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Communication Issues in Autism and Asperger Syndrome, Second Edition: Do we speak the same language? [Minkštas viršelis]

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  • Formatas: Paperback / softback, 400 pages, aukštis x plotis x storis: 228x152x22 mm, weight: 560 g
  • Išleidimo metai: 21-Jul-2022
  • Leidėjas: Jessica Kingsley Publishers
  • ISBN-10: 1787757374
  • ISBN-13: 9781787757370
Kitos knygos pagal šią temą:
Communication Issues in Autism and Asperger Syndrome, Second Edition: Do we speak the same language?Didesnis paveikslėlis
  • Formatas: Paperback / softback, 400 pages, aukštis x plotis x storis: 228x152x22 mm, weight: 560 g
  • Išleidimo metai: 21-Jul-2022
  • Leidėjas: Jessica Kingsley Publishers
  • ISBN-10: 1787757374
  • ISBN-13: 9781787757370
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781787757370.html
Raktažodžiai:

In this updated edition, Olga Bogdashina provides a theoretical foundation for understanding communication and language impairments specific to autism. She explores the effects of different perceptual and cognitive styles on the communication and language development of autistic children. She also stresses the importance of identifying each individual's nonverbal language - which can be visual, tactile, kinaesthetic, auditory, olfactory or gustatory - to establish verbal communication.
Reflecting recent research and changes in terminology, the book explains why some approaches may work for some autistic children but not for others, and the 'What They Say' sections allow the reader to see through the eyes of autistic individuals and understand their language differences first-hand.
'What We Can Do to Help' sections throughout the book give practical recommendations for helping 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 recommendations for selecting appropriate methods and techniques to enhance communication, based on the specific mode of communication a person uses.



In this revised second edition, Olga Bogdashina provides a foundation for understanding communication and language impairments specific to autism. She explores the effects of different perceptual and cognitive styles on the communication and language development of autistic children and provides strategies to help develop their skills.

Recenzijos

An authoritative reference source, now in an updated second edition. Written by an expert who provides the reader with clear explanations regarding theories, language characteristics and practical strategies to enhance communication. Readers will be able to incorporate the ideas, principles and techniques of this book in their daily routines and see immediate results. -- Manuel F. Casanova, Endowed Chair in Childhood Neurotherapeutics, University of South Carolina School of Medicine

