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Summary
Summary
Written during the third year of The Rebecca School's operation in Manhattan, RESPECTING AUTISM: The Rebecca School DIR Casebook for Parents and Professionals adroitly describes the results of Tina McCourt and Michael Koffler's efforts to conceive and create a new school in New York City for children diagnosed on the autism spectrum. Because of the devotion of the entire staff as well as parents, all New York students can now receive a developmentally appropriate, thoughtful, and integrated education. According to co-author Dr. Gil Tippy , Clinical Director: "At Rebecca School we believe that everything we do originates with respect. Respect for the children we serve, respect for the staff with whom we work, and respect for the families of the children."
Dr. Tippy and Floortime™ creator Dr. Stanley Greenspan collaborated on RESPECTING AUTISM . In 2005, Dr. Greenspan became a consultant to Rebecca School, and his work with students is featured throughout the book. The school institutionalizes Dr. Greenspan's "Floortime™" methods of teaching and its educators work to extend students' circles of communication using the Developmental, Individual Difference, Relationship-based (DIR®) model also pioneered by Dr. Greenspan. Autism Spectrum Disorders are not issues of memory or of extinguishable behaviors, but rather difficulties with relating and communicating. Throughout RESPECTING AUTISM , everyday real life students and their families generously open up their homes and personal histories to Dr. Tippy who then conveys to readers these student's triumphs and frustrations, joys and fears as each child in her or his own way strives to experience the freedom of the world of abstraction. RESPECTING AUTISM introduces readers to sixteen students and their personal stories presented as case studies. In each of these very different studies, Dr. Tippy takes a thorough and thoughtful approach to introducing readers to these individuals; he first establishes their family's story and educational background, then provides specifics regarding the students' work as well as behavior at school. Each case study concludes with Dr. Greenspan's diagnosis, reflections, and plan regarding how best to proceed to bring the student fully into the circle of communication.Author Notes
Stanley I. Greenspan, MD, the world's foremost authority on clinical work with young children and Clinical Professor of Psychiatry and Pediatrics at George Washington University Medical School, died shortly after finishing his work on this book. His influential books include The Challenging Child and The Growth of the Mind, as well as Engaging Autism and The Child with Special Needs (both coauthored with Serena Wieder, PhD).
Gil Tippy, PsyD is a founder of the Rebecca School and its Clinical Director. He has evaluated hundreds of children from the Developmental, Individual Difference, Relationship-based perspective, having been mentored by Dr. Stanley Greenspan, the late creator of the DIR model. Dr. Tippy also has a large clinical practice in Oyster Bay, New York. He has two children and lives on Long Island with his wife and daughter.
Reviews (1)
Publisher's Weekly Review
In this useful volume, Tippy--clinical director at New York's Rebecca School, a therapeutic institute in Manhattan for children with special needs--and Greenspan, who, when he died last year, left a legacy of pioneering work with autistic children. profile 16 students on the autism spectrum, describing their rocky histories in the medical and special education systems, the concerns and fears of their parents, and the ways in which the Rebecca School's transdisciplinary approach helped them reach developmental milestones: attention, communication, problem solving, comparative thinking, etc. As he did as a consultant to the Rebecca School, Greenspan makes recommendations to amplify successes and push through limitations. Parents of children who respond poorly to therapy systems based on memory and behavior, will be rallied by Tippy's stories, while educators will be roused by his critique of "evidence-based" systems of rewards and punishments that dehumanize autistic children whose core deficits, Tippy says, can best be addressed through respectful relationships. Anyone working with autistic children will find surprising insights and effective tools in this practical yet deeply empathetic volume. (c) Copyright PWxyz, LLC. All rights reserved.
Table of Contents
| Foreword | p. 1 |
| Introduction | p. 3 |
| Rebecca School | p. 17 |
| Kresimir, I'll Run with You | p. 19 |
| Gabriel, "Neurotic New York Mom" Knows Best | p. 30 |
| Lydia, Tickle Monster Model | p. 48 |
| Lenny, Squeals of Laughter | p. 57 |
| Helen, Looking Through a Shattered Lens | p. 69 |
| Rock, Punt, Pass, and React | p. 82 |
| Joanne, Yes, I Have Dimple | p. 92 |
| Martin, roarrrr! | p. 103 |
| Oleg, Mischief Personified | p. 116 |
| Dan, Your Son: Priceless | p. 131 |
| William, Dancing with the Stars | p. 142 |
| Matthew, A Symphony of Fans | p. 153 |
| David, I Love You, Now Leave Me Alone | p. 163 |
| Luke, A Vantage, or an Exit? | p. 177 |
| Paul, To the Other Side of the World and Back ... For You | p. 191 |
| Raymond, Popcorn | p. 203 |
| Glossary | p. 220 |
| Acronyms | p. 225 |
