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| autism in sign language: American Sign Language for Kids Rochelle Barlow, 2019-10-08 The easy way for kids ages 3 to 6 (and parents) to learn American Sign Language There has never been a better way to start learning American Sign Language. Ideal for parents of nonverbal children or children with communication impairments in the preschool or kindergarten age range, American Sign Language for Kids offers a simple way to introduce both of you to ASL. Build your vocabularies with 101 signs perfect for everyday use, all featuring detailed illustrations, memory tips, and hands-on activities. American Sign Language for Kids helps you focus on the types of words you need most with chapters conveniently divided by category. Get chatty with activities that guide you through conversations. You'll be signing together in no time! American Sign Language for Kids includes: 101 Helpful signs—From family and feelings to meals and playtime, work with your child to master subjects that will help the two of you connect. Fun ways to practice—Discover enjoyable activities at the end of each section that make it exciting and engaging to learn signs and start conversing! Practical guides—Get useful advice for introducing signs to a child with autism, helpful primers on deaf culture, and more. Discover an effective and meaningful way to deepen communication with your child—American Sign Language for Kids shows you the way. |
| autism in sign language: 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 in sign language: Teach Me to Talk , 2011-05-01 |
| autism in sign language: 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 in sign language: 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 in sign language: Sign Language Acquisition Anne Baker, Bencie Woll, 2009-01-14 How children acquire a sign language and the stages of sign language development are extremely important topics in sign linguistics and deaf education, with studies in this field enabling assessment of an individual child’s communicative skills in comparison to others. In order to do research in this area it is important to use the right methodological tools. The contributions to this volume address issues covering the basics of doing sign acquisition research, the use of assessment tools, problems of transcription, analyzing narratives and carrying out interaction studies. It serves as an ideal reference source for any researcher or student of sign languages who is planning to do such work. This volume was originally published as a Special Issue of Sign Language & Linguistics 8:1/2 (2005) |
| autism in sign language: MICHAELISM: My POV on Life with Autism Michael Tanzer, 2021-02-23 MICHAELISM: My POV on Life with Autism was written based on my own personal experiences having Autism Spectrum Disorder (ASD). I was diagnosed when I was three years old when I was in Preschool and let me tell you something: it has not been an easy road! I have worked hard with my family and other professionals who have supported me throughout my whole life and continue to help me. This book is based on my own personal experiences and I am sharing my Point of View (POV) on life with Autism. Everyone on the spectrum is different. I hope that the readers will gain a better understanding of individuals with ASD. |
| autism in sign language: Natural Language Acquisition on the Autism Spectrum Marge Blanc, 2012 |
| autism in sign language: Aided Augmentative Communication for Individuals with Autism Spectrum Disorders Jennifer B. Ganz, 2016-09-03 Just as autism is a continuum of disorders, it is associated with a broad range of neurodevelopmental, social, and communication deficits. For individuals with autism spectrum disorders (ASD), augmentative and alternative communication (AAC) has a major impact on their daily lives, often reducing the occurrence of challenging behaviors. Aided Augmentative Communication for Individuals with Autism Spectrum Disorders is a practical guide to the field, offering readers a solid grounding in ASD, related complex communication needs (CCN), and AAC, especially visual and computer-based technologies. Widely used interventions and tools in AAC are reviewed—not just how they work, but why they work—to aid practitioners in choosing those most suited to individual clients or students. Issues in evaluation for aided AAC and debates concerning its usability round out the coverage. Readers come away with a deeper understanding of the centrality of communication for clients with ASD and the many possibilities for intervention. Key areas of coverage include: AAC and assessment of people with ASD and CCN. Interdisciplinary issues and collaboration in assessment and treatment. AAC intervention mediated by natural communication partners. Functional communication training with AAC. The controversy surrounding facilitated communication. Sign language versus AAC. Aided Augmentative Communication for Individuals with Autism Spectrum Disorders is an essential resource for clinicians/practitioners, researchers, and graduate students in such fields as child and school psychology, speech pathology, language education, developmental psychology, behavior therapy, and educational technology. |
