Index

Abbreviated Torrance Test for Adults (ATTA),

112

Absolute pitch (AP),

78–79, 163–164

Accessing Campus Connections and Empowering Student Success (ACCESS) program,

115

Accommodations, and legislation,

12, 178–179. See also Education; Employment

Acquiring Career, Coping, Executive control, Social Skills (ACCESS) Program,

93

Action Model for Self-Determination,

113

Activity, and strength-based approach to disability,

23, 24

ADHD

assessment of,

112–115

character strengths and,

110–111, 113

comorbidity of with dyslexia,

125

creativity and,

111–112

prevalence of,

109

recommendations on,

119

strengths-based interventions for,

115–118

strengths and challenges of,

109–110, 111

suggested readings on,

119–120

Affiliative bonding, and neurobiology,

165

Africa, and Social Justice Repair Kit project,

244

Alice’s Adventures in Wonderland (Carroll 1865),

69

American Institutes for Research Self-Determination Scale (AIR-S),

82, 87–88, 113

American Psychiatric Association,

2. See also DSM-5

American Psychologist (journal),

30

Americans With Disabilities Act (ADA),

261

Animal-assisted therapy,

93–94

Arc’s Self-Determination Scale (SDS),

82, 93, 113

Artificial intelligence–driven human avatar (Abby),

281

Artistic talent, and savantism,

44. See also Creativity; Music

Asperger, Hans,

69

Asperger syndrome,

29

Assessment

. See also Diagnosis

employment and alternative approaches to,

266–281

“learned phobia” of,

248–249

methods of for dyslexia,

139

of strengths in ADHD,

112–115

of strengths in autism spectrum disorders,

80, 81–86, 87–91

Treffert Approach and,

41–43

Assessment Scale for Positive Character Traits–Developmental Disabilities (ASPeCT-DD),

29, 81, 87

Assistive technology, and higher education,

179, 182–183

Atlantic, The (magazine),

4, 260

Attention

executive function clusters and,

268

neurobiology of,

151, 153

visual-spatial abilities of autistic children and,

78, 162

Auditory perceptual capacity,

78

Autism rights movement (ARM),

4

Autism spectrum disorders

accurate diagnosis of,

41–42

assessment of strengths in,

80, 81–86, 87–91

brain organization and mathematical abilities,

154–155

creativity and,

167

employment and programs for,

204–228

enhanced perceptual performance and,

161

genetic influences on ADHD and,

111

interpersonal synchronization and,

165

interventions based on strength-based model of,

92–97

neurobiology of,

162, 163–64, 165–166

prevalence of in college students,

202–203

rate of unemployment and,

xvi, 202, 260

self-determination and,

31

sensory awareness and,

52–53

social movements and,

3–4

specific domains of competencies in,

74–80

types of strengths in,

66, 67, 68–70, 71–73, 74–80

use of terms for,

5, 41

Autism-Spectrum Quotient (AQ) questionnaire,

79

Autism at Work (AaW) program,

203, 204–229, 261

Autism at Work Summit,

203

Autistic Self Advocacy Network (ASAN),

20–22

Aware-Explore-Apply intervention,

29

Barish, Barry,

68

Baron-Cohen, Simon,

260

Becker Work Adjustment Profile,

266

Behavioral strengths, and autism spectrum disorders,

81. See also Social behavior

Bell curve,

237

Better OutcOmes and Successful Transitions for Autism (BOOST-A),

94–95

Big Five personality traits model,

266

Biomedical model, of disability,

21–22

Bjorling, Tracey,

52

Blindness, and autism-like symptoms,

41–42

Blink: The Power of Thinking Without Thinking (Gladwell 2005),

135

Blume, Harvey,

4, 260

Body distance, and interviews with neurodiverse individuals,

220

Body kinesthetic strength, and multiple intelligences theory,

269

Bovee, Jean-Paul,

20, 21, 31–33

Brain

. See also Neurobiology

autistic children with superior mathematical abilities and,

154–155

developmental dyslexia and,

159–160

hyperlexia and,

160

language-related activations and,

157

neurocognitive processes involved in arithmetic,

154

Branson, Richard,

110

Brigance Transition Skills Inventory,

266

Bullying, in schools,

245–246

Calendar, and Companion app,

281

Calendrical calculation abilities, and brain organization of autistic individuals,

