Speech and Language Pathologist, Sally Bligh, describes the role of the SLP in working with children diagnosed with Asperger's Syndrome. As the director of the Bligh Speech Therapy Center and as an SLP for over 20 years, Sally has developed successful techniques and strategies for working with children on the autistic spectrum. In this video, she explains the use of Social Language Groups to facilitate social communication. Because of the many similarities between AS and NLD, the strategies included in these programs would also work well for children diagnosed with Non-Verbal Learning Disabilities.

Create professional looking communication displays in minutes. Includes over 5,500 communication symbols. Quickly search over 55,000 words in the keyword library and instantly retrieve the respective communication symbol(s). Age appropriate for children, teenagers and adults. No stick men. Resize symbols and pictures to fit any page size. Print and/or save your work to disk, flash drive or floppy disk. Print displays in black & white or color (requires a color printer). Copy/paste symbols to (or from) Boardmaker* Make worksheets, symbol instruction sheets, books, journals, or calendars. Paste in digital photographs or any of Microsoft 130,000 clipart images and symbols. Download free trial copy! Latest version now includes Speech and Page Linking. Create printed communication boards or develop fully functional dynamic display AAC solutions. Includes Microsoft Speech and voices.

Phonemic awareness is the first step in any child's journey to literacy, and more than 25% of all children don't master it by third grade. Specifically targeting phonemic awareness, this program helps young children learn to distinguish the individual sounds that make up words and affect their meanings. With the unique screening method that accommodates up to 15 children at a time, educators can gauge the general skill level of the class and identify children who may need additional testing. And teachers can choose from a range of activities to use with the whole class-from simple listening games to more advanced sound manipulation exercises such as rhyming, alliteration, and segmentation. The perfect complement to any school's language curriculum, this program takes only 15-20 minutes a day.

Research on child language is an interdisciplinary enterprise, uniting the efforts of psychologists, linguists, computer scientists, educators, neuroscientists and communication scientists. In selecting representative readings from this broad and fast-moving field, the editors of this collection have emphasized recent papers that illustrate the contribution of child language research to developmental cognitive science. Although the authors of these papers represent a broad spectrum of theoretical perspectives, there is a deliberate bias in favor of an interactive, rather than nativist, approach. Essential works on the major milestones of language development are provided, followed by tutorials that stress the neural substrates of language development, pieces on computational models of language learning, and on genetic contributions to developmental language disorders. Some papers have been updated or specially commissioned for this collection. The volume avoids jargon and is designed to be accessible to upper level students across a range of disciplines.

Combining the expertise of a variety of contributors, this comprehensive yet readable book utilizes a non-categorical approach in discussing developmental disabilities in children. Children with language and communication disorders are often misdiagnosed and misunderstood due to the assignment of educational labels that reflect their different handicapping conditions, i.e. mental retardation, hearing impairment, and autism. This book utilizes a common unifying theoretical framework to understand and discuss this population. For professionals working in the fields of audiology, speech-language pathology, and deaf education.

Updated and expanded, the second edition of this trusted and definitive textbook incorporates critical information on implementing augmentative and alternative communication (AAC). It explains the principles and procedures of AAC assessment and offers intervention techniques that are appropriate throughout the life span of children and adults with congenital or acquired communication disorders. Special attention is given to rehabilitation centers and school settings and to the needs of people with cerebral palsy, apraxia, autism, aphasia, traumatic brain injury, and multiple disabilities. An invaluable resource for educators, students, speech-language pathologists, AAC and education team members, rehabilitation specialists, and program directors, this text presents a comprehensive approach to improving the lives of people who have severe communication disorders.

