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| autism and language development: Natural Language Acquisition on the Autism Spectrum Marge Blanc, 2012 |
| autism and language development: Communication in Autism Joanne Arciuli, Jon Brock, 2014-10-15 Communication in Autism adopts a multidisciplinary approach to explore one of the most common developmental disorders associated with communication impairment. Perhaps the most fascinating thing about communication in autism is that variation is as extreme as it could possibly be. While some individuals with autism have age-appropriate language, a number have exceptional language skills; others have little or no spoken language. In between these extremes are individuals who experience significant linguistic impairments. These impairments can affect peer relations and literacy skills. The chapters in this volume provide comprehensive coverage of both the theoretical underpinnings and the practical aspects of autistic communication. The result is a volume that showcases the wide range of methodologies being used in this field of research. It is invaluable for scientists, service providers, parents, individuals with autism, and students learning about communication and autism (e.g., in psychology, speech pathology, and education). |
| autism and language development: Communication Problems in Autism Eric Schopler, Gary B. Mesibov, 2013-03-09 The North Carolina State Legislature's mandate to Division TEACCH has three major components. First, to provide the most up-to-date and cost effective services possible for families with autistic or similar language impaired children; second, to conduct research aimed toward the better under standing of such devastating disorders; and third, to provide training for the professionals needed to pursue these goals. One element in achieving these aims is to hold annual conferences on topics of special importance to the under standing and treatment of autism and similar disorders. In addition to training professionals and parents on the most recent de velopments in each conference topic, we are publishing a series, Current Issues in Autism, based on these conferences. These books are not, however, simply the published proceedings of the conference papers. Instead, some chapters are expanded conference presentations, whereas others come from national and in ternational experts whose work is beyond the scope of the conference, but es sential in our attempt at comprehensive coverage of the conference theme. These volumes are intended to provide the most current knowledge and profes sional practice available to us at the time. |
| autism and language development: Developmental Speech-Language Training through Music for Children with Autism Spectrum Disorders Hayoung A. Lim, 2011-09-15 Speech and language impairments are one of the most challenging features of Autism Spectrum Disorders (ASD). Children with ASD are also known to be particularly responsive to music. This book makes a valuable connection between the two traits to showcase music as an effective way of enhancing the speech and language skills of children with ASD. This is a comprehensive guide to Dr. Hayoung Lim's highly effective approach of using music in speech-language training for children ASD. Part I provides a sound theoretical foundation and employs the most up-to-date research, including the author's own extensive study, to validate the use of music in speech and language training for children with ASD. Part II analyzes the clinical implications of “Developmental Speech- Language Training through Music” (DSLM) protocols and explains in detail specific interventions that can be used with the approach. The practical application of DSLM to Applied Behavior Analysis (ABA) Verbal Behavior (VB) approaches is also explored. This is essential reading for music therapists, speech and language pathologists and other professionals working with children with autism, as well as researchers and academics in the field. |
| autism and language development: Language development in children with autism spectrum disorders Oliver Selzer, 2013-01-15 Seminar paper from the year 2012 in the subject Pedagogy - Pedagogic Psychology, grade: 2,0, University of Cologne, language: English, abstract: The development or acquisition of language separates the human being from any other mammal, enabling him to efficiently communicate and socialize with every other member of the same race. Thus, acquiring and developing this form of communication is crucial not only for means of transporting meaning itself, but for ensuring the human race to exist. Under normal circumstances every child can acquire every existing language, depending on it’s surrounding (cf. chapter two). Normal circumstances imply medical, cognitive and social parameters; if these three determining factors play together typically, a child may acquire a language in a stage-like order. In each stage, fundamental elements (or rules) of language are being learned (e.g. phonology, morphology, prosody etc.). In case of an autism spectrum