155

Campbell Interest and Skill Survey,

266

Canada, and Social Justice Repair Kit project,

244

Cardinality principle,

150

Career development model,

264, 265

Career Exploration Inventory,

266

Career Occupational Preference System Interest Inventory,

266

Career support services, and Autism at Work program,

223

Carroll, Lewis,

69

Case examples

of assessment of executive functions,

276–281

of dyslexia,

136–137

of interventions for ADHD,

117–118

of interventions for autism spectrum disorders,

97

of neurodiversity and cultural change,

11–12

of self-determination in positive psychology,

31–32

of Treffert Approach,

57–59

Causal agency theory, and self-determination,

30

Chapman, Jeremy,

46

Character strengths

. See also Personality

ADHD and,

110–111, 113

autism spectrum disorders and,

70, 74, 81–86, 87–88

positive psychology and,

28–29

Civil rights, and social models of diversity,

20, 30

Clark, Trevor,

47

Clifton StrengthsFinder,

266

Cloninger Junior Temperament and Character Inventory (JTCI),

113

Coaching

. See also Mentoring

accommodations in higher education and,

183–184, 186, 187–188, 189–193

employment support and,

226

Cognitive-behavioral therapy (CBT), for ADHD,

115

Cognitive functioning

. See also Executive functions; Mathematical cognition

autism spectrum disorders and inflexibility of,

42

control of and neural correlates of mathematical cognition and learning,

153

innovation and diversity of,

2–3

reading and,

156

strengths of autistic children and,

74

Colleges

. See also Higher education

interventions for ADHD and,

115, 116–117

prevalence of autism spectrum disorders in students,

202–203

Colombia, and Social Justice Repair Kit project,

244

Community Based Functional Skills Assessment for Transition Aged Youth With Autism Spectrum Disorder,

276

Companion animals, for autistic individuals,

93

Companion app,

281

Comprehensive Test of Phonological Processing,

84, 90

Computer(s)

