these symptoms as opposed for waiting for them to occur.

By detecting neurological differences through research on subtle delays at the infant stage of development, researchers hope to improve ASD diagnosis at an earlier age. Earlier diagnosis will help parents to recognize their infant’s needs and begin working to help their child reach his or her full potential. These potential diagnostic tools such as fMRI might be useful longitudinally as well to chart an individual’s progress during early intervention therapies.

To read more about this study, check out the full article.

Citations:

NIH/National Institute of Child Health and Human D. “Gaze Shifting Delay Has Potential To Diagnose Autism At 7 Months.” Medical News Today. MediLexicon, Intl., 27 Mar. 2013. Web. <http://www.medicalnewstoday.com/releases/258189.php>

Takarae, Y., Minshew, N., Luna, B., Krisky, C. & Sweeney, J. Pursuit Eye Movement Deficits in Autism. Brain: A Journal of Neurology 127, 2584–2594 (2004).

10 Reasons to Donate

January 13, 2014

Hi Friends,

Our online community has asked our staff to provide ten (10) reasons for why people should donate to The Autism Research Foundation this holiday season. Is it cliche to say that the hardest part of this challenge was narrowing down our reasons to such a short list? Well, it was!

Here is our cheat sheet for why you should consider giving a gift to a charity that gives all year-round:

The Autism Research Foundation is the first medically-accredited autism research charity in the world. Our longevity proves we have stood the test of time as a trusted authority in the field.
Dr. Margaret Bauman spearheads our research. She is the recipient of the Lifetime Achievement Award of the International Society for Autism Research among an impressive 92-page curriculum vitae. It’s single-spaced! (And you can read it here.)
We believe donations should pass through us, not to us. Whether you donate to research or a conference — or anything in between — your donation makes an immediate impact on the community we serve.
Our charity operates entirely on volunteers. Between internships and returning helpers, our community donates their time and talent repeatedly each year — even as they move onto full-time careers elsewhere. That’s a testament to our mission and its why we can keep our overhead costs so low.
We admit that we do not know it all, but we are so motivated to try! An autism diagnosis lasts a lifetime, and with it comes a lifetime of experiences that really do make the day-to-day tasks harder. We research to help you make better sense of the autism experience, and we aren’t too proud to say that there’s a long way to go, but you’ve got a friend in us and we are happy to help you along the way.
Every staff member of The Autism Research Foundation is required to spend time in an autism clinic and an autism inclusion program: speaking with the people who live with autism everyday and building relationships with the parents/caregivers who help them navigate that different life. When you speak to a TARF staff member, you can be sure that they have a closer understanding of what you’re going through first-hand.
You can make donations in tribute to someone you value — check a gift (or ten!) off your list! We will send anyone — your best friend, child’s teacher, neighbor, therapist, or the President — a card letting him/her know you were thinking of them.
We believe in a whole-person, whole-body understanding of autism: that you need to invest time in getting to know the person who happens to have autism first, before getting to know their autism characteristics.
Every year, we host The Autism Research Consortium to encourage collaborative work across all healthcare and science disciplines. We share our information with an exclusive, small, and trusted network of professionals who are genuinely committed to helping families over raising illegitimate dollars from big corporate sponsors. Truthfully, we’d rather be poor and be able to sleep at night with a free conscience.
Our doors are open to you. Anytime. We never turn families away from services for an inability to pay and we encourage supporters to walk-through our lab and learn what their donations, volunteer hours, and passion contribute to every day.

Follow The Autism Research Foundation on Facebook, Twitter, Instagram, and Pinterest to learn all of the ways our charity gives you reasons to give. Thank you for considering us!

Love,

Courtney and the TARF staff

Theory of Mind in Autism

January 10, 2014

A few months ago our staff attended The Annual Meeting of the Society for Neuroscience in Washington, DC. While there, a speaker named Diana Tamir presented her research on theory of mind in children with autism spectrum disorders (ASDs).

Tamir says, “theory of mind — the capacity to infer others’ mental states — is crucial for the development of social communication.” She showed that when reading fiction, people can experience what others are feeling beyond their own emotional state. Research done by Atsushi Senju supported her idea, demonstrating that the lack of theory of mind in children with ASDs may “relate to impairment in social interaction and communication found in ASD.” [1]

So what does this mean?

Individuals who may not have strong theory of mind (capacity to understand or predict another’s emotions or actions) may be more apt to have an autism diagnosis.

Tamir points out that reading fiction has been shown to increase a child’s theory of mind because it can draw out emotions from the reader through characters and events. Picking up a great book is an indirect way to stimulate social interaction: it can help develop larger imaginations and, over time, teach individuals how to predict social cues without immersing them in what could be an uncomfortable face-to-face situation.

Tamir’s research focused on two things: the extent to which vivid physical scenes are pictured while reading, and the mental content of the reader. Her results showed that the participants who read the most fiction demonstrated the most enhanced theory of mind. So, if reading can stimulate emotions and help improve the ability to understand another’s perspective, this is a great tool for children and adults with ASD to improve their social perception.

Just watching a narrative on television or at the movies won’t cut it: videos allow the audience to focus their attention on whatever he or she likes, but books require the audience to focus on precisely what the author is trying to convey.

Luckily for parents and educators, books are available on intermediate tools like iPads and Kindles. We don’t have to pry our kids from the stimulating TV screen; we can transition them to another media app. (Did you catch my last blog post on apps?)

While there isn’t a ton of completed research out there about reading and theory of mind, we can say this: it is important to read for any child, more than many may have ever thought before.

We will keep you updated on Tamir’s fascinating reading research as it develops. In the meantime, start turning some pages!

Not sure what books to pick up? Here are a few great links to other blogs and websites that describe books their children enjoyed reading and were a fun and exciting read.

Happy reading!

– Taylor Platt

_____________________

For Kids: http://www.beagooddad.com/237/good-books-for-children-with-autism/

For Kids:http://www.autismreads.com/2011/01/reading-for-children-with-autism-links.html

For Special Needs: http://www.bookskidslove.com/specialneeds.htm

For Adults and Young Adults: http://www.libraryjournal.com/article/CA6642883.html

Find anything at Amazon: http://tinyurl.com/6wczzdh

1. Senju A. Spontaneous Theory of Mind and Its Absence in Autism Spectrum Disorders [Internet]. The Neuroscientist: A Review Journal Bringing Neurobiology, Neurology and Psychiatry 2011 May;[cited 2011 Dec 2] Available from: http://www.ncbi.nlm.nih.gov/pubmed/21609942

2. Mar RA, Oatley K, Djikic M, Mullin J. Emotion and narrative fiction: Interactive influences before, during, and after reading. Cogn Emot 2011 Aug;25(5):818-833.[cited 2011 Dec 2 ]

3. D.I Tamir, A.B Bricker, J.P Mitchell. Reading fiction improves reading minds: The role of the default network .Program No. 430.05 2011 Neuroscience Meeting Planner. Washington, DC: Society for Neuroscience, 2011. Online.

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