Autism has been defined by experts as a developmental disorder affecting social and communication skills as well as verbal and nonverbal communication. It is said to occur in as many as 2 to 6 in 1,000 individuals. This book challenges the prevailing, tragic narrative of impairment that so often characterizes discussions about autism. Autism and the Myth of the Person Alone seriously engages the perspectives of people with autism, including those who have been considered as the most severely disabled within the autism spectrum. The heart of the book consists of chapters by people with autism themselves, either in an interview format with the author or written by themselves. Each author communicates either by typing or by a combination of speech and typing. These chapters are framed by a substantive introduction and conclusion that contextualize the book, the methodology, and the analysis, and situate it within a critical disability studies framework. The volume allows a look into the rich and insightful perspectives of people who have heretofore been thought of as uninterested in the world.

Presents new studies providing evidence in support of facilitated communication, a technique that allows persons with autism, Down syndrome, and other pervasive developmental disorders to type their thoughts on a computer keyboard. Topics include how teachers confirm the authorship of facilitated communication, a controlled study using computer games, and suggested procedures for confirming authorship through research. For professionals working with people with developmental disorders. Annotation c. by Book News, Inc., Portland, Or.

This book provides speech-language pathology students (undergraduate and graduate) with an opportunity to apply their knowledge of childhood language disorders to assessment and intervention by analyzing language samples. The unique feature of this book is the inclusion of over 20 language samples that readers analyze in order to gain an understanding of the symptoms and clinical applications of childhood language disorders. Each chapter contains: an introduction to the section that describes a disorder or clinical issue, assessment and intervention guidelines for each issue, a language sample, and questions about each language samples. The following sections are included: identification of critical features of language behavior, symptomatology of language disorders, cultural and linguistic diversity, issues in the assessment of language impairments and intervention strategies. For speech-language pathology students and communication disorders students at the undergraduate or graduate level Annotation. This guide for students and clinicians discusses the treatment of childhood language disorders, including those related to specific language impairment, adolescent language learning disorders, mental retardation, hearing impairment, autism, and traumatic brain injury. Each chapter describes a disorder or clinical issue and includes assessment and intervention guidelines and a language sample. The author is with the Department of Communication Disorders at the University of Houston. Annotation c. Book News, Inc., Portland, OR

Providing a theoretical foundation for understanding communication and language impair-ments 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 in-sights, the ‘What They Say' sections enable the reader to see through the eyes of autistic indi-viduals and to understand their language differences first hand. ‘What We Can Do to Help' sections throughout the book give practical recommenda-tions 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.

Parents of children with autism can significantly improve their son's or daughter's ability to communicate using the visual communication strategies described in this easy-to-understand guide. After a thorough review of verbal communication development, the authors explain how autism affects the acquisition and progression of those skills. Real-life case studies, along with a maintaining an efffective and meaningful communication skills program.

The concept of 'intersubjectivity' has emerged as a common denominator in approaches to infant communication and children's understanding of thought and emotion in others. This book brings together for the first time leading international figures in psychology, psychopathology, sociology, and primatology to address the key question of the role of intersubjectivity in early development. These distinguished contributors offer a new understanding of child development, learning and communication. This book is an invaluable resource for researchers in emotion and communication across the social and behavioral sciences.

When children and adults with autism spectrum disorders (ASDs) have difficulty communicating, the world can be a painful and frustrating place. Fortunately, there are now tools and strategies that can help make interactive communication possible for individuals with ASDs who can’t use speech effectively. This guide to augmentative and alternative communication (AAC) provides an overview of the AAC techniques and devices available today. AAC refers to any tool, device, picture, word, symbol or gesture that compensates for expressive and receptive communication deficits. An AAC tool is as simple as a picture schedule made at home or as sophisticated as a voice output communication aid (VOCA); MEANINGFUL EXCHANGES covers both low and high-tech varieties. The author also explains how AAC appeals to the particular learning style and communication strengths and weaknesses of people with ASDs. An extensive section on ACC and Special Education Law covers eligibility and entitlement issues; how to make sure a communication system is included in an Individualized Education Program (IEP) and stays with a student from school to school; and who pays for a device. Real-life vignettes help to illustrate how various AAC tools increase communication with others and, consequently, improve quality of life. Appendices provide additional sources of information about specific devices and software, as well as listings of manufacturers and training opportunities. Communication is an essential part of the human experience. This excellent resource introduces parents and practitioners to ways they can make interactive communication as easy and meaningful as possible for people with ASDs, young and old.