. See Technology; Websites

Computerized Block Design Task,

85, 91

Conditions, and redefinition of neurodiversity,

7

Connecting, and creativity in dyslexic individuals,

132

Conscious Discipline program,

51

Constitution, U.S.,

2, 11

Convergent thinking, and ADHD,

111–112

Cornell, Eric,

68

Creative Achievement Questionnaire,

114

Creativity

. See also Artistic talent

ADHD and,

111–112, 113–114

dyslexia and,

132–133

neurobiology of,

166–167

Criminal justice system, and youth with learning disabilities,

247, 248, 249, 250. See also Legal system

Csikszentmihalyi, Mihaly,

8

Culture

. See also Society

employment support programs and,

227

neurodiversity and changes in,

xv, 10–12, 98

strengths-based model of dyslexia and,

141–142

Curie, Marie,

69

Declarative memory,

152

Dell (corporation),

229

Democracy, and 80/20 principle,

241, 242

Demographic diversity,

2

Department of Labor Occupational Information Network,

271

Development, as component of SBMN,

10

Diagnosis, of autism spectrum disorders,

41–42, 52. See also Assessment

Difference, use of term,

261. See also Neurodifferent

Differential Ability Scales-II (DAS-II),

83, 88

Digital Climbers program,

56

Digital divide, and technology,

239–240

Dirac, Paul,

69

Disability

. See also Disability rights movement; Intellectual disability; Learning

self-determination theory and,

30

social model of,

4, 19, 21, 22–24, 178

use of term,

261

Disability Discourse (Singer 1999),

3

Disability rights movement, and Autistic Self Advocacy Network,

21

DISC (Dominance, Influence, Steadiness, and Compliance) personality test,

266

Disclosure support, and Autism at Work program,

224

Disease, use of term,

261

Disorders

. See also ADHD; Autism spectrum disorders

redefinition of neurodiversity and,

7

use of term,

260

Distance effect,

150

Distraction, degrees of in accommodation ergonomics,

180

Divergent thinking

ADHD and,

111, 112, 113–114

dyslexia and,

132–133

Diversity

. See also Neurodiversity

cultural change and,

xv

80/20 principle and bias against,

237–243

social movements and,

2

subtypes of,

2–3

Dog-assisted therapy,

94

DSM-5

reading disorders and dyslexia in,

124–125

sensory issues in diagnosis of autism spectrum disorders,

52

DXC Technology,

96, 203, 229, 261

Dynamic reasoning, and dyslexia,

134–136

Dyscalculia, neurobiology of,

155–156

Dyslexia

brain structure of children with developmental,

159–160

in case examples,

117–118, 136–137

creativity and,

166–167

cultural acceptance of strengths-based model of,

141–142

definition of,

124–125

different brains concept and,

129

interventions based on strengths-based model of,

137–140

missing middle concept and,

126–129

reading disorders and,

125–126

recommendations on,

142

status of recent research on,

12

strengths of individuals with,

130–136

suggested readings on,

143

as way of interacting with world,

123, 141

Dyslexic Advantage, The (Eide and Eide 2012),

130

Echolalia,

45

Education

. See also Colleges; Higher education; Special education; Treffert Approach

80/20 principle and,

241, 242

group problem solving and mathematics,

43

interventions for ADHD and,

115–117

interventions for autistic children and,

95

interventions for dyslexia and,

127, 128, 138–140

recommendations for change,

250, 254–255

self-regulation and assessment of executive function,

268–269 Social Justice Repair Kit project and, 243–250

suggested readings on,

256

use of character strengths in interventions,

29

Education for Life and Work (National Research Council 2012),

140

Efficiency, and executive function clusters,

268

80/20 principle, and bias against diversity,

237–243, 251–252

Einstein, Albert,

68

Els for Autism Foundation,

203

Emancipation Proclamation (Lincoln 1863),

2

Embedded Figures Test (EFT),

160, 161

Emotional strengths, and autism spectrum disorders,

71

Employable Me (Wollaston 2016),

189

Employment

. See also Autism at Work program; Unemployment; Workplace

alternative approaches to assessment for,

266–281

creativity of dyslexic individuals and,

133

importance of in “meaningful life,”

263–264

multiple intelligences and potential types of,

9

natural environment and,

49–50

obstacles to inclusion of neurodiverse in,

262, 264–266

recommendations on,

231–232, 285

suggested readings on,

233, 285

Engagement, and executive function clusters,

268

Environmental accommodations, and employment,

225. See also Natural environment

Episodic memory, and dyslexia,

133

Equity programs, for students with disabilities,

246–247

Escher, M.C.,

134

Europe, and Social Justice Repair Kit project,

244

Executive functions, assessment of,

267, 268–269, 272, 273, 277–281. See also Cognitive functioning; Memory

Existential strengths, and multiple intelligence theory,

270

Experiential diversity,

2

Exploring Giftedness and Autism: A Study of a Differentiated Educational Program for Autistic Savants (Clark 2016),

