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Children with autism pose a perplexing and inconsistent puzzle when it comes to their social skills and communication development. You need research-based techniques that will enable you to support the acquisition of these vital skills. In this guide, you'll get this and more as you

• apply the new state-of-the-art assessment tool to guide your curriculum for individual students
• discover a range of proven strategies that combine the best of behavioral and developmental intervention practices
• find hundreds of suggested activities to build social play, group skills, and communication in fun and creative ways
• chart your interventions with the easy-to-use data collection forms and guidelines

This comprehensive intervention guide and accompanying activities are easily adapted to develop a curriculum for both children who are verbal and those who use augmentative and alternative communication, and it can be implemented at home or in the classroom. Excellent for educators and speech language pathologists, this practical, user-friendly resource gives you the methods you need to build social and communication skills in children with autism.

• Sales Rank: #402274 in Books
• Published on: 2000-08-31
• Released on: 2000-08-31
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x 8.75" w x 1.00" l, 2.33 pounds
• Binding: Paperback
• 430 pages

Review
"a special book, one that fosters critical social and communication skills... very hands-on"

About the Author

Kathleen Ann Quill, Ed.D., is affiliated with The Autism Institute in Essex, Massachusetts. The Autism Institute provides consultation, professional development, and training to educators serving children with autism.

Excerpt. © Reprinted by permission. All rights reserved.

Excerpted from chapter 1 of DO-WATCH-LISTEN-SAY: Social and Communication Intervention for Children with Autism, by Kathleen Ann Quill, Ed.D.

Copyright © 2000 by Paul H. Brookes Publishing Co. All rights reserved.

The Complexity of Autism

Autism is characterized by a triad of impairments in the areas of socialization, communication, and ritualistic behavior (American Psychiatric Association, 1994). Within the spectrum of autism disorders, there are different subgroups with various developmental profiles (Bristol et al., 1996; Szatmari, 1992; Wing & Attwood, 1987). Because autism is not a singular disorder, it is unlikely that one intervention approach will benefit all subgroups equally. In order to develop a range of intervention strategies, an understanding of this complex developmental disorder is necessary.

The following cases of children diagnosed with autism highlight the diversity of the disorder. These examples show how socialization, communication, and ritualistic behavior vary significantly among children with autism.

Paul is an anxious 4-year-old child who has many fears and phobias. His language development has followed normal milestones in terms of vocabulary and sentence complexity. Since toddlerhood, he has been fascinated with letters of the alphabet and numbers. He runs to the television for all commercials. He collects and carries toys — always blue — in sets of three. He enjoys solitary play and has always been adept with constructive toys and puzzles. He observes peers playing but rarely interacts with them. Paul's parents report that it is difficult to engage their son in various topics of conversation. He only wants to talk about the alphabet, numbers, and his many fears, and he does so incessantly.

Matty is 4 years old and a very active child. His language is delayed and he currently speaks in one- or two-word phrases, although he can recite segments from his favorite Disney videos. His play consists of lining up cars, trains, and blocks. He enjoys books and computers. He has frequent tantrums, particularly when his activity is interrupted or there is a change in his routine. He shows no interest in peers.

Andrew is 4 years old and very self-absorbed. He is nonverbal, and his only vocalizations are protests and crying. He pulls and pushes adults to make basic requests, or he independently gets what he needs. He occupies his time by playing with ribbons, string, and any object that twirls. He has difficulty sleeping through the night and is a very picky eater. He runs away and covers his ears in the presence of other children.

It is clear that each child displays the social, communication, and ritualistic behaviors associated with autism, although in quite diverse ways. The severity of the social and communicative impairments and ritualistic behaviors varies from mild to severe. For example, Paul has mild social and communication difficulties and severe ritualistic behaviors. Matty displays relatively moderate impairments in social development, communication development, and ritualistic behaviors, while Andrew presents with severe impairments in all three areas. The profiles of these three children also reflect the diversity of the cognitive and language impairments that accompany autism.

Autism commonly occurs in association with other developmental disabilities, including a wide range of related motor, language, and cognitive impairments. Motor impairments range from motor planning difficulties to severe dyspraxia (Hanschu, 1998). Language impairments vary from mutism to atypical language acquisition or language regression (Prizant, 1996). Many children with autism also have some degree of mental retardation (Lord, 1996). Each of these developmental differences contributes to the tremendous variability observed in autism.

THE NATURE OF AUTISM

Research into the origins of the developmental disabilities that accompany autism has shown that the cognitive, language, communication, and social differences interface in complex ways. There is a growing understanding that an inability to process and understand social and affective information in a cohesive manner may lie at the core of autism (Baron-Cohen, 1995; Frith, 1989; Hobson, 1996).