This book will inform the reader of the remarkably high comorbidity of language impairment with a range of psychopathologic disorders of childhood and adolescence and the implications of this association for clinical practice. The book describes and discusses this relationship, its etiology and consequences for the child, and clinical issues in treating the disorder. The focus is on children and adolescents with behavioral and emotional problems who constitute the largest population referred for clinical attention and does not consider children with severe disorders, such as autism.

Facilitated Communication (FC) is a controversial technique for helping those who cannot speak use a communication aid. A "facilitator" assists the person without speech in using a spelling board or keyboard to create words by either pointing out letters or typing on the keyboard. Controversy centers on who is actually communicating?the facilitators or their charges. Crossley is credited with developing FC, first used in the mid-1970s with Anne McDonnell, who was severely disabled and assumed to have a mental age of several months. By presenting the stories of numerous individuals she has worked with (she runs the DEAL Center for people with severe communications disabilities in Melbourne, Australia), Crossley chronicles and defends her development and use of FC with those lacking functional communication owing to autism, brain injuries, Down syndrome, and other disorders. She details and answers criticisms, paying particular attention to the use of the technique in the United States.

Gives access to clear, detailed information for speech-language pathologists on how to work effectively in the school system. Outlines innovative methods for creating programs, even under difficult circumstances, and offers clinical tips, reminders, and 'reality checks' for assessment and intervention. Coverage includes planning meetings, phonological and articulation disorders, fluency, hearing impairment, autism, and diversity. Includes a wealth of reproducible sample forms. The editor is a practicing speech-language pathologist. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Visual support aids can be highly effective tools for increasing levels of communication and independence in children with autism, who often have difficulty interpreting spoken language and non-verbal facial expressions. Fully illustrated with inspiring examples, Everyday Education provides a wealth of ideas for creating visual support aids for children on the autism spectrum. Photographs and clear, practical explanations describe how these tools can be arranged helpfully around the home for the child to use. The authors describe how visual support aids can be used in all kinds of everyday situations, from labelling -- for example, sticking a picture of a dinner plate with a knife and fork to the chair in which the child sits at meal times -- to putting together a pictorial activities schedule for the child to refer to. This fun and encouraging book will be a valuable source of ideas for parents of children with autism and professionals working with them.

Teach Me Language is based on professional speech pathology methods developed specifically for parents and therapists who teach children with autism, Asperger's syndrome and other related developmental disorders language skills they need in school and in life. It is a step by step 'How To' manual of instructions, explanations, examples, games and cards that attack language weaknesses common to children with pervasive developmental disorders. Areas targeted include Social Language, General Knowledge, Grammar and Syntax, Functional Knowledge and Written Expression, and Language-Based Academic Concepts such as sequencing, problem solving, time and money. This book should be introduced once the child has learned one and two word sentences, has some basic vocabulary, and can answer simple 'What' or 'Where' questions from a picture book. The children who benefit are visual learners. The exercises in this book, takes the child from one and two word sentences to more complex sentences that lay the foundation for conversation. The various activities are appropriate for children from kindergarten through the teenage years, with simple adaptation for cognitive level i.e. the materials become more difficult, yet the activities remain structured in the same way.

A Comic Strip Conversation is a conversation between two or more people which incorporates the use of simple drawings. These drawings serve to illustrate an ongoing communication, providing additional support to individuals who struggle to comprehend the quick exchange of information which occurs in a conversation. Experience with Comic Strip Conversations indicates they may be an effective tool for parents and professionals working with students with autism and other developmental disabilitites. Comic Strip Conversations are based on the belief that visualization and visual supports, found useful in structuring the learning of students with autism, may also improve their understanding and comprehension of conversation. In addition, the use of a basic set of symbols are used in Comic Strip Conversations to illustrate social skills which are abstract and difficult for students with autism to understand. Also available in French!