Daugiau informacijos

Updated edition of bestselling book on different communication styles in autism
A Note to the Second Edition 12(1)
Introduction 13(6)
PART 1 DEFINITIONS, THEORIES AND HYPOTHESES
1 Communication -- Language -- Speech
19(12)
Communication
19(1)
Language
20(2)
Speech
22(1)
Other forms of language
23(8)
2 Language Acquisition -- the Theories
31(8)
A behavioural theory
31(2)
A biological theory
33(1)
A cognitive theory
34(1)
A psycholinguistic theory
35(1)
A pragmatic/social-interaction theory
36(1)
Problems in language acquisition
37(2)
3 The Role of Nonlinguistic Factors in Language and Communication Development
39(12)
The role of the motor system in language, social communication and conceptual processing
40(2)
Primitive reflexes
42(4)
The way they walk
46(5)
4 From Sensations to Concepts -- via Different Routes
51(14)
Stages of perception
51(6)
Using a `short-cut'
57(3)
Literal perception
60(5)
5 Qualitative Differences in Experiencing Sensations/Receiving Information
65(25)
Gestalt perception
65(6)
Fragmented perception
71(4)
Do we live in the same time zone?
75(3)
Intensity with which the senses work
78(7)
Inconsistency of perception
85(1)
Vulnerability to sensory overload
86(4)
6 Perceptual Styles
90(17)
Monoprocessing
90(3)
Peripheral perception
93(3)
Systems shutdowns
96(2)
Compensating for an unreliable sense with other senses
98(3)
Attention
101(6)
7 Cognitive Styles
107(42)
Conceptual versus perceptual memory
108(1)
Gestalt memory
109(1)
Literalness
110(8)
Memories according to preferred modalities
118(3)
Perceptual thinking
121(3)
Sequential and spatial thinking
124(4)
Imagination
128(4)
IQ and autism -- `autistic intelligence'
132(17)
8 What Language Are They Speaking?
149(12)
PART 2 LANGUAGE CHARACTERISTICS, LEARNING STYLES AND DEVELOPMENT IN AUTISM
9 Language Learning Styles
161(13)
Gestalt versus analytic style
161(2)
Cerebral hemispheric organization
163(6)
Timing of acquiring language
169(1)
Timing of the onset of sensory processing problems
170(2)
Learning environment
172(2)
10 Speech and Language Development in Non-Autistic and Autistic Children
174(16)
Pre-verbal/pre-linguistic development
174(4)
Phonological development
178(3)
Grammatical development
181(2)
Lexico-semantic development
183(7)
11 Impairments of Social Communication and Language Peculiarities Specific to Autism
190(39)
The pre-verbal communication of children with autism
191(2)
The verbal communication of children with autism
193(1)
Lack of expressive verbal language -- `autistic muteness'
194(9)
Late talkers
203(3)
Echolalia
206(9)
Pronoun reversal
215(3)
Extreme literalness
218(4)
Metaphorical language
222(2)
Neologisms
224(1)
Affirmation by repetition
224(1)
Repetitive questioning
225(1)
Demanding the same verbal scenario
226(1)
Autistic discourse style
226(1)
Poor control of prosody
227(2)
12 Fluent Speakers -- So What's the Problem?
229(18)
Receptive language
233(1)
Expressive language
234(2)
Literalness
236(1)
Language as `stress reliever'
237(3)
Sophisticated echolalia
240(3)
Guidance for communicating and interacting with autistic people
243(4)
PART 3 KEY STRATEGIES TO ENHANCE COMMUNICATION IN AUTISM
13 Communication/Language Assessment Strategies -- Communication Profile
247(10)
Sensory-motor problems
248(2)
Communication behaviours and communicative functions
250(1)
Muteness
250(2)
Ability to use nonverbal communication strategies
252(1)
Use of verbal language
252(1)
Communicative functions expressed
253(3)
Ability to understand verbal and nonverbal communication/language
256(1)
Assessment strategies
256(1)
14 Communication Environment and Interaction Styles
257(7)
Communication environment -- creating the `umbrella'
257(3)
Creating opportunities for communication
260(1)
Interaction styles
260(4)
15 Selecting Communication Systems
264(43)
Visual systems
267(2)
PECS
269(4)
Communication via objects
273(5)
Sign language versus mime-signing (`kinaesthetic language')
278(4)
Tactile language'
282(1)
Written language
283(2)
Reading
285(6)
Written communication
291(1)
Facilitated communication
292(11)
Rapid prompting method
303(1)
To speak (another language) or not to speak (with an autistic child)?
304(3)
16 Teaching Communication
307(23)
A social skills approach
308(1)
Social stories
309(1)
Rules
310(2)
Other approaches
312(8)
Teaching `accessories' of communication
320(6)
To teach or not to teach?
326(4)
Conclusion 330(2)
Endnotes 332(14)
Glossary 346(5)
References 351(38)
Subject Index 389(4)
Author Index 393
Professor Olga Bogdashina, MA, PhD, DEd, CO-founder of and Programme Leader (Autism courses) at the International Autism Institute, KSPU and co-founder of the International Consortium of Autism Institutes.

She has worked extensively in the field of autism as a teacher, lecturer and researcher, with a particular interest in sensory-perceptual, cognitive and communication problems. She is a Visiting Professor in Autism Studies at universities around the world, develops university (Autism Study) courses and training programmes for professionals and parents, presents at national and international autism conferences and is an autism consultant for services for children and adults.

Olga has an adult son with autism and lives in Yorkshire, UK.