| autism in sign language: Theoretical Issues in Sign Language Research, Volume 2 Susan D. Fischer, Patricia Siple, 1991-06-25 The recent recognition of sign languages as legitimate human languages has opened up new and unique ways for both theoretical and applied psycholinguistics and language acquisition have begun to demonstrate the universality of language acquisition, comprehension, and production processes across a wide variety of modes of communication. As a result, many language practitioners, teachers, and clinicians have begun to examine the role of sign language in the education of the deaf as well as in language intervention for atypical, language-delayed populations. This collection, edited by Patricia Siple and Susan D. Fischer, brings together theoretically important contributions from both basic research and applied settings. The studies include native sign language acquisition; acquisition and processing of sign language through a single mode under widely varying conditions; acquisition and processing of bimodal (speech and sign) input; and the use of sign language with atypical, autistic, and mentally retarded groups. All the chapters in this collection of state-of-the-art research address one or more issues related to universality of language processes, language plasticity, and the relative contributions of biology and input to language acquisition and use. |
| autism in sign language: Directions in Sign Language Acquisition Gary Morgan, Bencie Woll, 2002-01-01 This is the second volume in the series 'Trends in language acquisition research'. The unusual combination in one volume of reports on various different sign languages in acquisition makes this book quite unique. |
| autism in sign language: The Autistic Subject Leon S. Brenner, 2020-09-21 This book presents a theory of autistic subjectivity from a Lacanian psychoanalytic perspective. Dr. Brenner describes autism as a singular mode of being that is fundamentally linked to one’s identity and basic practices of existence, offering a rigorous alternative to treating autism as a mental or physical disorder. Drawing on Freud and Lacan’s psychoanalytic understanding of the subject, Brenner outlines the unique features of the autistic subjective structure and provides a comprehensive synthesis of contemporary work on the psychoanalysis of autism. The book examines research by theorists including Jean-Claude Maleval, Éric Laurent, Rosine and Robert Lefort that has been largely unavailable to Anglophone audiences until now. In this book autism is posited to be a singular subjective structure not reducible to neurosis or psychosis. In accordance with the Lacanian approach, autism is examined with detailed attention to the subject’s use of language, culminating in Brenner’s “autistic linguistic spectrum.” A compelling read for students and scholars of psychoanalysis and autism researchers and clinicians. |
| autism in sign language: 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 in sign language: Signs of Autism in Infants Stella Acquarone, 2018-03-26 As a group, babies later diagnosed as autistic are found to have more complications during gestation and delivery than their normal siblings and others. In addition to all these complications, infants later diagnosed on the autistic spectrum have a two-fold rate of residence in neonatal intensive care units. Over the past 50 years, ever younger previously non-viable very low weight babies are being kept alive, some born as much as four months before term. However, it is becoming apparent that miraculous procedures to counteract organ immaturity and prolonged incubation contribute to a new gamut of hitherto unknown forms of neurological damage. With pregnancy curtailed, prematurely separated mothers and their babies both experience a prolonged state of limbo, with the fragile infant being exposed to excruciating medical interventions and overwhelming stimulation. International researchers and clinicians renowned for their work in the field of early autism come together to resolve queries around the long debate on the development and resolution of autism. |
| autism in sign language: Baby Signs Joy Allen, 2008-02-14 Babies have a whole lot to say, and with Baby Signs, now they can say it! |
| autism in sign language: 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 in sign language: Diagnostic and Statistical Manual of Mental Disorders (DSM-5) American Psychiatric Association, 2021-09-24 |
| autism in sign language: Multilingual Aspects of Signed Language Communication and Disorder David Quinto-Pozos, 2014-01-29 This book provides a synthesis of work on communication disorders of child and adult users of signed languages. The chapters investigate linguistic impairments caused by deficits in visual processing and motor movements, as well as neurological decline. The volume also contains in-depth descriptions of child language acquisition in the signed modality and suggestions about how signed languages might guard against communication disorder. |
| autism in sign language: But You Don't Look Autistic at All Bianca Toeps, 2020-07-23 |
| autism in sign language: Turn Autism Around Mary Lynch Barbera, Ph.D., 2022-03-29 Help remediate—and in some cases eliminate—autism and other developmental delays in young children, even in as little as 15 minutes a day with this toolkit of behavioral practices that can be taught at home. Developmental delays and signs of autism usually show up before 18 months of age, yet children are often not diagnosed until they are 4 or 5 years old. In Turn Autism Around, Dr. Mary Barbera explains why parents can't afford to worry and wait in long lines for evaluations and treatment while not knowing how to help their children. She empowers parents, caregivers, and early intervention professionals to regain hope and take back control with simple strategies to dramatically improve outcomes for their children. Dr. Barbera has created a new approach to teaching kids with developmental delays that uses the science of Applied Behavior Analysis (ABA) married with a positive, child-friendly