• According to Frith (1989), a cluster of cognitive impairments constrains the child's ability to integrate information in a cohesive and flexible manner. A child with autism is less able to process multiple language, social, and emotional messages simultaneously. This limits the ability to organize the dynamic and unpredictable quality of typical social interaction, fragments understanding of social-communicative experiences, and contributes to rigid, repetitive, and atypical social-communicative interactions.
  
  
• According to Baron-Cohen (1995), the core impairment is in processing social information. The capacity to understand the thoughts and feelings of others, termed theory of mind, is believed to be profoundly impaired in children with autism. Difficulties with social perspective-taking affect the ability to understand, predict, and respond to the social, communication, and emotional behaviors of others.
  
  
• According to Hobson (1996), autism is an inability to perceive and understand emotional expressions. This limits the capacity to share attention and emotion with others. It also explains poor social attention, limited social initiations, and difficulty with social reciprocity.

Although the research views each impairment separately, it is more likely that the inability to interpret emotion, understand social perspectives, and integrate information are interrelated. These impairments underlie the social and communicative deficits in autism. The complexity and relationship of these impairments must be taken into account when developing interventions.

COGNITION IN AUTISM

Attention, information processing, and social-cognition can be impaired in children with autism. In general, difficulties with the integration of information, abstract reasoning, and cognitive flexibility have been reported (Minshew, Goldstein, Muenz, & Payton, 1992). Table 1.1 summarizes the cognitive profile observed in autism. As indicated in the table, differences have been found in attentional processes, processing strategies, and social-cognition. Each cognitive weakness lies on a continuum. The severity can be defined as the degree to which each of these cognitive processes dominates thinking and behavior.

Attention

In order to attend to others, it is necessary to feel comfortable, filter out distractions, and know what is relevant. Research has indicated that the majority of children with autism show hypersensitivities or atypical responses to sensory stimulation (O'Neill & Jones, 1997; Ornitz, 1989). Adults with autism often describe experiences of feeling overwhelmed (Barron & Barron, 1992; Grandin, 1995a; Williams, 1992). Problems with sensory processing cause distractibility, disorganization, and discomfort, and the result is a tendency to hyperfocus or be drawn to the same repetitive stimulus. Repetition is viewed, in part, as a means to create order amid chaos.

Additional research has suggested that children with autism exhibit overselectivity, meaning that it is difficult for them to attend to the multiple features inherent in all stimuli (Lovaas, Koegel, & Schreibman, 1979). They also have difficulty determining the most meaningful feature of a given stimulus (Frith & Baron-Cohen, 1987). They focus on fewer features or less relevant cues. As the number of cues in natural contexts increases, responses to those cues decrease (Pierce, Glad, & Schreibman, 1997). Given that learning requires attention to multiple environmental features, attentional difficulties markedly impede development, particularly in the social domain. For example, in order to understand the meaning of someone's message, it is necessary to attend simultaneously to the speaker's words, facial expression, tone of voice, and body gestures as well as the social context. If the child is preoccupied or attending to only one cue, such as someone's gestures, he will be less likely to understand the full meaning of the social message.

Other studies of attentional processes report that children with autism have difficulty shifting attention between visual and auditory stimuli (Ciesielski, Courchesne, & Elmasian, 1990; Courchesne, 1991). This impairs their ability to follow the rapid pace and complex features of social interaction. Children struggle to attend to rapidly occurring sensory, language, and social events.

Information Processing

Cognitive processing is a multilayered system in which information is analyzed, organized, stored, and remembered in complex ways. A person instantly links a new experience to a number of related past experiences. The novel information reshapes and redefines all related knowledge. For instance, a typically developing child sees a new animal. She notices all of its separate attributes through different sensory channels, listens to language information about the animal, and associates certain emotions with the animal. She links all of the separate attributes to similar features in other animals (real and imaginary), assigns meaning to her sensory perceptions, combines all of the pieces of language information to her existing body of knowledge about animals, and creates a new and revised concept of animals. In a few moments, she has a new meaning about animals, and the information is stored in an infinite number of ways. This happens unconsciously and effortlessly. Most important, because this animal concept is multilayered and connected to related experiences, there can be an infinite number of ways to recall the new experience.

The way children with autism process information sharply contrasts with the complex and fluid style of a typically developing child. Problems integrating information in meaningful and flexible ways characterize their processing style. First, overselective attention results in a tendency to process information one piece at a time. Thus, a narrow and more restricted understanding of information emerges. Second, information that is fixed in space is more easily processed than rapidly occurring events. Third, material is often stored and remembered as a whole rather than reorganized and integrated in a flexible manner. These processing constraints restrict concept development, generalization, and social-communicative interaction. For example, social interaction requires the simultaneous integration of many sensory, language, social, and affective cues. It demands flexible attention, an understanding of what is relevant, and the ability to disregard what is not pertinent.

