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Autism. New Directions in Research and Education by Christopher D. Webster

By Christopher D. Webster

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Well, we didn't know what was right or what was wrong. Mrs. . Well, obviously, that was wrong. Mr. . They were reinforcing that kind of behavior in any case. Now whether it was, you know, psychologically good for him and that, you can't judge. Mrs. . Well, all I can say is when you see the happy little boy he is now, compared to— Mr. . You get no results with the other— *** Mr. . I must restrain myself when I say that I really believe that there's a psychiatrist around town whose done more harm than good with respect to these kids.

Every time he ran down and crashed into me, we both laughed. I moved away slightly and on the next run he veered over to my position and ran into me again. We did this for about 15 minutes. When it was time to stop and we started walking back, Joey grabbed one of my arms and put it around his shoulder, and with one of his hands proceeded to stroke my thigh. We walked in this manner for a few minutes. I decided to break loose and see what would happen. He carefully replaced my arm around his shoulder and pulled it tighter around him.

A new and different approach to training child care 29 30 Autism workers, doctors, social workers, and teachers needs to be attempted if the major medical and educational institutions in our society are to be able to extend the sort of care which parents and autistic children require. The point can be illumi­ nated by a quotation from the Gorham et al. (1975) study: 'One mother was told by the director of the school for children with learning disabilities, 'He looks too peculiar. ' " The authors comment appropriately, "That director suffered from a disability himself—attitudinal dis­ ability" (p.

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