Lending Library

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The West Virginia Autism Training Center offers useful resources related to autism spectrum disorders including books, CD’s, DVD’s, and research articles through its lending library. The library is physically located at the main offices of the WV Autism Training Center on Marshall University’s Huntington campus, Old Main building, room 317-B. Families who are registered for services may request books and DVDs to borrow by phone at no cost.

To borrow a book or DVD, make a selection from the list provided below or from the Recommended Reading List and call us at (800)344-5115 or (304)696-2332 and ask to speak to the librarian. Please be prepared to give us your client registry number and the names and catalog numbers of the resources you wish to have sent to you. For registered families who may wish to come to the WV Autism Training Center main office in Huntington and browse through our collection, please give us a call and provide your name, registry number and the time and day you plan to come.

The library is open Monday through Friday between 8:00 am to 4:30 pm. The lending library is a wonderful resource for families statewide. Some considerations when using the lending library:

  • Please limit your selection to two books and one DVD or CD per request.
  • You have two weeks to review the materials in the privacy of your home.
  • The materials must be returned in their self-addressed envelope provided by our office after two weeks.
  • If you would like to keep the books longer than two weeks and need to check the books back out, please call the librarian and ask if the books can be reissued for another two weeks.
  • Please be responsible for returning the materials as other families are waiting to have access to the books, CD’s and DVD’s you have checked out.
  • The Lending Library was developed as a resource for our families and we are committed to keeping these resources in circulation. Families who have books or DVDs that become overdue will have their library privileges suspended until the checked out, overdue materials are returned. If the materials are not returned, the borrower will be responsible for the cost of the materials and an invoice will be sent to collect payment for each item loaned and not returned.

Important Note:

Information on these pages was prepared by the West Virginia Autism Training Center (WVATC). Neither the WVATC nor any of their employees, makes any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information acquired from the lending library materials. Any books, CD’s, DVD’s by trademark, manufacturer, or otherwise, does not necessarily constitute or imply endorsement, recommendation or favoring by WVATC.

look-me-in-the-eye
Look me in the Eye: My Life with Asperger’s (2008)

Ever since he was young, John Robinson longed to connect with other people, but by the time he was a teenager, his odd habits – an inclination to blurt out non sequiturs, avoid eye contact, dismantle radios, and dig five-foot holes (and stick his younger brother, Augusten Burroughs, in them) – had earned him the label “social deviant.” It was not until he was forty that he was diagnosed with a form of autism called Asperger’s syndrome. That understanding transformed the way he saw himself – and the world.

AS-48 / John Elder Robison

girls-growing-up
Girls Growing Up on the Autism Spectrum: What Parents and Professionals Should Know About the Pre-teen and Teenage Years (2009)

Growing up isn’t easy, and the trials and tribulations of being a teenager can be particularly confusing for girls with Autism Spectrum Disorders (ASDs). This book covers all the concerns commonly faced by girls with ASDs and their parents, from periods and puberty to worries over friendships and “fitting in”.

AU-37 / Shana Nichols

early-intervention-autism
Early Intervention & Autism: Real-Life Questions, Real-Life Answers (2008)

Leave behind confusing textbooks and unreliable websites. This book will guide you through your child’s early years by providing sound advice based on over twenty years of experience. In an easy-to-read, question-answer format, Dr. Jim explains what makes your child tick, how to get the most out of early intervention services, and how to choose the most effective treatment options. Helpful features include: 10 common myths about children with ASD, 7 effective teaching strategies, 10 behavior rules to live by, and must have goals and objectives for children with ASD.

AU-33 / James Ball

unraveling-the-mystery
Unraveling the Mystery of Autism and Pervasive Developmental Disorder: A Mother’s Story of Research and Recovery (2000)

When Karyn Seroussi’s nineteen-month-old son, Miles, was diagnosed with autism, the medical community dismissed his condition as irreversible. She and her husband took matters into their own hands, conducting extensive research on the Web, in medical papers, and even in the lab where Mile’s dad worked as a scientist. They traced the onset of the symptoms to a recent round of vaccinations, when Miles’s immune system appeared to falter. Further detective work led them to realize that vaccinations coincided with the digestive disorder and autistic regression in a growing subtype of children with autism.