For decades, autism has been described as a problem with understanding the meaning of experiences (Wing, 1988). Wing considered the challenges of autism to reflect impairments in one's ability to

• Assign meaning to perceptions in a multitude of ways
• Infer meaning by moving beyond what is seen or heard
• Infer meaning from the social cues of others
• Extract meaning from the emotional cues of others

Children with autism attend to specific, observable information and are less able to look beyond pure perception to assign meaning to their experiences. A propensity toward narrow and restricted conceptual understanding characterizes this learning pattern. Children with autism tend to make illogical concrete associations, especially with regard to social and emotional experiences.

Learning is an active process whereby experiences are assimilated into complex networks of meaning. In the absence of understanding the meaning of an experience, information is merely stored as a whole, unrelated to anything else. For example, when one memorizes the Pledge of Allegiance, it is probably stored in the "American flag file" without really understanding its specific meaning. Gestalt processing, when information is processed and remembered as a whole, generally reflects a decreased understanding of the meaning of the parts.

When children with autism are unable to extract meaning from information in a flexible, integrated way, they are left with a series of fragmented experiences that they use in a gestalt manner (Prizant, 1982). Gestalt processing is reflected in specific learning and behavior patterns. Echolalic speech, or repeating what others say, and routinized conversations typify gestalt processing.

Research has found that visuospatial information is more easily processed than auditory and transient information in children with autism (Hermelin & O'Connor, 1970). The amount of time the information remains fixed in space influences the child's ability to process. Visuospatial information can be attended to as long as needed for it to make sense, while other inputs, particularly auditory ones, must be encoded instantly. Studies have indicated that children with autism perform best on intelligence test tasks such as matching, block design, object assembly, and pattern analysis (DeMyer, 1975; Harris, Handleman, & Burton, 1990; Lincoln, Courchesne, Kilman, Elmasian, & Allen, 1988; Siegel, Minshew, & Goldstein, 1996), all of which involve stimuli that remain visible at all times. In her personal account of living with autism, Grandin (1995b) termed this visual thinking, and she emphasized the need to rely on visual images for understanding.

Successful social and communicative interactions require one to quickly attend to and understand the meaning of fleeting visual and auditory information. The transient nature of language and nonverbal social information is more difficult for children with autism to follow and, therefore, contributes to their social and communicative impairments. They struggle to process the rapidly changing social events that are inherent in social interaction.

Finally, research into the memory capabilities of children with autism has further highlighted information-processing differences (Boucher, 1981; Boucher & Lewis, 1988; Boucher & Warrington, 1976; Prior, 1979; Sigman, Ungerer, Mundy, & Sherman, 1987). Memory is a complex process that reflects how information has been organized and stored for use. Memory tasks vary from short term (e.g., immediate repetition) to long term (e.g., accessing from all previously stored information), and it can require recognition (e.g., multiple choice) or recall (e.g., accessing information without explicit cues). Rote memory and recognition tasks remain intact in individuals with autism (Boucher, 1981; Boucher & Lewis, 1988; Boucher & Warrington, 1976; Prior, 1979; Sigman et al., 1987). Rote memory does not require flexible integration of information, and recognition tasks provide explicit retrieval cues. Because children with autism store information in a more restricted manner, their reliance on these patterns can be expected. Memory tasks that require free recall without explicit retrieval cues are more problematic. These researchers suggest that impaired recall memory contributes to the social-communicative deficit. Individuals with autism are less able to gain access to information that is relevant to the rapidly changing social context. They rely more on concrete retrieval cues to remember language information (Tager-Flusberg & Anderson, 1991) and to initiate spontaneous communication.

Social-Cognition

Typically developing children have a predisposed sensitivity to the feelings of others. An understanding of these feelings results from being able to link emotions and behaviors (Leslie & Frith, 1988). Typically developing infants begin this process of social referencing when they look for a person's reaction to objects and social events (Bruner, 1981). Through social referencing, infants try to understand the socioemotional significance of each experience. Over time, young children develop theory of mind and understand that others have intentions, thoughts, desires, and feelings that differ from their own. This ability to infer the mental states of others allows children to anticipate, comprehend, and predict the social behaviors of others (i.e., "I know what you know"). Most important, this understanding plays a significant role in social-communicative interactions. For instance, in conversation, the child needs to continually monitor what the partner knows and expects in order to make information relevant. Similarly, the child interprets meaning and intent from the verbal and nonverbal behaviors of the partner. Only with this social knowledge can children regulate and adjust their own language and social behavior in social-communicative interactions.

Numerous studies have investigated the degree to which children with autism have difficulty attributing mental states — such as intents, thoughts, and feelings — to themselves and others in order to understand social behavior. Particular deficits in the development of theory of mind have been identified in children with autism. This line of study has prompted additional insights into the core social and communication impairments of autism (see Baron-Cohen, 1995, and Baron-Cohen, Tager-Flusberg, & Cohen, 1993, for a review).