methodology that any parent can use—whether or not their child has delays—to learn to teach communication skills, socialization strategies, as well as tackle sleep, eating, potty training, and behavior challenges in a positive, effective, and lasting way. Turn Autism Around is the first book of its kind that calls attention to an important fact: parents can make a tremendous impact on their child's development through behavioral practices taught at home, even in as little as 15 minutes a day. Her program shows these autism and developmental delays can be remediated, and in some cases, delays can be caught up altogether, if parents intervene while the child is young. This book is for parents of young children aged one-to-five years who are passionate about helping their child as well as learning how they can change the trajectory of their child's and family's life. |
| autism in sign language: The World of the Autistic Child Bryna Siegel, 1996 Presents guidance for parents of autistic children on understanding an autism diagnosis and deciding on the best course of action for treating and caring for a child with autism or PDD (pervasive developmental disorder). |
| autism in sign language: 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 in sign language: Deaf Gain H-Dirksen L. Bauman, Joseph J. Murray, 2014-10-15 Deaf people are usually regarded by the hearing world as having a lack, as missing a sense. Yet a definition of deaf people based on hearing loss obscures a wealth of ways in which societies have benefited from the significant contributions of deaf people. In this bold intervention into ongoing debates about disability and what it means to be human, experts from a variety of disciplines—neuroscience, linguistics, bioethics, history, cultural studies, education, public policy, art, and architecture—advance the concept of Deaf Gain and challenge assumptions about what is normal. Through their in-depth articulation of Deaf Gain, the editors and authors of this pathbreaking volume approach deafness as a distinct way of being in the world, one which opens up perceptions, perspectives, and insights that are less common to the majority of hearing persons. For example, deaf individuals tend to have unique capabilities in spatial and facial recognition, peripheral processing, and the detection of images. And users of sign language, which neuroscientists have shown to be biologically equivalent to speech, contribute toward a robust range of creative expression and understanding. By framing deafness in terms of its intellectual, creative, and cultural benefits, Deaf Gain recognizes physical and cognitive difference as a vital aspect of human diversity. Contributors: David Armstrong; Benjamin Bahan, Gallaudet U; Hansel Bauman, Gallaudet U; John D. Bonvillian, U of Virginia; Alison Bryan; Teresa Blankmeyer Burke, Gallaudet U; Cindee Calton; Debra Cole; Matthew Dye, U of Illinois at Urbana–Champaign; Steve Emery; Ofelia García, CUNY; Peter C. Hauser, Rochester Institute of Technology; Geo Kartheiser; Caroline Kobek Pezzarossi; Christopher Krentz, U of Virginia; Annelies Kusters; Irene W. Leigh, Gallaudet U; Elizabeth M. Lockwood, U of Arizona; Summer Loeffler; Mara Lúcia Massuti, Instituto Federal de Santa Catarina, Brazil; Donna A. Morere, Gallaudet U; Kati Morton; Ronice Müller de Quadros, U Federal de Santa Catarina, Brazil; Donna Jo Napoli, Swarthmore College; Jennifer Nelson, Gallaudet U; Laura-Ann Petitto, Gallaudet U; Suvi Pylvänen, Kymenlaakso U of Applied Sciences; Antti Raike, Aalto U; Päivi Rainò, U of Applied Sciences Humak; Katherine D. Rogers; Clara Sherley-Appel; Kristin Snoddon, U of Alberta; Karin Strobel, U Federal de Santa Catarina, Brazil; Hilary Sutherland; Rachel Sutton-Spence, U of Bristol, England; James Tabery, U of Utah; Jennifer Grinder Witteborg; Mark Zaurov. |
| autism in sign language: The Picture Exchange Communication System Training Manual Lori Frost, Andy Bondy, 2002-01-01 This book presents an updated description of The Picture Exchange Communication System (PECS). It begins with a discussion of the big picture, or the authors view on the importance of laying the foundation for communication training by systematically structuring the learning environment (be it in the home, community or school). This approach, The Pyramid Approach to Education, embraces the principals of broad-spectrum applied behavior analysis and emphasizes the development of functional communication skills, independent of communication modality. The Pyramid Approach is one of the few approaches that encourages creativity and innovation on the teacher's part through databased decision making. |
| autism in sign language: Sign Language Scholastic, 2008 A fresh new beginner's guide to American Sign Language--with a poster of the sign language alphabet Featuring cool computer-generated illustrations and a simple kid-friendly design, this reference book for the youngest readers makes learning sign language fun and easy Learn 100 basic signs for everyday use in helpful categories, such as Food, Colors, Animals, In the Classroom, and more Also included are instructions on how to fingerspell the entire alphabet and numbers. For quick reference, this book also comes with a bonus full-size poster of the ASL alphabet--perfect for home or the classroom |
| autism in sign language: 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 in sign language: Emerging Language in Autistic Children Warren H. Fay, Adriana Luce Schuler, 1980 |