disorder, one or more of the three determining factors is deficient – hence the acquisition of language deviates from its typical course. As will be described in chapter one, the actual type of autism plays a pivotal role in how problems in language acquisition will manifest: e.g., children with Asperger syndrome or some other type of high-functioning autism will be more likely to have problems in Pragmatics, whereas children with low-functioning type of autism may be challenged with producing language at all. Hence in this paper, I will examine this deviant development by looking closely into the fundamental rules of language in “typical” and autistic learners. I will introduce very basic knowledge on medical, cognitive and social impairments autism spectrum disorders may consist of; then, the above mentioned comparison of fields of language will be conducted. Chapter four will conclude with prospects on therapeutics and teaching, introducing concepts and constructing possible classroom intervention. |
| autism and language development: Language and Treatment of Autistic and Developmentally Disordered Children Thomas L. Layton, 1987 |
| autism and language development: Developmental Language Disorders Mabel L. Rice, Steven F. Warren, 2004-07-22 Based on the conference of the same name, this volume attempts to assimilate and integrate the findings of the transdisciplinary research toward a more coherent picture of behavioral descriptions, brain imaging studies, genetics, and intervention technologies in language impairment. |
| autism and language development: Social and Communication Development in Autism Spectrum Disorders Tony Charman, Wendy Stone, 2008-01-14 From leading clinical researchers, this volume presents important recent advances in understanding and treating autism spectrum disorders (ASD) in very young children. The book is grounded in cutting-edge findings on the social-communication behavior of typically and atypically developing infants, toddlers, and preschoolers. The contributors highlight the connections between ASD and specific early social-communication impairments - including problems with joint attention, imitation, and play - with a focus on what clinicians can do to help. Innovative screening and assessment procedures are reviewed, as are evidence-based intervention and prevention strategies. Throughout, attention to both real-world practice and research considerations enhances the book's utility as a clinical reference and text. |
| autism and language development: Enabling Communication in Children with Autism Carol Potter, Chris Whittaker, 2001 Addressing the complex issue of what constitutes a communication enabling environment for children with autism who use little or no speech, Potter and Whittaker show that the communication of these children can be significantly affected by a range of social and environmental influences. As well as providing an overview of the theoretical issues involved, Enabling Communication in Children with Autism provides detailed practical advice. Key elements of the recommended approach include * the use of minimal speech * proximal communication * the use of appropriate systems of communication including multipointing * providing many and varied opportunities for communication. Arguing that encouraging spontaneous communication should be viewed as a major educational goal for these children, Potter and Whittaker demonstrate that these children can and do communicate in enabling environments and provide practical, proven strategies for creating such environments. |
| autism and language development: Autism Spectrum Disorder Michael Fitzgerald, 2015-04-02 This book starts with a new sub category of Autism Criminal Autistic Psychopathy and school shootings. It focuses on a number of interventions, including speech and language pathology, speech and language assessment instruments, occupational therapy, improving functional language development in autism with natural gestures, communication boards etc as well as helping people with autism using the pictorial support, training of concepts of significant others, theory of mind, social concepts and a conceptual model for empowering families of children with autism cross culturally. It also examines the issue of hyperandrogenism and evidence-based treatments of autism. In terms of assessment, it focuses on psychological and biological assessment including neurotransmitters systems, structural and functional brain imaging, coping strategies of parents, examines the intertwining of language impairment, specific language impairment and ASD, as well as implicit and spontaneous Theory of Mind reading in ASD. In terms of aetiology, it focuses on genetic factors, epigenetics, synaptic vesicles, toxicity during neurodevelopment, immune system and sex differences. It also examines the link between social cognitive anatomical and neurophysiologic biomarkers and candidate genes. This book will be relevant to all mental health professionals because autism occurs in all the different areas of psychiatry and professionals who will find it helpful will be psychiatrists, psychologists, social workers, nurses, teachers and all those working with persons with Autism including parents who nowadays are interested in knowing more and more, at a detailed level about their children or adults with autism. |