This book is about hope and love and undaunted courage of the human spirit crying to be heard. It is a story about our son, Charles, who was trapped for thirty-six years in a body which could not speak. Believed to be severely or profoundly mentally retarded, unable to show emotion at will by facial expression, Charles kept the faith. He prayed that the day would come when God would give him a means of allowing his parents and the rest of the world to know that he was cognitive with a heart full of love for God and Man. He wanted to be ready and so he listened, learned and observed life as it is lived by verbal people. When the technique of facilitated communication was offered to him, Charles was ready. Slowly, he embraced it fully and the pages which follow are a saga of rebirth and a celebration of life. Charles' story is not unique. There are many other nonverbal individuals out there just waiting for people to reach out to them and bring a little light into their otherwise dormant, isolated lives. Being human, there is an innate desire to communicate. When this is blocked, the result is an overwhelming feeling of inadequacy. It prevents them from entering what Charles refers to as 'the real world.'

Does your child have trouble speaking or listening? This fully revised and updated edition of the essential guide explains what you can do to help Have you noticed that your child has difficulty getting the right words out, following directions, or being understood? If so, speech-language pathologist Patricia Hamaguchi -who has been helping children overcome problems like these for more than twenty years-has now revised and updated her highly effective guide to help you determine what's best for your child. Find out all you need to know about: Autism/PDD, central auditory processing disorders, dyspraxia, bilingual language development, adoption issues, thumb-sucking, and more How to recognize the most common speech, language, and listening problems When to get help for your child and when to wait Where to find the right specialist and what to ask How to read and understand the jargon-filled evaluation report The very latest changes in philosophy, treatment approach, labeling, laws, programs, and resources How the problem may affect your child academically, socially, and at home Tips for helping your child at home 'Provides valuable information for parents of children with speech, language, and listening problems.'--Sandra C. Holley, Ph.D., Former President, American Speech-Language-Hearing Association

This book offers a practical approach for staff and carers who want to develop the use of ICT for children on the autistic spectrum and for those with language and communication difficulties. It combines descriptions of current research and literature on the subject of autism and ICT with practical guidance on software and hardware. A practical approach encourages experimentation, values the skills and attributes that participants bring and minimizes the technical barrier to ICT use. It includes concise information on what autism is, and examples of a range of pupils and their typical learning behaviors. It offers advice on how ICT can relate to various aspects of autism, information on concept keyboards and touch-sensitive screens and switches, and help with buying a computer and using the internet.

Provides a lecture outline for a course on children's language disorders, with space for student notes, study questions and answer spaces, and exercises to complete. Lists major concepts, theories, practices, and definitions in units on specific language impairment, mental retardation, autism, hearing impairment, brain injury, cultural diversity, and assessment and treatment methods. Can be used as both a teaching and a learning tool in conjunction with a standard textbook No index. Wire spiral binding. Annotation c. by Book News, Inc., Portland, Or.

This book is a collection of practical ideas and techniques: how some educators have taken sound theory and research, added a dash of creative experimenting, and translated it into meaningful training and programming tools for students who experience moderate to severe communication disabilities. When we take on the task of working with students who learn differently, our most familiar teaching strategies and goals are put to the test. Students can learn. The question is what and how. Our responsibility as professionals or parents is, in part, one of "discovering" them. Most importantly, we need to discover how he learns; how she understands. That is the key .... to determine what is inside, hidden behind a veil of behaviors and perceptual handicaps, and to discover how to reach it effectively. This discovery process has revealed a large group of students who understand what they see better than what they hear. It is through this discovery process that the concept of using Visually Supported Communication or Visually Mediated Communication strategies has evolved and developed. Success has built upon success. As one student or teacher has benefited from one idea, the challenge has been to develop a second and a third. Over a period of several years the results have been dramatic. Testimonials from school staff and parents have supported the direction enthusiastically.