47

Eye contact, and autism spectrum disorders,

220

Family, and interventions for autism spectrum disorders,

94–95. See also Parent support groups

Ferose, V.R.,

205–206

Ford Motor Company,

203

FourSight (self-report instrument),

114

Franklin, Ursula,

236

Frick, Sheila,

52

Functioning, use of term by World Health Organization,

23. See also Cognitive functioning; Executive functions

Games, and Identifor assessments,

274

Gardner, Howard,

xiii, 7–8, 9, 40, 267

Genetics, influence of on ADHD and autism spectrum disorders,

111

Genius Within program,

176, 177, 189, 191

Gladwell, Malcolm,

135

Gottschaldt’s Hidden Figure Test,

85, 90

Grandin, Temple,

xiii, 40, 79, 261

Greider, Carol,

133

Group coaching, and higher education,

184–185, 188, 190–191

Guidelines

of SAP SE Autism at Work program,

206–207

for universal design of support programs in higher education,

180–181

Handshake, and interviews with neurodiverse individuals,

220

Harrington-O’Shea Career Decision-Making System–Revised,

266

Hatch, Thomas,

7–8

Hidden Figure Identification test,

85, 90–91

Higher education

. See also Colleges; Education

assistive technology and,

182–183

coaching or mentoring programs,

183–185, 186, 187–188, 189–193

key elements of programs for neurodiverse students,

193–194

legal considerations and disability accommodations in,

178–179

psychosocial interventions and,

185, 187

recommendations and suggested readings on,

195–196

societal importance of,

176–178

transitioning to workplace from,

188–193

universal design of support programs for,

179–182

Holland, John,

270

Holland career codes,

266, 270–271, 272

Human resource resiliency,

96

Hypercalculia,

75

Hyperfocus, and ADHD,

110

Hyperlexia

assessment of,

42

autism spectrum disorders and,

76–77

neurobiology of,

160

strength-based approach to,

44

Identifor technology platform,

274–282, 283

Identity-first language,

5

Image-based thinking, and dyslexia,

133–134

Impairment, and social model of disability,

23

Impossible Figures Task,

134

Impulsivity, and ADHD,

110

Inclusion, models of for employment initiatives,

207

Inclusive Design Research Centre,

237, 243, 252

Indiana, Treffert Approach and libraries in,

55–56

Individualized Education Program (IEP),

50, 247, 264. See also Special education

Individuals with Disabilities Education Act of 1990,

264, 282

Individuals with Disabilities Education Improvement Act of 2004,

138

Individual Transition Plans (ITPs),

264

In the Mind’s Eye (West 2009),

130

Innovation, and cognitive diversity,

2

Inquiry, and executive function clusters,

269

Intellectual disability, and character strengths,

74

Intellectual strengths, of autistic individuals,

72, 83

Intelligence, and IQ tests,

75–76, 83, 135. See also Multiple intelligences theory; Standardized tests

Interconnected reasoning, and dyslexia,

132

Interest-based interventions, for autistic children,

93–94

International Classification of Functioning, Disability and Health (World Health Organization 2001),