| autism and language development: Music, Language and Autism Adam Ockelford, 2013-04-28 Children with autism often have an intense natural musicality. This book explains how music and language 'work' as systems of communication, and why music holds such a fascination for many young people on the autism spectrum. There are strategies for showing how music can be used to support language development and even substitute for verbal communication. Exploring the progression from a young child's intuitive engagement with music, to using it as a scaffold for communication, socialisation and understanding, the book illustrates, through the use of detailed case studies, how music nurtures a sense of self and provides a positive outlet to express inner thoughts and feelings without resorting to challenging or even destructive behaviours. Presenting an innovative approach to the use of music with people on the autism spectrum, this book will be a fascinating resource for speech and language therapists, music therapists, occupational therapists, teachers, teaching assistants, educational psychologists, carers and parents of people with autism. |
| autism and language development: Teaching Language to Children with Autism Or Other Developmental Disabilities Mark L. Sundberg, James W. Partington, 2013-03-29 |
| autism and language development: Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder Yvonne Bruinsma, Dr Mendy Minjarez, PH D, Laura Schreibman, Dr Aubyn Stahmer, PH D, 2020 This book is the first to offer a comprehensive overview of Naturalistic Developmental Behavioral Interventions (NDBI), which are evidence-based interventions that integrate both behavioral and developmental approaches in the treatment of children with Autism Spectrum Disorder. |
| autism and language development: The Companion Exercise Forms for Teach Me Language Sabrina Karen Freeman, Lorelei Dake, 1997 The Companion Exercise Forms for Teach Me Language makes the Teach Me Language manual more convenient to use because it provides all the manual's exercise forms in a larger, blank format. To help explain how the exercises in Teach Me Language are done, the book includes facsimiles of drill sheets, filled out with examples of how and who the exercises are done. The Companion Exercise Forms for Teach Me Language is a collection of the exercise sheets found the the Teach Me Language manual without the examples written on the forms. The exercise forms in this supplement are blank and enlarged for ease of use. |
| autism and language development: Developing Communication for Autism Using Rapid Prompting Method Soma Mukhopadhyay, 2013 This book is a step-by-step guide towards developing communication using RPM. Communication is an essential part of life and individuals with autism should not be left behind despite that their stimulations and motor skills may not respond in the same way as typical individuals. Success comes with practice and utilizing the steps of communication in this book will help teachers, students and parents. Using Soma's methods my son, Christopher, has not only been able to show how academically intelligent he is but he can now communicate his deeper thoughts and feelings in a way which means that others believe they are HIS words. -Sue Finnes-Mum to Christopher aged 14, Sutton Coldfield, United Kingdom. Our son Lenny was nearly 40 when he met Soma. He has a great deal of trouble initiating language. For the first time, he was able to ask a question and also reveal to us how much he understood about his own life as well as the world around him. -Isabel and Larry Schwartz |
| autism and language development: Communication Issues in Autism and Asperger Syndrome Olʹga Bogdashina, 2005 Providing a theoretical foundation for understanding communication and language impairments specific to autism, Olga Bogdashina explores the effects of different perceptual and cognitive styles on the communication and language development of autistic children. She stresses the importance of identifying each autistic individual's nonverbal language - which can be visual, tactile, kinaesthetic, auditory, olfactory or gustatory - with a view to establish a shared means of verbal communication. She offers an explanation of why certain approaches, for example PECS, might work with some autistic children but not others. Offering real insights, the `What They Say' sections enable the reader to see through the eyes of autistic individuals and to understand their language differences first hand. `What We Can Do to Help' sections throughout the book give practical recommendations on what to do in order to help autistic individuals use their natural mechanisms to learn and develop social and communicative skills. The final chapters are devoted to assessment and intervention issues with practical recommendations for selecting appropriate methods and techniques to enhance communication, based on the specific mode of communication a person uses. |