Baron-Cohen, Leslie, and Frith (1985) conducted a seminal study that suggested a specific theory of mind deficit in autism. They tested children's ability to understand different types of social events using a multipicture sequencing task. Three types of sequenced social stories were presented to the children: physical-causal (e.g., a child smiling while swinging on a swing), social-behavioral (e.g., a child crying after someone took his ice cream out of his hand), and mental state (e.g., a child looking confused after someone took his toy when he was not looking). They compared the performance of children with mental retardation and typically developing young children with children of a higher mental age who had autism. The results were striking. In contrast to the children in the control groups, who had no problems with the various social story sequences, the children with autism understood the physical-causal and social-behavioral sequences but had significant difficulty understanding the mental state sequences. Even though all of the stories entailed similar social and emotional content, the children with autism only struggled with social events that required them to take into account what someone else knows or expects in order to predict his or her behavior.

These findings have been replicated — using a variety of tasks, materials, and social events — with similar outcomes (Leslie & Frith, 1988; Perner, Frith, Leslie, & Leekam, 1989). Typically developing 4-year-old children correctly perform tasks that test theory of mind, but most children with autism with a verbal age of 8 years have difficulty with the same tasks. In addition, even when children with autism have been successfully taught theory of mind tasks, they fail to demonstrate an understanding of the concept. They are unable to generalize the concept to new tasks presented in a different format (Ozonoff & Miller, 1995). Furthermore, no measurable effect on the children's ability to develop conversational skills or use mental state terms in their speech has been found (Hadwin, Baron-Cohen, Howlin, & Hill, 1997).

Questions still remain as to whether the theory of mind deficit is a specific impairment of social-cognition. Some research suggests that this phenomenon in autism is actually a social-cognitive delay that correlates with language deficits (Perner et al., 1989) or a result of specific processing demands that impair social problem solving (Pierce et al., 1997).

Perner and colleagues (1989) demonstrated a relationship between language abilities and the acquisition of theory of mind in autism. They found that 17% of the children with autism studied were able to complete theory of mind tasks. Their success with the social-cognitive tasks correlated with higher skills in other areas of verbal cognition. Other studies showed that the children who understood theory of mind tasks demonstrated more flexible conversational skills (Eisenmajer & Prior, 1991) and more social insight (Frith, Happe, & Siddons, 1994).

Pierce, Glad, and Schriebman (1997) found that children with autism were able to answer questions regarding mental states when the task was simplified in terms of processing requirements. They found that the number of social cues influenced the children's ability to interpret social situations. In this study, children were shown videotaped social scenes for which the number of cues leading to the correct understanding of the story varied. Each short scene depicted a social interaction between two children in which an observable action occurred, such as giving a gift. The four types of social cues presented in the scene were verbal (e.g., "I like your toy"), tone of voice (e.g., speaking in an animated voice), nonverbal (e.g., smiling at a person), and nonverbal with an object (e.g., giving someone a present). Children were asked a series of questions to assess their understanding of the social situation. When compared with control groups, children with autism performed equally well on questions relating to stories containing one cue. When stories contained multiple social cues for the correct interpretation of the story, however, the children with autism performed more poorly than those in the control groups. The authors concluded that the complexity of the social environment and the number of social cues that children must simultaneously attend to strongly influence their ability to interpret the meaning of a social situation. When children with autism must simultaneously process multiple social cues within a rapidly changing environment, the attentional and processing demands are too challenging.

Finally, there is a growing recognition of impaired higher order cognitive abilities in autism. The ability to modulate continuous activity, shift problem-solving strategies, and adapt to ongoing information is problematic for children with autism in both social and nonsocial tasks (Ozonoff, 1995; Ozonoff, Pennington, & Rogers, 1991). All of the attentional, processing, and conceptual difficulties reviewed thus far either result in or are influenced by impaired higher order problem solving. Problem-solving flexibility, not IQ score, has been shown to correlate with better social understanding. Similarly, poor social understanding correlates with difficulties in flexible problem solving (Ozonoff, 1995; Russell, 1993). Higher order cognitive strategies allow for integration, inference, analysis, synthesis, creativity, negotiation, assumptions, predictions, anticipation, and clarification of information. It is precisely these skills that are so profoundly affected in the learning, social, and communication behaviors of children with autism.

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Finally!
By Jessica
Finally I've found a book on autism that takes the time out to discuss the nature of autistic challenges and their implications on social communication. I'm a graduate student in speech-language pathology who still didn't really 'get it' when it came to autism. My professors in language disorders weren't helpful either, and seemed to regurgitate the same information and catch phrases about autism without explaining what it truly is. I picked up this book and feel so much more confident in my ability to assess and begin treating nonverbal communication disorders on the spectrum. This book isn't dry at all and the information is thorough, yet easy to understand. Quill constantly repeats and summarizes key points to aid in comprehension of the major concepts. I recommend this a thousand times over!

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Fast shipment, nice book!

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By BostonGirl
It wasnt great. I found this to be the typical textbook that professors require you to read that they do not actually read themselves. I have found much better resources in my other classes and online.