23, 24

International Dyslexia Association,

125

Internships, and Autism at Work program,

208

Interpersonal strengths

. See also Intrapersonal abilities; Personal relationships; Social behavior

multiple intelligences theory and,

270

of young adults on autism spectrum,

71

Interpersonal synchronization, neurobiology of,

164–165

Interventions, strength-based

. See also Animal-assisted therapy; Music therapy; Positive psychology

for ADHD,

115–118

for autism spectrum disorders,

92–97

for dyslexia,

137–140

Interviews, and Autism at Work program,

217–222, 223

Intrapersonal abilities

. See also Interpersonal strengths

multiple intelligences theory and,

270

neurobiology of,

165–166

Invisible disability, and legal system,

12

“Islands of competence,” and interventions for ADHD,

116

Jelinek, Elfriede,

69

Job search, and Autism at Work program,

215

Joliot-Curie, Iréne,

69

Journal of Positive Psychology,

26

JP Morgan Chase,

203, 229, 261

Kanner, Leo,

41, 66, 80

Kay, Alan,

205

Kearon, David,

262

Ketterle, Wolfgang,

68

Kindness Curriculum,

51

Koch, Richard,

237–238, 251

Labels, and use of terms for neurodiversity,

40

Language

. See also Reading; Verbal-linguistic abilities

interviews with neurodiverse individuals and,

221

neurobiology of,

152, 157, 158

savantism and unusual skills in,

44

use of terms for neurodiversity,

3, 5, 40, 175

Leaders in Creative Media (Treffert Center),

51–52

Learning, and learning disabilities

dependence of on reading,

124

equity programs for students with disabilities,

246–247

neurobiology of mathematical cognition and,

150, 151, 152–153

Legal system, and legislation

. See also Criminal justice system

disability accommodations in education and,

178–179

provisions for neurodiverse conditions and,

12

Lemke, Leslie,

45

Lesbian, gay, bisexual, and transgender (LGBT), and social movements,

2

Libraries, and Treffert Approach,

55–56

Life satisfaction, and self-determination,

31

Lincoln, Abraham,

2

Local gyrification index, and dyslexia,

159

Logical-mathematical abilities

of individuals on autism spectrum,

75–76, 83–84, 89

multiple intelligences theory and,

269

Longmore, Paul,

20

Loucks, Sarah,

262

Marginalization, and special education programs,

247

Maslow, Abraham,

176

Mathematical cognition,

150, 151, 152–153

Mathematics, and mathematical abilities

autistic children and,

75–76, 154–155

group problem solving and education in,

43

neurobiology and,

150–156

neurodiversity and development of essential skills,

xii

savant skills and,

44

McCloskey, George,

267, 276

McCloskey Executive Functions Scale (MEFS),

274, 276

Meares-Irlen syndrome,

180

Mechanical ability, and savantism,

44

Medical model

of disability,

178

of dyslexia,

137

Medication, and Companion app,

281

Memory

. See also Declarative memory; Executive functions; Working memory

abilities of autistic children and,

80

dyslexia and types of,

133–134

executive function clusters and,

268

neurobiology of,

151

Mental health care, and higher education,

188. See also Interventions

Mental rotation, and autism spectrum disorders,

162

Mental Rotations test,

85, 91

Mental subnormality, use of term,

22

Mentoring, and mentors

. See also Coaching

accommodations for neurodiversity in higher education and,

184, 187–188

college-based interventions for ADHD and,

115

employment support programs and,

226

Treffert Approach and,

50

Mexico, and Social Justice Repair Kit project,

244

Michelangelo,

69, 74

Microsoft,

40–41, 95, 203, 229

MIND framework, and dyslexia,

129, 130

Mindfulness, and positive psychology,

26–28

Mindful Observation of Thoughts (MOT),

27–28

Mind-mapping software,

183

Moore, Gordon,

239

Motivation

creativity in adults with ADHD and,

112

self-determination theory and,

30

Multiple intelligences theory

. See also Intelligence

assessment of executive functions and,

267, 269–270, 272, 277, 279

as component of SBMN,

7–8, 9

different kinds of thinking and,

xiii

limitations of IQ tests and,

7

Music, and musical-rhythmic abilities

. See also Absolute pitch; Music therapy

assessment of in autistic individuals,

78–79, 86, 91

multiple intelligences theory and,

270

neurobiology of,

163–164

savantism and,

44

Music therapy, for autistic children,

93

Musical Ear Test,

86, 91

Myers-Briggs Type Indicator,

266

Narrative reasoning, and dyslexia,

133–134

Natural environment, and Treffert Approach,

48–50. See also Environmental accommodations

Naturalistic skills, and multiple intelligences theory,

270

Navigation, and Companion app,

281

Neale Analysis of Reading Ability,

85, 90

Neurobiology

creativity and,

166–167

interpersonal synchronization and,

164–165

intrapersonal abilities and,

165–166

mathematical abilities and,

150–156

musical-rhythmic abilities and,

163–164

recommendations and suggested readings on,

169

verbal-linguistic abilities and,

156–160

visual-spatial abilities and,

160–162

Neurochemistry, and autism spectrum disorders,

162

Neurodevelopmental disabilities (NDDs),

20

Neurodifferent and neurodivergent, use of terms,

5

Neurodiverse, use of term,

40, 175

Neurodiversity

. See also Autism spectrum disorders; Diversity; Dyslexia; Education; Employment; Interventions; Neurobiology; Positive psychology; Research; Savantism; Strength-based model of neurodiversity; Treffert Approach

