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• Preface
• Foreword
• Contributors
• Section I: The Big Question: Why Study Movement?
• Chapter 1 Why Study Movement Variability in Autism?
• Chapter 2 The Autism Phenotype: Physiology versus Psychology?
• Chapter 3 Can Cognitive Theories Help to Understand Motor Dysfunction in Autism Spectrum Disorder?
• Concluding Remarks to Section I: Top-Down versus Bottom-Up Approaches to Connect Cognition and Somatic Motor Sensations
• Section II: Basic Research: Movement as a Social Model
• Chapter 4 Dissecting a Social Encounter from Three Different Perspectives
• Chapter 5 More Than Meets the Eye: Redefining the Role of Sensory-Motor Control on Social Skills in Autism Spectrum Disorders
• Chapter 6 Action Evaluation and Discrimination as Indexes of Imitation Fidelity in Autism
• Chapter 7 ADOS: The Physiology Approach to Assess Social Skills and Communication in Autism Spectrum Disorder
• Chapter 8 On the Brainstem Origin of Autism: Disruption to Movements of the Primary Self
• Chapter 9 The Gap between Intention and Action: Altered Connectivity and GABA-mediated Synchrony in Autism
• Section III: Let’s Get the Math Right to Improve Diagnosis, Research, and Treatment Outcomes
• Preface to Section III: First Things First–Let Us Get the Math Right
• Chapter 10 Non-Gaussian Statistical Distributions Arising in Large-Scale Personalized Data Sets from Biophysical Rhythms of the Nervous Systems
• Chapter 11 Excess Success for a Study on Visual Search and Autism: Motivation to Change How Scientists Analyze Data
• Chapter 12 Contemporary Problems with Methods in Basic Brain Science Impede Progress in ASD Research and Treatments
• Chapter 13 Inherent Noise Hidden in Nervous Systems’ Rhythms Leads to New Strategies for Detection and Treatments for Core Motor Sensing Traits in ASD
• Chapter 14 Micromovements: The s-Spikes as a Way to “Zoom In” the Motor Trajectories of Natural Goal-Directed Behaviors
• Section IV: The Therapeutic Model: Movement as a Percept to Awaken the Mind
• Preface to Section IV
• Chapter 15 Rhythm and Movement for Autism Spectrum Disorder: A Neurodevelopmental Perspective
• Chapter 16 Use of Video Technology to Support Persons Affected with Sensory-Movement Differences and Diversity
• Chapter 17 Argentinian Ambulatory Integral Model to Treat Autism Spectrum Disorders
• Chapter 18 Autism Sports and Educational Model for Inclusion (ASEMI)
• Chapter 19 Reframing Autism Spectrum Disorder for Teachers: An Interdisciplinary Task
• Concluding Remarks to Section IV
• Section V: Autism, the Untold Story from the Perspectives of Parents and Self-advocates
• Preface Section V
• Chapter 20 Seeing Movement: Implications of the Movement Sensing Perspective for Parents
• Chapter 21 Shiloh: The Outstanding Outlier
• Chapter 22 Ada Mae: Our Magical Fairy
• Chapter 23 It’s a Girl’s Life
• Chapter 24 Treat the Whole, Not the Parts
• Chapter 25 Anthony’s Story: Finding Normal
• Chapter 26 Autism: A Bullying Perspective
• Chapter 27 Turning the Tables: Autism Shows the Social Deficit of Our Society
• Conclusions
• Index