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• Sales Rank: #6932922 in Books
• Brand: Brand: Academic Press
• Published on: 2012-04-26
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .88" w x 7.01" l, 1.94 pounds
• Binding: Hardcover
• 384 pages

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• Sales Rank: #134744 in Books
• Published on: 2012-12-05
• Released on: 2012-12-05
• Original language: English
• Number of items: 1
• Dimensions: 9.20" h x 1.10" w x 6.90" l, 1.75 pounds
• Binding: Hardcover
• 260 pages

About the Author
Mark is the one of the leading figures in the primal/paleo/ancestral health world, with his MarksDailyApple.com the most visited site in this category. Mark has followed the revolutionary bestseller, The Primal Blueprint, with six other books on primal living and eating. He is a former world-class endurance athlete (2:18 marathon, 4th place Hawaii Ironman), BA degree in biology (Williams College). Besides blogging daily and writing books, Mark hosts PrimalCon lifestyle retreats in North America

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154 of 160 people found the following review helpful.
A complete listing of every recipe in the book: Good for new primal chefs; not dairy-free
By Gen of North Coast Gardening
I've been eating mostly-primal and paleo for some years now, and Mark Sisson's wonderful books have made it so much easier. It's not that I want to eat paleo-ified versions of pancakes, breads, or other unhealthy foods all the time, but it is nice to have the option to eat familiar foods sometimes and know I won't feel sick afterwards. That's where Mark's books really shine, is in bridging the gap between familiar and primal foods so we can feel genuine enjoyment in all of our food choices and not have to feel like we are missing out.

The condiments and sauces are a place where I have struggled, because even though I have gotten pretty creative with roasting vegetables and pureeing them with spices and coconut milk to make sauces, doing my own homemade mayo, etc, I haven't felt like my own homemade sauces and condiments have been as good as I'd like, so I have occasionally used storebought dressings or traditional recipes with dairy or starches as thickeners when I have been too busy to try researching yet another new recipe that might be "the one".

So given that I am such a huge fan of Mark's work, and given that I really needed ideas for sauces, dressings, and toppings, I thought that this book would be a slam dunk hit. And I am really enjoying it. But I have to say I'm a little bit disappointed because I was really hoping for a number of warm sauces that I could use over spaghetti squash, vegetables, and meats to make them seem like old familiar favorites. While this book shines in the dressings and condiments department, there are very few sauces in the book that would be good warm, over dinner foods.

In addition, some of those sauces that are warm and would taste good over vegetables and meat really have not been adjusted much from their traditional origins, so they still contain a LOT of dairy. For example, the Mornay sauce includes whipping cream, butter, almond butter, a cup of cheese, and nutmeg. While it certainly an interesting touch to include almond butter in a cream sauce to thicken it, there are already a few different Paleo -ish ways of thickening a sauce, such as arrowroot starch or even pureed root vegetables of some kind. What I'm really looking to get rid of is the cheese, which I don't think of as being primal or Paleo at all. The ranch dressing is another example, since it contains sour cream and buttermilk. I don't need a special primal book to tell me how to make ranch dressing using dairy - any recipe book would do that just fine.

I know Mark says that high-fat dairy is okay if you tolerate it well and especially if you can find raw sources, but I think the vast majority of us do not tolerate it well and cannot find good sources for raw dairy, so I was really hoping that a book about primal sauces would include some more innovative ideas for substituting out the dairy.

Another element that was a mild disappointment is that a lot of the sauces are things that have never really been off the diet in the first place. There are a number of different kinds of gravy, for example, which has always been pretty easy to make in a totally Paleo way. Bolognese and marinara sauces were something I made in my first week of being primal, and really had no issue eliminating the teaspoon of sugar contained in most recipes. There are about five different gravy recipes and five different tomato-based recipes, plus a number of vinaigrette recipes, so those kinds of sauces took up a lot of space in the book and didn't provide a lot of new ideas for me personally. There were also a number of dry spice blends included such as for taco seasoning, chili powder, and barbecue rub. I don't need a special primal book to tell me how to make a dry seasoning blend. I buy a special primal book to tell me how to make things that other cookbooks wouldn't tell me. I'm happy for extra information like this to be included, but I really wish the meat of the book had been focused on unusual solutions for making sauces that are usually off the diet in a new, healthy way.

A note: Mark has a little milk symbol in the table of contents which is meant to indicate that a recipe has dairy in it. However, I found at least one recipe, the coconut lime sauce, that is not listed as having dairy even though it does. They also do not consider butter a dairy product, which is fine in my view because I can always substitute ghee, but you should be aware of that you are doing a whole 30 or trying to avoid all dairy. A large proportion of the recipes do contain butter.