cultural change and,

xv, 10–12, 98

definition of,

xv, 1, 3, 260

development of essential skills and,

xii

general recommendations on,

14–15

objectives of social movements and,

3–4

ontology of,

4–7

redefinition of,

7–8, 10

shift in societal perspective on,

261

suggested readings on,

15

use of terms for,

3, 5, 40, 175

Neurominority, use of term,

3

Neurotypical, use of term,

40

Newton, Isaac,

68–69

Nobel Prize,

68, 69, 133

Novelty seeking, and ADHD,

110, 111

Number sense,

150, 152

Occupational Aptitude Survey and Interest Schedule,

266

Ofiesh, Nicole,

129

Olitsky Family Foundation,

203

Onboarding, and Autism at Work program,

222

Open-ended questions, and interviews with neurodiverse individuals,

222

Optimization, and executive function clusters,

268

Oxford Handbook of Positive Psychology and Disability, The (Wehmeyer 2013),

26

Parent support groups, and Treffert Approach to education,

47

Pareto, V.,

240, 251

Participation, and strength-based approaches to disability,

23, 24

Peek, Kim,

80

Peer group coaching,

184–185, 188

Penn Resiliency Program,

116

Peripheral vision, and dyslexia,

131–132

PERMA (Positive emotions, Engagement, Relationships, Meaning, and Achievement) model,

116

Personality

. See also Character strengths

Cloninger’s biopsychosocial theory of,

113

strengths of autistic children and,

74

Personal relationships, and Treffert Approach,

50–52. See also Interpersonal strengths; Social behavior

Personal Strengths Program (PSP),

116–117

Person with autism, use of term,

5

Person-first language,

5–6

Philsophiae Naturalis Principia Mathematica (Newton 1687),

68

Phonological processing, and dyslexia,

125

Pictorial Inventory of Careers DV-2000,

266

Pivotal response training,

94

Play

. See also Games

behavioral treatment for autistic children based on,

93

sensory awareness and,

53

Porges, Stephen,

53

Positive Character Traits–Developmental Disabilities (ASPeCT-DD),

74

Positive psychology

character strengths and,

28–29

as component of SBMN,

8, 10

definition of,

24–25

interventions for ADHD and,

116–117

interventions for autism spectrum disorders and,

92–93, 96

mindfulness and,

26–28

recommendations on,

33–34

research on and development of,

25–26

self-determination and,

30–32

suggested readings on,

34–35

themes of,

25

Poverty, and prevalence of dyslexia,

127

Practical Guide for Teachers of Students With an Autism Spectrum Disorder in Secondary Education, A (Costley et al. 2012),

