- Häftad (Paperback / softback)
- Antal sidor
- illustrated ed
- Jessica Kingsley Publishers
- index references
- references, index
- 231 x 154 x 23 mm
- Antal komponenter
- 520 g
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30 Years of Building Responsive Relationships with Late Talking Children Including Autism, Asperger's Syndrome (Asd), Down Syndrome, and Typical Devel
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De som köpt den här boken har ofta också köpt 101 Games and Activities for Children With Auti... av Tara Delaney (häftad).Köp båda 2 för 428 kr
XXX, 19 mars 2014
Boken beskriver en bra metod för att jobba med kommunikation hos barn med t.ex. autism, downs syndrom. Utgå från barnets egna ljud och svara på dem. Ge dem en chans att prata, om du själv pratar hela tiden är det ingen idé för dem att säga något. Grunden för allt är den icke-verbala kommunikationen, gäller att inte stirra sig blind på språket och talet. Det finns barn som har ett språk men inte använder det för att kommunicera (exempelvis vissa autistiska barn), hellre då att de har ett litet ordförådd men använder det adekvat/funktionellt.
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The author, who is vastly experienced, presents this child-centred approach clearly, offering students, parents and professionals plenty of background information and practical guidance. -- Care and Health Magazine The book offers speech and language professionals a model to guide their therapy plans, but emphasizes the need for therapy to be generalized to daily life. Accordingly it emphasizes the need for parents and professionals to become partners in helping the child, stressing that children best develop social interaction skills within the family. Numerous anecdotes are included to illustrate how this approach has helped a wide variety of children and their families. This book would be of particular benefit to the parents/carers of children who are late to develop language for any reason, since it provides simple ideas to help stimulate social communication by following the child's lead. Professionals working with families may also find it useful to give ideas of where to start remediation and target therapy. Although it is not solely aimed at parents/carers of children on the autistic spectrum, it would probably be of most benefit to this group. -- Child Language Teaching and Therapy James MacDonald's book is based on over 30 years of research and clinical work at Ohio State University. Communicating Partners is an optimistic approach to working with children with communication disorders. It challenges practitioners to think beyond traditional therapy programmes and focus more on language learning in naturalistic environments and developing strengths through positive social relationships. MacDonald encourages practitioners and parents to consider the power of child-led play and advocates the theory that only once you enter into the child's world will you have the slightest chance of teaching them something new. Communicating Partners is a useful resource for professionals working with children with language and social communication difficulties and would also be of interest to parents. -- Early Talk Newsletter
Bloggat om Communicating Partners
James D. MacDonald, Ph.D was Professor of Speech and Language Pathology and Developmental Disabilities at Ohio State University. He has written six books and over fifty professional papers on communication development. He currently directs the Communicating Partners Center which provides family therapy, continuing education workshops, school consultations, and an international information network through an internet group.
Preface. Part I: Introduction to the Model. 1. The 30-year journey with 1000 children - how Communicating Partners came about. 2. Guiding Principles. 3. Key features of Communicating Partners and contrasts with traditional approaches to autism. 4. Examples of children studied for this book. 5. Theoretical foundations for Communicating Partners. 6. Basic components of Communicating Partners: five developmental stages and five relationship strategies. Part II: Five Stages of Communication. 7. Interaction: the first stage in learning to communicate. 8. Nonverbal communication: the second stage in learning to communicate. 9. Social language: the third stage in learning to communicate. 10. Conversation: the fourth stage in learning to communicate. 11. Civil behavior: the fifth stage in learning to communicate. Part III: Following your child's development from isolation to civil conversation. 12. The Adult-Child Relationship Map for assessment and planning. 13. The environment form. Appendix A: Research support for Communicating Partners. References. Subject Index. Author Index.