Now, for the good: there are a ton of cold sauces such as pestos (which do list parmesan as an ingredient but say you can substitute half an avocado instead, which is an idea that I really like), and a lot of really fun salad dressings and dips that you can use with vegetables. The tarragon dressing, which uses hard-boiled eggs to get a creamy consistency, is brilliant. The chocolate pudding sauce, which uses coconut milk and avocado for a delightfully rich mouth feel and texture, was divine. I can't wait to try the hot harissa sauce, the sweet potato bacon dip, the roasted cauliflower dip, artichoke dip and the coconut milk whipped cream, which I've seen on Mark's site but have never actually tried.

There are also a lot of ideas that I want to adapt to be dairy free, such as creamy arugula sauce, which contains arugula, sour cream, fresh parsley leaves, and salt. I also want to try to adapt the coconut lime sauce, which contains creme fraîche, coconut milk, lime juice, and lime zest. I'm hoping there's some way that I can use a non-dairy product in place of the creme fraîche in this recipe.

Overall, I'm enthused about a lot of the ideas in this book, but the more I read it, the more I realize that almost all of the recipes that I'm truly excited about are ones that use dairy. Given that most of the recipes I'm interested in trying will need some form of substitution in order for me to eat them, I probably could have gotten almost as much benefit from buying a traditional cookbook about sauces and just used it as a jumping off point for my own experimentation. That said, I really enjoy cooking and have been making my own paleo pestos, condiments, vinaigrettes, and sauces with pureed veggies for some time, so it's not that there aren't good ideas here, it's just that it doesn't fill that niche I was hoping it would - of bridging the gap between food I miss eating and food that is on the diet. If, however, you are new to making your own paleo condiments, sauces, and dressings, you will definitely find a lot of great inspiration here for interesting spice combinations to add to a vinaigrette and ways of making some basic, delicious condiments and sauces that will be a staple of your primal plate.

Here's a listing of every single recipe in the book (I have listed the dairy ingredients separately, but have not specified butter as A. there's a lot of butter in the book and it would take forever and B. you can always substitute ghee if you need the milk proteins gone)

Sauces:
Hollandaise sauce
bearnease sauce
horseradish sauce (1 cup sour cream)
Mornay sauce (3/4 C whipping cream, 1 cup cheese)
marsala sauce (1 T of optional whipping cream, but coconut milk is listed as a sub)
almost traditional turkey gravy
roasted meat gravy
sausage gravy (1 cup whole cream, coconut milk listed as a sub, but since the entire recipe is comprised of sausage, almond butter and cream, I'm not yet convinced that coconut milk will be a great sub because there is not much to make the dish taste more like cream and less like coconut)
onion gravy
onion mushroom sauce
quick mushroom sauce
slow simmered mushroom sauce
Bolognese sauce
marinara sauce
pancetta tomato sauce
peppery roasted tomato sauce
Veracruz sauce - basically a tomato sauce with olives
spicy poblano sauce (1/2 cup heavy cream, coconut milk listed as a sub)
Bell pepper sauce
roasted red pepper pesto
coconut cilantro pesto
arugula watercress pesto (1 cup grated parmesan, with the clever sub listed of half an avocado)
creamy arugula sauce (3/4 cup sour cream or greek yogurt)
minty caper sauce
fennel olive tapenade
leek garlic sauce (optional chicken stock, cream or coconut milk)
coconut shallot sauce
lemon butter sauce
brown butter sage sauce
tomato coconut curry sauce
stirfry sauce
tomato salsa
carrot salsa
avocado salsa
coconut milk whipped cream
dark chocolate coconut sauce (basically coconut oil and chocolate which hardens up when chilled, so good to dip strawberies in)
dark chocolate pudding sauce (brilliantly awesome with some clever ingredients)
very coconut sauce
raspberry butter sauce
coconut lime sauce (1/2 cup creme fraiche)

Salad Dressing:

basic vinaigrette
ranch dressing (3/4 cup sour cream and 1/4 cup buttermilk)
Caesar dressing
thousand island dressing
blue cheese vinaigrette (blue cheese)
dairy free green goddess dressing
bacon dressing
tarragon dressing
rosemary dressing
mint dressing
basil lime dressing
basil oil dressing
basil berry dressing
raspberry dressing
coconut cilantro dressing
avocado lime dressing
creamy avocado dressing
sesame coconut dressing
lemon ginger dressing
coconut masala dressing
tahini olive dressing
macadamia oil dressing
sumac dressing
garlic oil dressing
sweet and smoky paprika dressing

Dips Condiments and Garnishes:

barbecue sauce
fresh tomato ketchup
easy catch up
dijon mustard
yellow mustard
shallow mustard
mayonnaise
lemon aioli
dill pickles
tartar sauce
pickle relish
spicy relish
scallion ginger relish
harissa hot sauce
basic hot sauce
red pepper hot sauce
olive gremolata
bacon chive butter
blueberry chutney
sweet potato bacon dip
roasted cauliflower dip
artichoke dip
onion dip (1 cup sour cream)
sun-dried tomato dip
chicken liver dip