47

Prader-Willi syndrome,

27–28

Preemployment training program,

210, 213–215, 216

Prodigious savants,

44

Psychiatry, positive psychology compared to traditional,

10

Psychology

. See also Positive psychology

social model of disability and,

22

verbal thinking and,

xiii

Psychology of Normal People, The (Tiffin et al. 1946),

129

Psychosocial interventions, and higher education,

185, 187

Public planning and policy, and 80/20 principle,

242

Quality of life, and self-determination,

31

Questers program,

55–56

Quetelet, Adolphe,

239, 240

Rain Man (movie 1988),

40, 59, 80

Rangam Associates,

276

Reading

. See also Dyslexia; Hyperlexia; Language

dependence of learning on,

124

neurobiology of,

156, 159

screening for dyslexia and,

128

Reading disorders, and dyslexia,

125–126

Reading-Free Vocational Interest Inventory-2,

266

Reality-based creativity, and autism spectrum disorders,

167

Rehabilitation Act of 1973,

261

Reiff, Henry,

136

Relocation, and Autism at Work program,

223

Remote Associates Test,

112, 115

Repetitive movements, and interviews,

220

Research

80/20 principle and,

240, 241

on positive psychology,

25–26

on strengths of autistic individuals,

67

on treatment and interventions for neurodiverse conditions,

12–13

Resilience

interventions for ADHD and,

116

positive psychology and,

96

Rey-Osterrieth Complex Figure,

86, 90

RIASEC career code,

270–271, 272, 277, 280

Robinson, Ken,

177

Salk and McGill Music Inventory,

86, 91

SAP SE (company), and Autism at Work program,

203, 204–29, 261, 262

Savantism, and savants

acquired forms of,

59

calendrical calculation abilities in autistic individuals,

155

case examples of,

57–59

common types of,

44

hyperlexia and,

160

natural environment and,

49

special skills and abilities,

44–47

Treffert Approach and,

60

SBMN

. See Strength-based model of neurodiversity

School-to-Work Opportunities Act of 1994,

264

Schrödinger, Erwin,

69

Screening, and Autism at Work program,

212–213

Self, and intrapersonal abilities,

165, 166

Self-advocacy movement, and autism spectrum disorders,

20

Self-awareness, of learning in dyslexic individuals,

140

Self-determination

assessment of ADHD and,

113

assessment of in individuals on autism spectrum,

82

positive psychology and,

30–32

Self-Determination Student Scale (SDSS),

113

Self-directedness, and ADHD,

111

Self-efficacy, and accommodations for neurodiversity in higher education,

177–178, 185, 187

Self-regulation

assessment of executive functions and,

267, 268–269

systems approach to education and,

55

Seligman, Martin,

8, 24–25, 116

Sensory awareness, and Treffert Approach,

52–53

Sensory environment, and universal design for neurodiversity,

180–181

Shattuck, Paul,

264

Sinclair, Jim,

4

Singer, Judy,

3–4

Singh, Nirbay,

27

Social behavior, and neurobiology,

164–166. See also Interpersonal strengths; Intrapersonal abilities; Personal relationships

Social justice, and diversity movements,

2. See also Social movements

Social Justice Repair Kit project,

243–250

Social model, of disability,

4, 19, 21, 22–24, 178

Social movements,

2, 3–4, 11, 21

Social welfare, and strength-based approaches to neurodiversity,

22–23

Society, interventions for autism spectrum disorders at level of,

96–97. See also Culture; Social behavior; Social justice; Social movements

Socioeconomic status, and dyslexia,

127

Soles of Feet (SoF),

27

Solutionism, and programs for learning disabilities,

247–248

Sonne, Thorkil,

206

“SourceAbled” (software program),

276

South America, and Social Justice Repair Kit project,

244

Special education, and stigmatization or isolation of students with learning differences,

245. See also Individualized Education Program

Special interests, and interviews with autistic individuals,

221

Specialisterne (company),

206, 261

Speech comprehension, and neurobiology of reading,

158, 159. See also Language

Speech-to-text, and text-to-speech software,

182

Spell-check systems,

182–183

Splinter skills, and savantism,

44, 46

Standardized tests

. See also Intelligence, and intelligence (IQ) tests

accommodations for neurodiversity in higher education and,

181–182

dyslexia and,

126, 127–128, 131, 136

problems with for assessment of neurodiverse students,

266

Stanford-Binet Intelligence Scales,

83

Stanford University,

129, 204

Starburst distribution pattern, and accommodations for neurodiversity,

237, 238, 239

Storytelling, and dyslexia,

133–134

Strength-based model of neurodiversity (SBMN), and strength-based approaches

. See also Behavioral strengths; Character strengths; Interpersonal strengths; Positive psychology; Treffert Approach

assessment of ADHD and,

112–115

assessment of autism spectrum disorders and,

80, 81–86, 87–91

benefits of,

32–33, 65, 97–98

components of,

1, 66

definitions of neurodiversity and,

7

dyslexia and,

130–136

interventions for ADHD and,

115–118

interventions for autism spectrum disorders and,

92–97

interventions for dyslexia and,

137–140

introduction to,

xv–xvii

mindfulness and,

27

recommendations on,

98

social model of disability and,

22–24

suggested readings on,

99

Strengths and Difficulties Questionnaire (SDQ),

81, 87

Strong Interest Inventory,

266

Student Developmental Task and Lifestyle Inventory,

91

Suicide, and indigenous youth with learning differences,

244

Superflex curriculum,

55

Support programs, in higher education,

179–187. See also Accommodations; Autism at Work program; Interventions; Parent support groups

Support structure, of Autism at Work program,

224–225, 226–227

Sustainability services, and Autism at Work program,

222–228

Symbolic acuity, in autistic children,

154

System Applications and Products in Data Processing (SAP),

95, 96

Systems approach, and Treffert Approach,

53–57

Technology

. See also Assistive technology; Websites

cultural change and,

11

digital divide and,

239–240

Franklin’s definition of,

236

Identifor assistive platform,

274–282

Treffert Approach to education and,

56

Temperament and Character Inventory (TCE),

113

Test(s)