Pauline Lukey first met Ppinder Hundal when Ppinder was eight years old and had no formal way of communicating. Beginning with the use of sign language, moving on to assisted typing and finally to Ppinder's current desire to learn to read and write, the authors recount their remarkable journey from Ppinder's first signs to her ability now to discuss her medication with her carers and converse, via laptop, with her autistic friends. This honest and moving account demonstrates the remarkable effects of facilitated communication and highlights that communication is a skill that everyone is entitled to enjoy.

Two leaders is their respective fields offer ideas to teach sensory and communication skills to challenged children on the autism spectrum. Each of their exercises complement the work of the other so that the child benefits more from the interactions. Janet and Nancy offer real life situations and answers from their many years of working together.

Gives a current synthesis of work in the field an provides and introduction and detailed discussion of this area. Covers conversational analysis, speech and communicative acts, reference, narrative, pragmatic comprehension, and relevance. For clinicians, students, and researchers.

Designed to help students develop social communication skills that would allow them to function more effectively and independently at school, at home, and in the community, this easy-to-use manual first identifies a skill and then breaks it down into "teachable units" of behavior. This is followed by a series of scripts focusing on real-life events such as responding to teasing, introducing oneself, offering help, etc. Written at a fifth-grade reading level, the program may be used with students who have a wide range of abilities, including students displaying attention deficits or self-control problems.

Provides a detailed introduction to basic principles of psychological and educational assessment that underlie effective clinical decisions about childhood language disorders. Describes specific tools as well as general approaches, ranging from traditional standardized norm- referenced testing to more recent ones such as dynamic and culturally valid assessment. Reviews challenges presented by children with a variety of problems, including hearing loss and autism spectrum disorders, and highlights special considerations in testing and expected patterns of performance. McCauley teaches communication sciences at the University of Vermont. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Applied Behaviour Analysis (ABA) is a successful educational method for developing social and communication skills in children with autism. The use of video modelling in ABA programmes has demonstrated great effectiveness in teaching behavioural skills to autistic children, and this book explains how and why. Video modelling is an easy-to-use behaviour modification technique that uses videotaped rather than ‘live’ scenarios for the child to observe, concentrating the focus of attention for the child with autism and creating a highly effective stimulus for learning. Video Modelling and Behaviour Analysis provides a practical introduction to the technique, its objectives, strategies for use and evidence of its success. Illustrative case examples are supported by detailed diagrams and photographs, with clear, accessible explanations. Video Modelling and Behaviour Analysis will be a welcome addition to the practical literature on autism interventions for parents of autistic children and the professionals working with them.

A guide for speech pathologists offering varied approaches, and case studies to illustrate decision making. Specialists focus each chapter on a different communication disorder and provide diagnostic tips and treatment information. The topics include multicultural populations, young children presenting with language delay, fluency disorders, autism, and swallowing disorders. Annotation c. by Book News, Inc., Portland, Or.

The authors of this resource show how, at an early stage, autistic children may be significantly affected by a range of social and environmental influences, including classroom management, levels of motivation and interaction with adults and other children. They provide practical ways of modifying unhelpful environments in order to enhance communication skills.

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.

Multidisciplinary volume addressing the practicalities of assessment of ineffective communication in the preschool child.

This book is about children with speech and language impairments and what teachers and other professionals can do to promote their learning and their social inclusion in a mainstream setting. A brief introduction to SLI is followed by a chapter on the main issues for the classroom; how teachers can support the preferred learning style of the children and literacy and numeracy strategies are each given a separate section. Inclusion involves more than the learning experience and so the social, emotional and behavioral agenda, including successful transition and working with parents, is given equal emphasis.