Spice Blends:

barbecue rub
Cajun rub
chili powder
taco seasoning
Indian spice blend
green curry paste
coconut spice blend
za'atar spice blend
chimichurri spice blend
French spice blend
nori salt blend
dried herb blend
lemon herb blend
fennel blend
mushroom powder

Marinades:

basil lime marinade
spicy cilantro marinade
ginger garlic marinade
lemon garlic marinade
lemon pepper marinade
balsamic rosemary marinade
mustard marinade
coconut almond marinade
aromatic Thai marinade
Indian marinade(1/2 cup yogurt)
Southwest marinade
Mediterranean marinade
Jamaican marinade
anchovy paste

7 of 7 people found the following review helpful.
Indispensable In My Kitchen!
By LCW
I cannot and will not be without this cookbook. It is full of easy and quick, well, sauces, dressings, and toppings, lol. Every single recipe has been delicious.

One of the best things about this cookbook is that it makes for a dinner on the table in lightening speed. Steam some veggies or make a salad, grill or pan fry some meat or a burger, and use one of the recipes from this book. It makes for endless variety but easy, fast, healthy. Perfect for weeknights!

Here are a few of my favorites:

Tartar Sauce: I eat more fish because of this recipe. Simply amazing. And it works on everything from sole to salmon. And salmon cakes!!

Hollandaise Sauce: So simple but so flavorful. A little goes a long way and a unique way to use it is as a dressing for a chopped salad with hard boiled eggs, tomatoes, avocado, cucumbers, scallions, and leftover roasted chicken. Of course it's great for the more typical uses as well.

Sausage Gravy: 3 ingredients and amazing flavor. I watch my carbs so I top a spaghetti squash omelette (from the Quick and Easy primal blueprint cookbook) with this. I recommend the pork sausage from US Wellness.

Spicy Poblano sauce: Perfect for a mexican fix without the junk. Pan sear any meat and top with this.

Creamy Arugula Sauce: So summery and refreshing. I add some lemon juice and turn it into a dressing.

Stir Fry Sauce: Delicious!!! I like to add a tsp of red boat fish sauce for some extra flavor.

Coconut Milk Whipped Cream: Decadent! And guilt free. I top 1/2 cup of berries and sprinkle some slivered almonds for dessert.

Ranch Dressing: The best ranch dressing hands down. I don't do dairy often but this is a nice splurge for me.

Bacon Dressing: Need I say more?

Sesame Coconut Dressing: Yummy for an asian style salad. Add some almond butter to make it even more decadent.

Mayonnaise: To me most homemade mayo recipes are all pretty much the same. Oil, eggs, salt, lemon juice, and/or mustard of some sort. The real difference is the oil you use. I use this as my basic mayo and do 1/2 and 1/2 of avocado oil and light olive oil.

Blueberry Chutney: I've made this with cherries too and it's yummy both ways.

Taco Seasoning: awesome way to avoid the stuff in the packets...with all the junk.

Nori Salt Blend: Mmmm! Reminds me of furikake. I use it on eggs and asian salads.

So as you can see I use this cookbook all the time. I never thought I'd get so much use out of a book without any "real" recipes. This has become one of my favorite cookbooks though!

5 of 5 people found the following review helpful.
Great Way to Convince the Wife...
By Stephen Vossler
As an ardent believer and practitioner of the Primal Blueprint way of eating/exercising/playing/living I am always trying to motivate my friends and family to implement it into their lives by touting the benefits. However my wife has been a particularly tough nut to crack and is not really motivated by the benefits. This is because she is a very picky eater. She loves food, but it must be very flavorful and have the right texture. The thing she was most dissuaded by when looking at the food on my plate was the lack of sauces and robust flavors. I'm perfectly content to eat a steak with sauteed onions and mushroom and a dollop of ghee on it. However, that's generally too bland, and too heavy for her. So I saw this book and ordered it immediately. It has been just the ticket for my wife and me. I have finally gotten her to eat healthier and I am also enjoying my food even more than I was before. It's a perfect solution with exactly zero compromise in health or flavor.

I strongly recommend this book (in combo with any other paleo/primal cookbook) (my wife and I have been loving the Primal Blueprint Cookbook) to anybody who is having trouble getting their kids or spouse to enjoy healthy paleo or primal foods.

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• Sales Rank: #4791930 in Books
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Mythic Astrology: Internalizing the Planetary Powers, by Ariel Guttman, Kenneth Johnson

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Enter a new dimension of spiritual self-discovery when you probe the mythic archetypes represented in your astrological birth chart. Myth has always been closely linked with astrology. Experience these myths and gain a deeper perspective on your eternal self.
Learn how the characteristics of the gods developed into the meanings associated with particular planets and signs. Look deeply into your own personal myths, and enjoy a living connection to the world of the deities within you. When you finally stand in the presence of an important archetype (through the techniques of dreamwork, symbolic amplification, or active imagination described in the book), the god or goddess will have something to tell you.