. See Standardized tests

Test-optional schools, and dyslexia,

139

Test of Word Reading Efficiency,

85, 90

Text-to-speech software,

182

Theological strengths, and autism spectrum disorders,

73

Therapeutic relationship, development of positive,

51

Thinking, and thought

. See also Divergent thinking; Image-based thinking

ADHD and types of,

111–112

autism spectrum disorders and rigid patterns of,

42

multiple intelligence concept and different kinds of,

xiii

Thinking in Pictures (Grandin 1996),

xiii

Thorne, Kip,

68

Three-dimensional block rotation,

42

Torrance Tests of Creative Thinking (TTCT),

113–114, 166–167

Tourette syndrome,

180

Treffert Academy (daycare and preschool),

47, 48, 51

Treffert Approach, and Treffert Center

assessment and,

41–43

case examples of,

57–59

description of,

39

development of,

40

key components of,

60

nature and natural environment in,

48–50

personal relationships and,

50–52

recommendations on,

62

savantism and,

60

sensory awareness and,

52–53

strength-based focus of,

43–47

suggested readings on,

62–63

systems approach and,

53–57

Treffert Way,

47

Tuition, and coaching in higher education,

184

Ultra Testing,

261

Unemployment, rate of for individuals with disabilities,

xvi, 202, 260. See also Employment

United Nations Convention on the Rights of Persons With Disabilities (2006),

178

Universal design, and support programs for neurodiversity in higher education,

178, 179–182

Universal Design for Learning (UDL),

138, 139

Unusual Uses Task,

112, 114–115

Values in Action (VIA) Inventory of Strengths,

28, 29, 71–73, 81, 87

Verbal-linguistic abilities

autism spectrum disorders and,

76–77, 84–85, 89–90

multiple intelligences theory and,

267

neurobiology of,

156–160

Verbal processing, of mathematical operations,

150–151

VIA Inventory of Strengths-Youth (VIA-Youth),

28

“Virtuous tornado” model,

252, 253

Visual matrix analysis,

42

Visual-spatial abilities

. See also Language

assessment of autism spectrum disorders and,

85–86, 90–91

dyslexia and,

130–131

multiple intelligences and different kinds of thinking,

xiii, 269

neurobiology of,

160–162

neurodiversity and development of essential skills,

xii

Visuospatial Processing Speed Task,

85, 91

Visuospatial Working Memory Task,

85, 91

Vital Links,

52

Voice modulation, and interviews with neurodiverse individuals,

221

Warhol, Andy,

70

Weak central coherence theory,

79

Websites

. See also Technology

interventions for dyslexia and,

140

online assessment tools and,

272

Wechsler Abbreviated Scale of Intelligence (WASI),

83, 90

Wechsler Adult Intelligence Scale,

83

Wechsler Individual Achievement Test,

2nd Edition (WIAT-II), 84, 89, 90, 160

Wechsler Intelligence Scale for Children,

83

Wechsler Objective Numerical Dimensions,

83, 89

Wechsler Objective Reading Dimensions,

84, 89–90

Weiss, Rainer,

68

Well-being and growth services, and Autism at Work program,

223–24

West, Thomas,

128, 130

Widening, Connecting, and Reorganizing Creativity Test,

132

Wide Range Achievement Test 3 (WRAT-3),

84, 85, 89, 90

Wider neural tuning, and dyslexia,

132

Wieman, Carl,

68

Wiltshire, Stephen,

45

Wisconsin, and education programs,

51

Women’s rights movement,

11

Woodcock Johnson III (WJ-3),

84, 89, 90

Word retrieval, and neurobiology,

158159,

Working memory,

152

Workplace

. See also Employment; Unemployment

interventions for ADHD in,

117–118

interventions for autistic individuals in,

95–96

transitioning from higher education to,

188–193

World Health Organization,

23, 24

Yeak, Ping Lian,

48–49

Youth movements, importance of,

249–250

Zones of Regulation,

55