AU-65 / Karyn Seroussi

children-with-autism
Children with Autism: A Parent’s Guide (1989)

When parents learn that their child has autism, they often feel helpless and bewildered. Their child appears to live in an isolated, almost impenetrable world which may seem impossible to bridge. To understand autism and overcome their fears, parents need both information and hope.
Recommended as the first book on autism that parents and family should read, CHILDREN WITH AUTISM covers areas that are of special concern to parents. By providing up-to-date information about autism, this comprehensive book will ease the fears and concerns of many parents struggling to understand and cope with their child’s disorder.

AU-24 / Michael D. Powers

understanding-death-and-illness
Understanding Death and Illness and What They Teach About Life: An Interactive Guide for Individuals with Autism or Asperger’s and their Loved Ones (2008)

Finally, family members and professionals have true guidance for these difficult, but necessary, conversations. Author Catherine Faherty offers detailed, concrete explanations of illness, dying, life and death, losing a pet, and numerous other issues. Her descriptions are written with such care; even caregivers will be comforted by her words.

DL-16 / Catherine Faherty

generic
My Brother’s Keeper: A Kindergartner’s View of Autism (2005)

My Brother’s Keeper welcomes you to the life of six-year old Jace Richards and his five-year old brother Justin. Justin has autism and sensory disorders. In Jace’s words and vivid photos you will experience what living with autism is truly like from the perspective of a loving brother. The happy times, the sad times, and, of course, the frustrating times are all here.

FA-54 / Jace Richards and DR Richards

new-social-story
The New Social Story Book (2000)

INSIDE ARE GEMS SUCH AS:

• Mistakes Can Happen on a Good Day
• It Was Fun but Now We’re Done
• When It Is My Turn to Listen
• Saying What I Think with Respect
• Learning to Respond to Bullying
• Telling My Teacher about a Problem
• Fire Drills at School
• Moving to a New Home
• Children Grow Kind Of Slow
• The Truth about Messes
• This Place is Busy
• and DOZENS MORE!

SS-18 / Carol Gray

tasks-galore-lets-play
Tasks Galore – Let’s Play: Structured Steps to Social Engagement and Symbolic Play (2009)

Tasks Galore – Let’s Play utilizes play as the program for learning. There is more and more evidence that direct teaching of play skills can increase young children’s symbolic understanding and, thus, have an impact on their imitation, language, and social skills.

ED-110 / Eckenrode, Fennell, Hearsey, Reynolds

tasks-galore-making-groups
Tasks Galore – Making Groups Meaningful (2005)

Wanting to make the lives of people with communication challenges richly rewarding, the authors describe how:
applying structured teaching strategies, individualizing skills, establishing flow between one-to-one and group learning, and organizing curricula around themes have helped them design successful group activities. Examples illustrate how students learn concepts, construct projects, make music, exercise, and simply have fun in group settings.

ED-111 / Eckenrode, Fennell, Hearsey

tasks-galore-real-world
Tasks Galore – For the Real World (2004)

Designed for teachers, therapists, and parents. Features over 240 full-color photos of highly organized, multi-modal tasks that emphasize functional skills needed for daily living. Each task includes visual strategies that enhance independence in the home, school, community, and workplace.

ED-109 / Eckenrode, Fennell, Hearsey

preparing-for-life
Preparing for Life: The Complete Guide for Transitioning to Adulthood for those with Autism and Asperger’s Syndrome (2005)

This easy-to-follow resource provides a complete toolbox of social skills and the means to attain them so that students may approach their futures with excitement rather than anxiety. Jed Baker tackles a wide variety of issues faced by individuals across the spectrum, such as perspective-taking, nonverbal communication skills, conversational skills, and stress management. He explains the laws and services that provide assistance, offers a multitude of options and resources, and encourages an emphasis on the students’ assets as tools for meeting social goals.

AS-49 / Dr. Jed Baker

toilet-training
Toilet Training for Individuals with Autism or other Developmental Issues (2007)

Toilet training can be a battleground for caregivers and children alike, especially if the child has autism or other developmental challenges. In this book, Maria Wheeler offers a detailed roadmap for success. She stresses the importance of visual cues, such as picture schedules representing the steps of the toileting routine. Other crucial elements are repetition, rewards, and teamwork with teachers if the child is in school. You will find many original and commonsense solutions for transitioning children from diapers to underpants, stopping “repeat flushing,” monitoring fluid intake, coping with a nosy bathroom, using Social Stories, and much more. Wheeler’s methods help caregivers to avoid making the child feel like a “failure.”