| autism and language development: Improving Speech and Eating Skills in Children with Autism Spectrum Disorders Maureen A. Flanagan, 2008 The treatment program helps to increase the variety of foods in the child's diet, improve the child's ability to accept touch inside and around the mouth, and expand the number of sounds the child produces-and thereby improving overall functioning. |
| autism and language development: Autism Spectrum Disorder Christopher J. McDougle, 2016 The Primer on Autism Spectrum Disorder provides a quick yet comprehensive overview of clinically-relevant topics related to autism spectrum disorder (ASD) for the medical or mental health student, trainee, or recent graduate who seeks efficient learning. Aspects of diagnosis, etiology, treatment and care delivery systems are covered by leading experts. Clinical vignettes, highlighted Key Points, and illustrative photos, figures and tables are used to enhance the learning experience for the reader. |
| autism and language development: Handbook of Autism and Pervasive Developmental Disorders, Volume 1 Fred R. Volkmar, Sally J. Rogers, Rhea Paul, Kevin A. Pelphrey, 2014-02-24 The newest edition of the most comprehensive handbook on autism and related disorders Since the original edition was first published more than a quarter of a century ago, The Handbook of Autism and Pervasive Developmental Disorders, Volume 1: Diagnosis, Development, and Brain Mechanisms, has been the most influential reference work in the field of autism and related conditions. The new, updated Fourth Edition takes into account the changes in the disorders' definitions in the DSM-V and ICD-10 that may have profound implications for diagnosis and, by extension, access to services. Along with providing practical clinical advice--including the role of psychopharmacology in treatment—the handbook codifies the ever-expanding current body of research throughout both volumes , offering a wealth of information on the epidemiology of autism and the genetic, environmental, biochemical, social, and neuropathological aspects of the disorder. Volume 1 includes: Information on outcomes in adults with autism spectrum disorders A range of issues and interventions important from infancy, though adolescence and beyond for individuals with autism spectrum disorders Current information about play development, including skills, object play, and interventions Coverage of the state of genetic, biochemical, and neuropathological autism research Chapters on psychopharmacology and medical care in autism and related conditions The new edition includes the relevant updates to help readers stay abreast of the state of this rapidly evolving field and gives them a guide to separate the wheat from the chaff as information about autism proliferates. |
| autism and language development: Autism Michael Rutter, Eric Schopler, 2012-12-06 This volume aims to provide the reader with an up-to-date account of knowledge, research, education, and clinical practice in the field of au tism, from an international perspective. The emphasis throughout is on the growing points of knowledge and on the new developments in prac tice. We have tried to keep a balance between the need for rigorous research and systematic evaluation and the importance of expressing new ideas and concepts so that they may influence thinking at a stage when questions are being formulated and fresh approaches to treatment are being developed. The book had its origins in the 1976 International Symposium on Autism held in St. Gallen, Switzerland but it is not in any sense a proceed ings of that meeting. Most papers have been extensively rewritten to provide a fuller coverage of the topic and also to take account of the issues raised at the meeting. Discussion dialogues have been revised and re structured to stand as self-contained chapters. Many significant contribu tions to the conference have not been induded in order to maintain the balance of a definitive review; however a few extra chapters have been added to fill crucial gaps 0 We hope the result is a vivid picture ofthe current state of the art. As editors we have been most impressed by the advances since the 1970 international conference in London. |