• Sales Rank: #204282 in Books
• Published on: 1993
• Original language: English
• Number of items: 1
• Dimensions: .93" h x 7.06" w x 10.01" l,
• Binding: Paperback
• 384 pages

About the Author
Ariel Guttman has been involved with the study of astrology since 1974.  In 1980 she founded an astrological consulting firm, Astro Originals, through which astrological seminars, personal and business consulting, astrological teaching and lecturing are conducted.  For several years she has been involved with asteroid research, and by including those asteroids in her astrological work, has found a growing interest in this, "the feminine" aspects of astrology.  She has lectured for numerous astrological organizations and conferences both in the United States and in Europe. Kenneth Johnson holds a degree in Religious Studies from California State University Fullerton. His emphasis was in the study of mythology and this interest is reflected in his writing and his astrological practice. Kenneth discovered astrology while traveling in Europe during the summer of 1973. He studied in Amsterdam and London before returning to the United States and developing a practice which focuses on archetypal themes and personal mythologies. In addition to his astrological interests, Kenneth is also a musical theater librettist and a member of the Dramatists Guild. ~

Most helpful customer reviews

23 of 23 people found the following review helpful.
An antidote for more shallow interpretations
By OAKSHAMAN
This book is a perfect antidote to overly simplistic, "cookie-cutter", astrology books. This is because it delves into the deep mythological symbolism behind the planets and signs. It is an excellent reference for fleshing-out a written horoscope with more than the basics. This isn't a book that is going to teach you how to cast a horoscope, however, it will help you to interpret a horoscope in terms of the deep archetypical patterns and currents for which the stars and planets are merely visible markers.
Indeed, this book goes beyond providing mere historical details and trivia, it is a starting place for deep meditation on the underlieing meaning in a chart.

21 of 21 people found the following review helpful.
a thought provoking reference to our lives
By A Customer
This wonderful book marries mythology with astrology in a clear concise readable tapestry. I've had my copy for 2 yrs now and I still refer to it and learn from it. It manages to explain both mythology and astrology in one effortless read. I'm constantly recommending it and lending it out to others who usually end up searching out their own copies. It's a must for anyone who enjoys reading their daily horoscope. You'll learn more about yourself and others than you thought possible, and along the way you'll learn about the ancient myths and astrology. Buy it and enjoy

14 of 14 people found the following review helpful.
Mythic Astrology
By A Customer
This is an excellent book that ties in syncretically, astrology, the planets, the Gods and Goddesses for whom the planets are named and many of the myths relating to them and indiviual signs. In short, it is one of the few concise, deep accounts of archetypal astrology that I have read. The authors also pull a lot from depth psychology and the work of Carl Jung. It is an absolute MUST for any serious student of Astrology! You don't have to go out and buy a big book on Hellenic Mythology, just keep this and within it is all you need to know!

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[Y884.Ebook] Free PDF Commentary on the UNIDROIT Principles of International Commercial Contracts (PICC)From OUP Oxford

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This new edition of the leading commentary on the Principles of International Commercial Contracts (PICC) has been updated to include the 26 additional provisions brought in by the PICC 2010. The text on the older provisions has been updated in order to draw together and comment on recent case-law and legal writing.

This book provides commentary on the substantive rules on contracts with a comprehensive analysis of each provision, and relevant case law, and compares national provisions with the PICC. The topics of conditions, illegality and plurality of obligors and obligees are covered for the first time in this new edition.

This book is an essential reference source for lawyers wishing to understand the rules governing international contracts and how to apply the principles in practice. It is an indispensable tool for all lawyers and scholars working with international commercial contracts.

• Sales Rank: #1530273 in eBooks
• Published on: 2015-03-26
• Released on: 2015-03-26
• Format: Kindle eBook

Review
Review from previous edition: "The commentary is a work of a high scholarly quality. I predict that it will be a standard work for lawyers who are involved in international commerce, and that it will promote the use of PICC." --Ole Lando, Common Market Law Review

"Both editors are to be complimented on this commentary, which combines high scientific standard with optimum practical usefulness. This commentary sets the benchmark for similar oeuvres and is a 'must' for every practitioner and scholar in this field" --Christiana Fountoukalis, European Journal of Law Reform

"The commentary is an important development in the scholarship on the PICC. It will become a major source of reference for anyone working with the PICC and in the area of comparative contract and commercial law" --Djakhongir Saidov, Edinburgh Law Review

About the Author

Stefan Vogenauer, Professor of Comparative Law, University of Oxford

Stefan Vogenauer is Professor of Comparative Law at the University of Oxford, and a fellow of Brasenose College. He is Director of the Oxford Institute of European and Comparative Law. Prior to his appointment at Oxford, Professor Vogenauer was a Senior Research Fellow at the Max Planck Institute for Comparative and International Private Law and a part-time Lecturer at the Bucerius Law School.

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