Irma Ruiter, MA, a speech-language pathologist who specializes in working with adults with developmental delays, wrote Allow Me! as the result of a pilot project she led at The Hanen Centre. The goals of the project were to develop materials to support facilitators of adults who are developmentally delayed. In this guidebook, Ms. Ruiter combines her extensive clinical experience with the Hanen approach to language facilitation -- an approach based on the principle that language is learned within positive everyday interaction with those significant in the life of the delayed person. Recognized worldwide for its outstanding training programs and resource materials, The Hanen Centre is a not-for-profit charitable organization located in Toronto, Canada

Visual supports help children and youth with autism, Asperger Syndrome and other special needs understand their world better and therefore help them function more independently. This invaluable resource goes beyond the familiar use of visual supports as schedules with children with disabilities to include information sharers, checklists/organizers, and visual behavior supports. Richly illustrated and user-friendly, the book provides parents with all the information they need to make effective visual supports specifically designed for their child using a variety of materials, many of them commonly found around the house. The book also takes into considersation that parents are usually stressed for time and therefore need effective solutions that don't require excessive time to prepare or implement.

A clinical reference manual that gathers together current information on speech-language disorders with a low incidence. The authors present information ù on medical background and etiology, characteristics, assessment, intervention, and professional collaboration--that pathologists working in schools, developmental centers, and hospitals otherwise might not have easy access to. Conditions covered include traumatic brain injury, attention deficit disorder, Tourette syndrome, neglect and abuse, prenatal drug exposure, fragile X syndrome, and autism and pervasive developmental disorders. Annotation c. by Book News, Inc., Portland, Or.

The New Language Of Toys is a how-to guide for parents, teachers, and care-givers about using everyday toys (both store-bought and home-made) to develop communication skills in children with disabilities and making playtime a fun, exciting and educational experience. Divided into three parts, The New Language Of Toys begins by giving important background information on language, the causes for language delays, and the value of play in stimulating language learning. In the second part, readers learn about specific toys and how to use them in dozens of fun activities and language dialogues, arranged in section according to a child's developmental age. The last section provides a general overview that will help in the selection of use of toys. The New Language Of Toys recommends the best traditional toys while surveying new toys. Also covered is information on computer technology and language learning, videotapes and television, and the toy dialogues covering developmental ages from birth through age six. This is "must" reading for anyone with an interest in stimulating language skills in children with special needs. -- Midwest Book Review

This fully photocopiable resource offers a flexible framework for the assessment and measurement of the communication skills of children with autistic spectrum disorders (ASDs). Packed with practical assessment and planning sheets, it enables teachers, educators and other professionals to observe and record how children use and understand language, and to follow their progress over time. The completed assessment record is an accessible summary of a child's individual communication style, identifying strengths and weaknesses and the ways in which he or she is best assisted and motivated to communicate. It focuses on how children express themselves in everyday situations – for example, how they make requests or gain attention, the words they use most frequently, and how their communication is affected by different people and places. Most importantly, it provides a diagnosis of where communication skills can be developed and improved. Using the communication curriculum, educators can set appropriate targets, linked to work in other areas, such as literacy and science. A separate thinking skills curriculum aims to develop the skills and confidence necessary for social interaction, from making simple choices to understanding humour and abstract ideas. Originally devised for use with children with ASDs, this toolkit is equally effective in identifying communication problems in other children, and is an invaluable resource for teachers and speech and language therapists.

Giggle Time is a step-by-step program for parents, teachers and other professionals to help develop the non-verbal, verbal and social reciprocity skills of children with autism. It describes in accessible detail how to communicate with children with autism and gives clear instructions on 'how to' techniques for developing language skills. Specifically addressing developmental delays, Giggle Time helps to lay the necessary framework for future language growth by turning the actions the child initiates into interactions with meaning. This is a user-friendly guide, packed full of fun and child-centered exercises that can be carried out at home or in the classroom.