| autism and language development: Innovative Investigations of Language in Autism Spectrum Disorder Letitia Naigles, 2016-11-07 In recent decades, a growing number of children have been diagnosed with autism spectrum disorder (ASD), a condition characterized by, among other features, social interaction deficits and language impairment. Yet the precise nature of the disorder’s impact on language development is not well understood, in part because of the language variability among children across the autism spectrum. The contributors to this volume — experts in fields ranging from communication disorders to developmental and clinical psychology to linguistics — use innovative techniques to address two broad questions: Is the variability of language development and use in children with ASD a function of the language, such that some linguistic domains are more vulnerable to ASD than others? Or is the variability a function of the individual, such that some characteristics predispose those with ASD to have varying levels of difficulty with language development and use? Contributors investigate these questions across linguistic levels, from lexical semantics and single-clause syntax, to computationally complex phonology and the syntax-pragmatics interface. Authors address both spoken and written domains within the wider context of language acquisition. This timely and broadly accessible volume will be of interest to a broad range of specialists, including linguists, psychologists, sociologists, behavioral neurologists, and cognitive neuroscientists. |
| autism and language development: Advances in Language Acquisition Xenia Konstantinopoulou, Marina Lalioti, Stavroula Stavrakaki, 2014-10-16 This book contains 51 chapters based on papers presented at the GALA (Generative Approaches to Language Acquisition) conference held in Thessaloniki, Greece, in 2011. It thus reflects the GALA 2011 scientific presentations and discussions and raises issues that are currently at the centre of language acquisition research. Such issues examined in this volume include first and second language acquisition and processing by children and adults; language acquisition by individuals with linguistic and/or cognitive impairment; and cross-linguistic comparisons in (a)typical language acquisition. As such, Advances in Language Acquisition constitutes a valuable reference guide for current work on the interdisciplinary research field of language acquisition. |
| autism and language development: Autism Spectrum Disorders Amy M. Wetherby, Barry M. Prizant, 2000 A reference guide to autism spectrum disorders that provides an in-depth overview of the communication, language, social, and behavioral issues of autism spectrum disorders. |
| autism and language development: The Autism Language Launcher Kate Wilde, 2019-08-21 Do you want to help your child on the autism spectrum to verbally communicate with you and others? You've picked up the right book. The Autism Language Launcher gives you something totally new: a step-by-step guide that ignites language lift-off by using methods such as tapping into your child's innate intelligence, going with your child instead of against your child and providing techniques that work with adults on the spectrum. Written for parents, relatives, professionals, educators, or caregivers of a child or adult who is not yet verbal, making some sounds, using some words, speaking in single words, or using two-word phrases, this book uses the author's decades of experience with children and adults on the spectrum. Kate also demonstrates how to effectively address your child's echolalia, repetitious language, and repetitive questions in a way that your child will find supportive, bonding, and even joyful. Ultimately, this book shows you how to make language happen. |
| autism and language development: Talk to Me Heather Jones, 2014-02-21 If your child finds talking to people a struggle, this is the book to get the conversation started. In this hands-on guide, Heather Jones offers practical advice, born of experience with her own son, which will help you teach your child the principles of communication. Full of strategies and examples, it shows how you can allay fears, build confidence and teach your child to enjoy conversation. Once a child gets used to talking with other people, many life skills can develop more easily as they grow up – from making friends and shopping for themselves, to being interviewed and eventually getting a job. This handy book provides guidance and inspiration to parents, teachers and anyone else who cares for a child who finds language and comprehension difficult. |
| autism and language development: Why Language Matters for Theory of Mind Janet Wilde Astington, Jodie A. Baird, 2005-03-24 Theory of mind is the phrase researchers use to refer to children's understanding of people as mental beings, who have beliefs, desires, emotions, and intentions, and whose actions and interactions can be interpreted and explained by taking account of these mental states. The gradual development of children's theory of mind, particularly during the early years, is by now well described in the research literature. What is lacking, however, is a decisive explanation of how children acquire this understanding. Recent research has shown strong relations between children's linguistic abilities and their theory of mind. Yet exactly what role these abilities play is controversial and uncertain. The purpose of this book is to provide a forum for the leading scholars in the field to explore thoroughly the role of language in the development of the theory of mind. This volume will appeal to students and researchers in developmental and cognitive psychology. |
| autism and language development: The Units of Language Acquisition Ann M. Peters, 1983-09-30 |