DL-14 / Maria Wheeler

relationship-development
Relationship Development Intervention with Young Children: Social and Emotional Development Activities for Asperger Syndrome, Autism, PDD and NLD (2002)

Friendship, even for the most able, requires hard work, and the odds are heavily stacked against those with autism spectrum conditions. Designed for younger children, typically between the ages of two and eight, this comprehensive set of enjoyable activities emphasizes foundation skills, such as social referencing, regulating behavior, conversational reciprocity and synchronized actions.

AD-22 / Steven E. Gutstein & Rachelle K. Sheely

5-point-scale
The Incredible 5-Point Scale (2003)

Assisting students with autism spectrum disorders in understanding social interactions and controlling their emotional responses.

SS-35 / Kari Dunn Burton and Mitzi Curtis

building-social-relationships
Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism Spectrum Disorders and Other Social Difficulties (2006)

This textbook addresses the need for social skills programming for children and adolescents with autism spectrum disorders and other social difficulties by providing a comprehensive model that incorporates the following five steps: assess social functioning, distinguish between skill acquisition and performance deficits, select intervention strategies, implement intervention, and evaluate and monitor progress. The model describes how to organize and make sense of the myriad social skills strategies and resources available to parents and professionals. It is not meant to replace other resources or strategies, but to synthesize them into one comprehensive program.

SS-5 / Scott Bellini

how-to-find-work
How to Find Work That Works for People with Asperger Syndrome: The Ultimate Guide for Getting People with Asperger Syndrome into the Workplace (and Keeping Them There!) (2004)

For those that want to help somebody with Asperger Syndrome find and keep a satisfying job, and for anyone with Asperger Syndrome interested in learning how to secure meaningful work, this book is a vital tool. Gail Hawkins guides readers through a proven approach to finding work that works. All the tools, techniques and strategies in this book have been designed for people with Asperger Syndrome and have repeatedly proven successful.

AS-30 / Gail Hawkins

living-sensationally
Living Sensationally: Understanding Your Senses (2009)

Living Sensationally explains how your individual sensory patterns affect the way you react to everything that happens to you throughout the day. Each one of us can identify with one of four major sensory patterns: Seekers; Bystanders; Avoiders; and Sensors. Using the questionnaire in this book you can find out your own sensory pattern and compare it to that of your partner or co-worker. This book helps you understand how sensory conflicts arise and how best to deal with them at home and at work.

SE-16 / Winnie Dunn

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Autism: A Primer for Educators (2007)

Autism: A Primer for Educators examines some learning styles of students with autism spectrum disorders and describes teaching strategies that have been shown to be effective with these students. A brief review of research begins each content chapter with illustrations of how the selected strategies can be implemented. While the book is designed for school personnel it is also an informative resource for families.

AU-9 / Becker-Cottrill, Barbara & McFarland-Whisman, Jennifer

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1001 Great Ideas for Teaching and Raising Children with Autism Spectrum Disorders (2010)

Parents and professionals can now bypass countless hours spent seeking answers to the mystifying day-to-day challenges of autism. In a snappy, can-do format, this book offers page after page of try-it-now solutions that have worked for thousands of children grappling with social, sensory, behavioral, and self-care issues, and many more.

FP-9 / Notbohm, Zysk

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Behavioral Intervention for Young Children with Autism: A Manual for Parents and Professionals (1996)

This manual contains all of the basic information for utilizing the training format called discrete trial training (frequently referred to as ABA therapy). It contains some of the standard programs used when teaching in a discrete trial format along with data collection sheets. Prior workshop training in this strategy would be helpful before instituting the programs. The programs should be individualized and supervised by a trained professional in applied behavior analysis.

BE-10 / Catherine Maurice

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Thinking in Pictures and Other Reports from My Life with Autism (1995)

Here, in Temple Grandin’s own words, is the story of what it is like to live with autism, to be among the few people who have broken through many of the neurological impairments associated with autism.

AU-63 / Temple Grandin