| autism in sign language: Sign Language Roland Pfau, Markus Steinbach, Bencie Woll, 2012-08-31 Sign language linguists show here that all questions relevant to the linguistic investigation of spoken languages can be asked about sign languages. Conversely, questions that sign language linguists consider - even if spoken language researchers have not asked them yet - should also be asked of spoken languages. The HSK handbook Sign Language aims to provide a concise and comprehensive overview of the state of the art in sign language linguistics. It includes 44 chapters, written by leading researchers in the field, that address issues in language typology, sign language grammar, psycholinguistics, neurolinguistics, sociolinguistics, and language documentation and transcription. Crucially, all topics are presented in a way that makes them accessible to linguists who are not familiar with sign language linguistics. |
| autism in sign language: The TEACCH Approach to Autism Spectrum Disorders Gary B. Mesibov, Victoria Shea, Eric Schopler, 2005 - Professionals can be trained in the program and its methods - Translates scientific knowledge so that practitioners and parents can easily understand the current state of knowledge - Offers strategies that can be tailored to an individual's unique developmental and functional level - Advises parents on how to become involved in all phases of intervention as collaborators, co-therapists, and advocates. - Details how the program can be introduced and adapted for individuals of all ages, from preschooler to adult |
| autism in sign language: Ketchup is My Favorite Vegetable Liane Kupferberg Carter, 2015-10-21 How do you create an ordinary family life, while dealing with the extraordinary needs of an autistic child? Meet Mickey - charming, funny, compassionate, and autistic. In this unflinching portrait of family life, Liane Kupferberg Carter gives us a mother's insight into what really goes on in the two decades after diagnosis. From the double-blow of a subsequent epilepsy diagnosis, to bullying and Bar Mitzvahs, Mickey's struggles and triumphs along the road to adulthood are honestly detailed to show how one family learned to grow and thrive with autism. |
| autism in sign language: Jumpstarting Communication Skills in Children with Autism Mary Jane Weiss, Valbona Demiri, 2011 When children's communication skills lag, all areas of learning and socialisation are affected. This book describes how an ABA approach can help children aged 2 to 10 years who have significant communication problems -- difficulty making requests, perseverative speech, a lack of fluency in conversational exchanges, trouble reading others' signals, and more -- learn to understand and use speech and language. Enriched by case studies, this straightforward and information-packed book examines using the Applied Verbal Behaviour (AVB) method to tackle a wide variety of communication problems typical of children with autism. In a nutshell, AVB consists of observing and analysing a child's communication behaviours, breaking them down into functions, and then teaching and reinforcing needed skills. AVB strategies and the other methods profiled (PECS, sign language, video modelling, scripts, social stories, etc.,) can greatly boost a child's understanding of verbal and non-verbal communication, and help him improve his expressive abilities. The authors provide helpful suggestions on how parents can support this process and teach and reinforce communication skills at home. With this book parents and professionals can help young kids, both those with and without speech, expand their communication abilities and opportunities, enabling greater inclusion and progress in daily activities. |
| autism in sign language: Autism National Society for Autistic Children (U.S.), National Institute of Mental Health (U.S.), 1973 |
| autism in sign language: Autism Christopher D. Webster, M. Mary Konstantareas, Joel Oxman, 2013-10-22 Autism: New Directions in Research and Education presents the results of research on autism and the experiences of the families of autistic children, as well as the trials and tribulations of a psychologist working with an autistic child. The successes and failures of educational programs are discussed, followed by a detailed and helpful account on the value and limitations of a method of teaching language through simultaneous use of signs and speech. This monograph consists of 25 chapters and opens with an overview of the various behaviors likely to be exhibited by autistic persons, along with the theory of autism. It then considers a person's presentation about stuttering in relation to early infantile autism. An important point emphasized throughout this work is that an autistic child can be helped only if a serious attempt is made to see the world from his point of view, so that the adaptive function of much of his peculiar behavior can be understood in the context of his handicaps. The following chapters explore individual differences in the acquisition of sign language by severely communicatively-impaired children; the autistic child's disturbances of perception, speech, and language; and the nature and relevance of simultaneous communication with autistic children. This book should prove useful to clinicians, researchers, parents, teachers, and students. |