The painful and baffling mystery as to why some obvisiouly brightchildren do not begin talking until long after the 'normal' time isexplored in this book through personal experiences and the findings ofscientific research. The author's own experiences as the father of sucha child led to the information of a group of more than fifty sets ofparents of similar children. The anguish and frustration of these parentsas they try to cope with children who do not talk and institutions thatdo not understand them is a remarkable and moving human story.Fortunately, some of these children turn out to have not only normalintelligence but even outstanding abilities, especially in highlyanalytical fields such as mathmetics and computers. These fascinatingstories of late-talking children and the remarkable families from whichthey come are followed by explorations of scientific research that throwlight on unusual development patterns.

For individuals who have difficulty responding appropriately to verbal directions and instructions, visual aids are essential in gaining understanding and cooperation. The simple line drawings presented in this helpful resource show students engaging in appropriate behavior within a variety of school settings and activities, including the classroom, hallway, lunch room, bus, etc. Appropriate classroom work behavior, positive social interaction and general rule following are depicted to help teachers and others clearly communicate expectations for desired behaviors. Depending on the student's skill level, the pictures may be accompanied by simple text.

Addressing an important aspect of social communication for people with Asperger Syndrome, who use direct, precise language and 'take things literally', this dictionary of idiomatic expressions aims to dispel any confusion that arises from the misinterpretation of language. This book provides explanations of over 5,000 idiomatic expressions plus a guide to their politeness level. Each expression is accompanied by a clear explanation of its meaning and when and how it might be used. The expressions are taken from American and British English, with some Australian expressions included as well. Although the book is primarily intended for people with Asperger Syndrome, it will be useful for anyone who finds problems understanding idiomatic and colloquial English.

More Than Words presents a step-by-step guide for parents of children with autism spectrum disorder in an extensive, practical, and user-friendly format. Strategies are drawn from current research to help children develop more advanced communication skills, focusing on helping the child reach the following four goals: 1) improved two-way interaction, 2) more mature and conventional ways of communication, 3) better skills in communicating for social purposes and finally, 4) improved understanding of language. Wonderfully illustrated and with chapters divided into four color-coded stages of communication, this book was developed for The Hanen Program For Parents of Children with Autism Spectrum Disorder.

A Passion to Believe is Diane Twachtman-Cullen's critical assessment of facilitated communication. Employed as a technique for drawing the 'hidden language' of nonverbal or expressively limited (typically autistic) individuals, FC has been highly controversial since its introduction in 1991. Proponents claim the technique frees even profoundly impaired clients of the constraints of disability and allows them to communicate effectively for the first time with their families and caregivers. Scientific experts disagree, citing contradictions between these claims and scientific evidence of the true nature of autism. Resistant to validation by scientific scrutiny, and yet quick to introduce facilitated messages as evidence in courtroom claims of abuse by caregivers, FC advocates have generated a polarized debate in the disability community.

Delineates the progress that has taken place over the past quarter century in research and theory on language and communication in the psychopathological context. Topics include language and cognition in mental retardation and the affective disorders; language pathology in autism and childhood schizophrenia; the language of psychopathology and schizophrenia; the double-bind concept and Gregory Bateson; and psychopathology and the polyglot. Annotation c. by Book News, Inc., Portland, Or.

Jude Welton looks at a hundred of the most common figures of speech in this visual workbook designed as a springboard for family and classroom discussions. Each figure of speech is accompanied by an illustration showing its literal meaning, which will help AS children recognize and learn to enjoy metaphors and figurative language. The book can be used by parents one-to-one with their ASD child. Teachers can also use the book as the basis for classroom work on figurative language.

The clearly presented conceptual maps in this resource provide professionals with a comprehensive set of visual tools for effective teaching and language intervention across four major areas: meaning and content, text comprehension, context, and school knowledge/study skills. Part I introduces the underlying theories and steps for how best to use the materials. Part II: Conceptual Map Units presents 50 sets of instructions with three to four conceptual maps each. Reproducible work maps are easily removed from the book along scored lines.