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Q&A with Dr. Pat Mirenda
(originally posted April 2009)

photo: Dr. Pat Mirenda

Pat Mirenda, Ph.D., is a professor in the Department of Educational and Counseling Psychology and Special Education at the University of British Columbia. In 2008, she was named a Fellow of the International Society for Augmentative and Alternative Communication. Dr. Mirenda's current research focuses on describing the developmental trajectories of young children with autism and factors that predict the outcomes of early intervention.
Read Dr. Mirenda's thoughts about the advantages of using AAC in support of students with ASD

Q: What is the one thing you would say to a parent who has just found out his or her child has autism?

A: "Take a deep breath and begin reading." Of course, the parent is likely to be upset, confused, overwhelmed, and afraid, as any parent would be who just found out that his or her child has an unexpected challenge. But the best thing that parent can do is to begin the process of learning about autism and the many evidence-based treatments that are available. I would give the parent my own list of "must read" books and articles, and I would also caution him or her to be a discriminating consumer and consider the source of all information—there is a lot of excellent material available, but there is also a lot of material that is not backed by research and is not credible.

Q: What inspired you to work with kids with autism?

A: Strange but true—I was initially inspired by Bruno Bettelheim's book, The Empty Fortress! I read it when I was an undergraduate student and was fascinated by the children he described as well as by the Orthogenic School's approach to "treatment." Of course, I subsequently learned about the egregious errors inherent in Bettelheim's blaming of parents and his overall approach to intervention. Still, at the time, the children intrigued me—as they still do—and made me want to learn more about autism in general.

Don't miss Dr. Mirenda's books:

Autism Spectrum Disorders and AAC

Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs


Learn more about Dr. Mirenda's work at The Autism and Developmental Disabilities Lab.



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Q: What do you see as the next breakthrough for autism?

I hope the next big breakthrough will be an understanding of how to effectively and efficiently "match" a child and family to a treatment and intensity. We know that all children do not respond to the same treatment approach and "dosage" in the same way, but we are still struggling to figure out how to know at the outset what the best treatment combination will be for an individual child in the long term. When we can do this, everything will change for children and their families.

Q: What book have you read lately that you are excited about?

A: I recently read Paul Offit's book Autism's False Prophets," about the MMR vaccine scare, how it happened, and the aftermath of it. He did a masterful job of explaining the issue in general and describing how it quickly got out of hand. It is a must-read for all professionals and families, especially those with young children who are still debating about whether or not to vaccinate.

Q: What is the greatest obstacle you have overcome in your work?

A: People who have low expectations of individuals with autism and what they can achieve with appropriate supports. I am flabbergasted that I still hear professionals describe kids (or adults, for that matter!) as "low functioning" or as having "limited potential." We know so much about how to promote development and do good teaching, there's just no excuse for lack of progress. I'm sorry to say this, but I think that people described as "low functioning individuals with autism" are those who are supported by "low functioning" teachers and other professionals.

Q: What is the most rewarding experience you've had in working with a child with autism?

A: In the 1970s when I first started this work, I taught a boy named Robbie to talk. He was nonverbal and had frequent tantrums when I first started working with him, and 2 months later he could imitate anything I said to him, say 25-30 words spontaneously, and play a gleeful game of "chase" for 15-20 minutes at a time. I worked with him for almost 2 years and by the time moved on, he was talking in sentences, going to school, and playing with other kids. I will never forget the joy of watching him develop and the deep satisfaction I got from knowing that I played a small part in that. He taught me so much.



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