| autism and language development: Autism Spectrum Disorders Andreas M. Grabrucker, 2021 Autism spectrum disorders are developmental disorders. Individuals with autism spectrum disorders develop differently. These differences are usually present in social interaction, communication, and sensory processing, and become visible through a wide variety of behavioral responses that differ from individuals without autism spectrum disorders. Despite significant research efforts, the exact causes of autism spectrum disorders remain poorly understood; however, researchers have gained extensive insights into possible pathomechanisms, even at the molecular level of cells. Many diagnostic criteria have been developed, adapted, and improved. The eight chapters in this book highlight the current state-of-the-art in many areas of autism spectrum disorders. Chapter 1 provides an overview of the epidemiology of autism spectrum disorders and the current knowledge of the underlying pathogenic mechanisms. Chapter 2 summarizes the diagnostic criteria and procedures and highlights present and upcoming therapeutic strategies. Chapter 3 reviews the adverse events and trauma in people with autism spectrum disorders. Chapters 4 and 5 focus on atypical sensory processing, and Chapter 6 discusses the genetic overlap of autism spectrum disorders with other neuropsychiatric disorders such as attention deficit hyperactivity disorder (ADHD), depression, and schizophrenia. Chapter 7 focuses on the contribution of abnormalities in mitochondria, and chapter 8 discusses gut-brain interactions and a potential role for microbiota in autism spectrum disorders. This book is aimed primarily at clinicians and scientists, but many areas will also be of interest to the layperson. |
| autism and language development: Understanding Autism Steven O. Moldin, John L R Rubenstein, 2006-04-25 Taking an all-inclusive look at the subject, Understanding Autism: From Basic Neuroscience to Treatment reviews state-of-the-art research on the diagnosis, treatment, and prevention of autism. The book addresses potential mechanisms that may underlie the development of autism and the neural systems that are likely to be affected by these molecular, |
| autism and language development: The Verbal Behavior Approach Mary Lynch Barbera, 2007-05-15 The Verbal Behavior (VB) approach is a form of Applied Behavior Analysis (ABA), that is based on B.F. Skinner's analysis of verbal behavior and works particularly well with children with minimal or no speech abilities. In this book Dr. Mary Lynch Barbera draws on her own experiences as a Board Certified Behavior Analyst and also as a parent of a child with autism to explain VB and how to use it. This step-by-step guide provides an abundance of information about how to help children develop better language and speaking skills, and also explains how to teach non-vocal children to use sign language. An entire chapter focuses on ways to reduce problem behavior, and there is also useful information on teaching toileting and other important self-help skills, that would benefit any child. This book will enable parents and professionals unfamiliar with the principles of ABA and VB to get started immediately using the Verbal Behavior approach to teach children with autism and related disorders. |
| autism and language development: Becoming a Word Learner Roberta Michnick Golinkoff, Kathryn Hirsh-Pasek, Lois Bloom, Linda B. Smith, Amanda L. Woodward, Nameera Akhtar, Michael Tomasello, George Hollich, 2000-11-02 Language acquisition is a contentious field of research occupied by cognitive and developmental psychologists, linguists, philosophers, and biologists. Perhaps the key component to understanding how language is mastered is explaining word acquisition. At twelve months, an infant learns new words slowly and laboriously but at twenty months he or she acquires an average of ten new words per day. How can we explain this phenomenal change? A theory of word acquisition will not only deepen our understanding of the nature of language but will provide real insight into the workings of the developing mind. In the latest entry in Oxford's Counterpoints series, Roberta Golinkoff and Kathryn Hirsh-Pasek will present competing word acquisition theories that have emerged in the past decade. Each theory will be presented by the pioneering researcher. Contributors will include Lois Bloom of Columbia University, Linda Smith of Indiana University, Amanda Woodward of the University if Chicago, Nameera Akhtar of the University of California, Santa Cruz and Michael Tomasello of the Max Planck Institute. The editors will provide introductory and summary chapters to help assess each theoretical model. Roberta Golinkoff has been the director of The Infant Language Project at the University of Delaware since 1974. For the past decade she has collaborated with Kathryn Hirsh-Pasek of Temple University to solve the question of language acquisition in children. |