| autism in sign language: Manual Sign Acquisition in Children with Developmental Disabilities Nicola Grove, 2021-02-15 Manual signs are used worldwide to support the communication and language development of children who have developmental disabilities. This book provides an overview of forty years of research and practice by recognised experts, from a developmental perspective. Uniquely, the book includes contributions on both sign languages and sign systems, linking the two fields of Deaf studies and Augmentative and Alternative Communication which have historically been seen as separate. This text is the most authoritative single text to date on the topic, providing an invaluable resource for speech pathologists, researchers, psychologists and educators. The main sections of the book include: the typical development of sign language and of gesture; literature reviews on sign acquisition in children with disabilities such as Down syndrome, autism spectrum disorders, Llandau Kleffner syndrome and deaf blindness. An important chapter deals with the latest research on sign language impairments in deaf children with developmental language difficulties, or autism spectrum disorders. The third section of the book addresses assessment and intervention, covering vocabulary, sign production difficulties and intelligibility, grammar and multi-signing, and pragmatics and discourse skills. The final two sections are concerned with use of signs in context: in the home, in school, and in different cultures. Throughout, care is taken to ensure that the voices of users are present and vivid, whether these be family members, teaching staff or the children themselves, with an entire chapter given over to an interview with a young adult's reflections on her use of sign since childhood. The book concludes with a call for a multimodal perspective on augmentative communication to be adopted in the future. |
| autism in sign language: Theoretical Issues in Sign Language Research, Volume 1 Susan D. Fischer, Patricia Siple, 1990-11-19 Only recently has linguistic research recognized sign languages as legitimate human languages with properties analogous to those cataloged for French or Navajo, for example. There are many different sign languages, which can be analyzed on a variety of levels—phonetics, phonology, morphology, syntax, and semantics—in the same way as spoken languages. Yet the recognition that not all of the principles established for spoken languages hold for sign languages has made sign languages a crucial testing ground for linguistic theory. Edited by Susan Fischer and Patricia Siple, this collection is divided into four sections, reflecting the traditional core areas of phonology, morphology, syntax, and semantics. Although most of the contributions consider American Sign Language (ASL), five treat sign languages unrelated to ASL, offering valuable perspectives on sign universals. Since some of these languages or systems are only recently established, they provide a window onto the evolution and growth of sign languages. |
| autism in sign language: We Can Sign! Tara Adams, 2020-02-04 Easy signing is in your hands—an illustrated guide for kids ages 8 to 12 Discover how simple learning sign language for kids can be! Whether it's for reaching out to a Deaf person, chatting with friends across a crowded room, or just learning an amazing new language, We Can Sign! is an essential guide to getting started with American Sign Language for kids. Bursting with almost 200 fully-illustrated signs, memory tips, and more, this instructional aid for sign language for kids makes mastering ASL easy. Ten chapters take you all the way from sign language basics and conversation phrases to must-have vocab. Get signing today! We Can Sign! An Essential Illustrated Guide to American Sign Language for Kids includes: Up-to-date info—Learn the most modern version of American Sign Language—while also getting fun insight into Deaf culture. Clear illustrations—Start signing fast with detailed drawings that show exactly how each sign should look. 182 signs you need—Lessons begin simple and progress to more advanced ideas as you learn words and phrases that are perfect for use in a variety of situations. Get a helping hand with this fully illustrated guide to sign language for kids! |
| autism in sign language: The Science and Fiction of Autism Laura Ellen Schreibman, 2009-06-30 Drawing from her long clinical experience, Laura Schreibman argues that autism is an entirely biological disorder, however complex its neurological origins. She dismisses theories that it is caused by 'refrigerator mothers' or the MMR vaccine, as well as simplistic claims that it can be cured. |
| autism in sign language: Dibs Virginia Mae Axline, 1969 |
| autism in sign language: Understanding Autism and Autistic Functioning Laura Villa, Luca Casartelli, 2024-09-09 This concise volume offers an accessible overview of recent clinical and research perspectives addressing autism and autistic functioning. By providing an innovative lens, the book benefits from two different angles: a concrete and pragmatical view of an expert clinician with three decades of practice in diagnosis and treatment of autism, and a more “speculative” and “long-term” view of a researcher who works on neural and computational architecture of (a)typical neurocognitive functioning. Trying to understand autism beyond its behavioral symptoms, the book spans from clinical descriptions (e.g., communicating diagnosis, clinical intervention, and prognosis) to recent neuroscientific evidence supporting a potential perspective-shift. The fil rouge of this volume can be summarized in three fundamental aspects that should orient any clinical practice in the context of autism (e.g., diagnosis, treatment, monitoring, etc.): we need an age-dependent, context-dependent, and functioning-dependent approach. Understanding Autism and Autistic Functioning is crucial reading for parents and caregivers, and professionals in health, education, and social care. |
| autism in sign language: Understanding Language Through Sign Language Research Patricia Siple, 1978 |
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