| autism and language development: Coming Home to Autism Tara Leniston, Rhian Grounds, 2018-04-19 What does an autism diagnosis mean for everyday family life? Explore different rooms in the home to better understand how children with autism experience daily activities, and what you can do to support their development. · Head to the bathroom for guidance on toilet training and introducing a calming bath time ritual. · Discover how to create a safe haven for your child in the bedroom chapter, with tips to try before bedtime to help ease anxiety. · Learn how to transform any corner of your home into a special place for sensory play, fun and learning · Settle down in the parents' corner for top advice on remaining cool, calm and collected in the face of obstacles. Co-written by a mum and a speech-language therapist, and with many more rooms to visit, this book breaks down the information that you need to know to support children with autism at home. |
| autism and language development: Teach Me to Talk , 2011-05-01 |
| autism and language development: Ten Things Every Child with Autism Wishes You Knew Ellen Notbohm, 2012 Explores ten important characteristics that provide a window into the hearts and minds of children with autism. |
| autism and language development: Speech and Language Impairments in Children Dorothy V.M Bishop, Laurence B Leonard, 2014-04-23 Delayed development of speech and/or language is one of the commonest reasons for parents of preschool children to seek the advice of a paediatrician. Accessible to non-academic Speech and Language Impairments provides an overview of recent research developments in specific speech and language impairments, written by experts in the field. Topics include normal and disordered development of problems , crosslinguistic studies, pragmatic language impairments, early identification, educational and psychiatric outcomes, acquired epileptic aphasia and experimental studies of remediation. The book concludes with a chapter by Michael Rutter that gives guidelines for conducting and evaluating research in this field. |
| autism and language development: The Palgrave Handbook of Child Mental Health Jessica Nina Lester, Michelle O'Reilly, 2015-09-02 A landmark publication in the field, this state of the art reference work includes contributions from leading thinkers across a range of disciplines on topics including ADHD, autism, depression, eating disorders and trauma. It is an essential resource for all those involved or interested in child mental health. |
| autism and language development: Language Disorders from Infancy Through Adolescence - E-Book Rhea Paul, Courtenay Norbury, 2012-01-14 Language Disorders from Infancy Through Adolescence, 4th Edition is the go-to text for all the information you need to properly assess childhood language disorders and provide appropriate treatment. This core resource spans the entire developmental period through adolescence, and uses a descriptive-developmental approach to present basic concepts and vocabulary, an overview of key issues and controversies, the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. This new edition also features significant updates in research, trends, instruction best practices, and social skills assessment. Comprehensive text covers the entire developmental period through adolescence. Clinical application focus featuring case studies, clinical vignettes, and suggested projects helps you apply concepts to professional practice. Straightforward, conversational writing style makes this book easy to read and understand. More than 230 tables and boxes summarize important information such as dialogue examples, sample assessment plans, assessment and intervention principles, activities, and sample transcripts. UNIQUE! Practice exercises with sample transcripts allow you to apply different methods of analysis. UNIQUE! Helpful study guides at the end of each chapter help you review and apply what you have learned. Versatile text is perfect for a variety of language disorder courses, and serves as a great reference tool for professional practitioners. Highly regarded lead author Rhea Paul lends her expertise in diagnosing and managing pediatric language disorders. Communication development milestones are printed on the inside front cover for quick access. Chapter objectives summarize what you can expect to learn in each chapter. Updated content features the latest research, theories, trends and techniques in the field. Information on autism incorporated throughout the text Best practices in preliteracy and literacy instruction The role of the speech-language pathologist on school literacy teams and in response to intervention New reference sources Student/Professional Resources on Evolve include an image bank, video clips, and references linked to PubMed. |
| autism and language development: Emerging Language in Autistic Children Warren H. Fay, Adriana Luce Schuler, 1980 |
| autism and language development: This Way to Language Andrey Vyshedskiy, 2020-12-18 If you suspect your child has autism, this book is for you. Neuroscientist and inventor of Mental Imagery Therapy for Autism (MITA) Dr. Andrey Vyshedskiy explains how to give your child the best chance to think and speak at his or her age level. This book is a result of a five-year study of children with autism. It zeroes in on the most promising use of time, effort, and resources and is a practical day-to-day guide for parents like you. At the heart of the book is Dr. Vyshedskiy's methodology for strengthening language pathways in the brain of a young child. The methodology doesn't simply train children to memorize new words. It teaches them to connect the words, understand syntax, and draw conclusions-all the skills necessary to master language and move on to other school subjects. The book contains twenty-nine daily exercises to help your child progress from little or no verbal ability to age-appropriate and advanced levels. MITA does not rely on trained therapists and gives you, the parent, full control over your child's development. To aid you in this challenging task, the book discusses all major areas of your child's life. It also details personal experiences of parents who have brought their children along the path to complex language. |
| autism and language development: Language and Autism Adrienne Fitzer, Peter Sturmey, 2009 This volume will provide the reader with a concise overview of applied behavioral interventions for language in people with autism spectrum disorders. It is an edited work consisting of 12 chapters organized into two broad sections. Part I deals with general aspects of language in people with ASD, such as the nature of language impairments, general approaches to language teaching, behavioral conceptions of language, and the evidence base for which approaches are effective. Part II addresses speci'c programmatic issues including particular intervention questions, such as how to teach speci'c functions (e.g., mands, tacts, intraverbals, and echoics); speci'c intervention methods (e.g., discrete- trial training, natural language paradigm, and incidental teaching); and intervening for problematic aspects of verbal behavior (e.g., prosody and maladaptive verbal behavior). |
Autism spectrum disorder - Symptoms and causes - Mayo Clinic
May 22, 2025 · Autism spectrum disorder is a condition related to brain development that affects how people see others and socialize with them. This causes problems in communication and …
Autism spectrum disorder - Diagnosis and treatment - Mayo Clinic
May 22, 2025 · Your child's healthcare professional looks for signs of developmental delays at regular well-child checkups. If your child shows any symptoms of autism, you'll likely be …
Trastorno del espectro autista - Síntomas y causas - Mayo Clinic
Apr 19, 2025 · Autism spectrum disorder (ASD) (Trastorno del espectro autista). Centros para el Control y la Prevención de Enfermedades (Centers for Disease Control and Prevention). …
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Apr 13, 2017 · Autism spectrum disorder is a serious neurodevelopmental disorder that impairs a child's ability to communicate and interact with others. It also includes restricted repetitive …
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Dec 22, 2021 · Most children show clear signs of autism before 2 or 3 years of age. However, some kids on the mild end of the spectrum might not be identified as having autism until later in …
Understanding autism: The path to diagnosis, awareness and …
Apr 28, 2024 · Autism affects children and adults in three areas: communication, social interaction and behaviors. Children with autism spectrum disorder may struggle with recognizing their …
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May 22, 2025 · Autism spectrum disorder. Symptoms & causes; Diagnosis & treatment; Doctors & departments; Care at Mayo Clinic
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Jul 19, 2024 · I aim to develop an objective diagnostic test for autism and other neurodevelopmental disorders. I hope to help other children and families receive a diagnosis …
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Mayo Clinic 'mini-brain' study reveals possible key link to autism ...
Aug 10, 2023 · Nearly 1 in 36 children in the U.S. has been identified with autism spectrum disorder, according to estimates from the Centers for Disease Control’s Autism and …
Autism spectrum disorder - Symptoms and causes - May…
May 22, 2025 · Autism spectrum disorder is a condition related to brain development that affects how …
Autism spectrum disorder - Diagnosis and treatment - Ma…
May 22, 2025 · Your child's healthcare professional looks for signs of developmental delays at regular well …
Trastorno del espectro autista - Síntomas y causas - Mayo Clinic
Apr 19, 2025 · Autism spectrum disorder (ASD) (Trastorno del espectro autista). Centros para el Control y la …
Mayo Clinic Minute: What is autism?
Apr 13, 2017 · Autism spectrum disorder is a serious neurodevelopmental disorder that …
Early signs of autism - Mayo Clinic Press
Dec 22, 2021 · Most children show clear signs of autism before 2 or 3 years of age. However, some kids on the mild …
