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Books on the topic 'Autism, Pragmatic language, Social skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Social communication cues for young children with autism spectrum disorders and related conditions: How to give great greetings, pay cool compliments and have fun with friends. Philadelphia: Jessica Kingsley Publishers, 2011.

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2

Ingersoll, Brooke. Teaching social communication to children with autism: A manual for parents. New York: Guilford Press, 2010.

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3

Nikopoulos, Christos. Video modelling and behaviour analysis: Promoting social skills in children with autism. [S.l: The Author], 2003.

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4

Gray, Carol. Comic strip conversations: Illustrated interactions that teach conversation skills to students with autism and related disorders. Arlington, Tex: Future Horizons, 1994.

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5

Comic strip conversations: Illustrated interactions that teach conversation skills to students with autism and related disorders. Arlington, Tex: Future Horizons, 1994.

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6

Ingersoll, Brooke. Teaching social communication to children with autism: A manual for parents. New York: Guilford Press, 2010.

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7

Ingersoll, Brooke. Teaching social communication to children with autism: A manual for parents. New York: Guilford Press, 2010.

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8

Ingersoll, Brooke. Teaching social communication to children with autism: A manual for parents. New York: Guilford Press, 2010.

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9

Ingersoll, Brooke. Teaching social communication to children with autism: A practitioner's guide to parent training. New York: Guilford Press, 2010.

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10

Ingersoll, Brooke. Teaching social communication to children with autism: A practitioner's guide to parent training. New York: Guilford Press, 2010.

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11

Ingersoll, Brooke. Teaching social communication to children with autism: A practitioner's guide to parent training. New York: Guilford Press, 2010.

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12

VB-MAPP Verbal Behavior Milestones Assessment and Placement Program: A language and social skills assessment program for children with autism or other developmental disabilities : guide. Concord, CA: AVB Press, 2008.

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13

Fotieva, Irina, Tamara Semilet, Elena Lukashevich, and Vladimir Vitvinchuk. Russian journalism today: social mission and professional skills. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1044192.

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This monograph is the search for answers to the questions that confront contemporary Russian journalism social and cultural situation of modernity. The authors analyze the correlation of proper and existing in the implementation of the social mission of journalism, the journalism education system, the use of media technologies, the field of journalistic ethics, language and communicative practices of the public sphere, the social effects produced by the media. As the main characteristics of the modern state of Russian journalism finds confrontation and the confrontation of philosophical positions and methodological studies; in the field of journalism education — the confrontation of the instrumental-pragmatic and humanitarian paradigms; in the creation of modern media — focus on creativity or technology; tolerance or ethics in media communication; definition of leadership in the formation of public opinion and the ignition of problem areas. Attempts a comprehensive comprehension of the actual problems of modern Russian media: axiological foundations and the social role of journalism; the criteria of journalistic skills and professional ethics; perspectives of media education, language problems of modern communication and success factors of verbal interaction in the media. Designed for teachers of University departments and faculties of journalism and other Humanities, students in related disciplines and all interested in data range of issues.

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14

Rules and tools for parents of children with autism spectrum and related disorders: Changing behavior one step at a time. Shawnee Mission, Kansas: AAPC Publishing, 2015.

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15

Social and Communication Development in Autism Spectrum Disorders: Early Identification, Diagnosis, and Intervention. The Guilford Press, 2006.

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16

Tony, Charman, and Stone Wendy, eds. Social and communication development in autism spectrum disorders: Early identification, diagnosis, and intervention. New York: Guilford Press, 2006.

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17

Giggle Time - Establishing the Social Connection: A Program to Develop the Communication Skills of Children With Autism, Asperger Syndrome and Pdd. Jessica Kingsley Publishers, 2003.

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18

Nikopoulos, Christos, and Mickey Keenan. Video Modelling And Behaviour Analysis: A Guide for Teaching Social Skills to Children With Autism. Jessica Kingsley Publishers, 2006.

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19

Video modelling and behaviour analysis: A guide to teaching social skills to children with autism. Philadelphia, PA: Jessica Kingsley Publishers, 2006.

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20

Promoting Social Skills in the Inclusive Classroom. Guilford Publications, 2014.

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21

T, Perzigian Aaron B., and Schurr Jill K, eds. Promoting social skills in the inclusive classroom. The Guilford Press, 2014.

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22

More Than Words: A parent's guide to building interaction and language skills for children with autism spectrum disorder or social communication difficulties. Toronto, ON: The Hanen Centre, 2012.

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23

Zaidman-Zait, Anat, and Tova Most. Assessment of Pragmatic Abilities in Deaf and Hard-of-Hearing Learners in Relation to Social Skills. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0022.

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Pragmatic behaviors are related to the social use of language in an appropriate and effective way. As a result of their hearing loss, many deaf and hard-of-hearing (DHH) learners who use spoken language have pragmatic difficulties in everyday interactions. Assessing pragmatic competence is the most challenging aspect of language ability to assess and there are few efficient, valid, and reliable sound tools for this purpose in DHH learners. The successful use of pragmatic skills is particularly important to DHH children’s social and emotional functioning in the educational system, including their self-confidence, motivation, social adjustment, peer acceptance, and popularity. This chapter discusses the assessment of pragmatic abilities in DHH learners and argues that pragmatic abilities are fundamental to DHH learners’ social-emotional functioning. A case example will be provided and implications for educational assessment and intervention will be discussed.

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24

Gipson, Tanjala T., and Michael V. Johnston. Overview of Autism and Intellectual Disabilities. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199937837.003.0049.

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Autism spectrum disorders (ASD) and intellectual disabilities (ID) are prevalent causes of brain dysfunction in childhood and they have a significant public health impact on quality of life and the ability to live independently. ID is defined by the presence of an intelligence quotient less than 70 on a standardized test combined with impaired adaptive skills of daily living, whereas autism is defined by a combination of impaired language and social skills as well as the presence of stereotyped movements or behaviors. The prevalence of ID is estimated to be 1/100 population, with higher numbers in low resource countries, whereas the prevalence of autism is estimated to be 1 in 68, 1/42 boys and 1/189 girls. Approximately 70% of individuals with autism also meet the criteria for ID, but ID is not necessary for the diagnosis of autism. Genetic disorders are an important cause of autism, and 80% of identical twins will share autism if it is present in one twin, whereas the rate of concurrence in fraternal twins is 30%. This overview describes some general features of the causation and neurobiology of ID and ASD that are discussed in more detail in the chapters on specific pediatric disorders later in this section.

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25

Franz, Carleen, Lee Ascherman, and Julia Shaftel. Nonverbal Learning Disabilities. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0007.

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Nonverbal learning disabilities (NVLDs) occur when average or above-average verbal abilities contrast with weak visual-spatial, motor, and social communication skills. Students with NVLD often have delayed gross and fine motor skills, interpersonal skills deficits in nonverbal communication and pragmatic language, and problems with visual and spatial memory. The severity of NVLD varies from relatively mild social impairment or delays in gross motor skills, such as riding a bike or throwing a ball, to serious academic problems, often in mathematics. These students often demonstrate good comprehension and memory for rote information with weak figurative language and social communication skills. Case studies and remedial strategies are included to illustrate NVLD.

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26

Bhaumik, Sabyasachi, and Regi Alexander, eds. Oxford Textbook of the Psychiatry of Intellectual Disability. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198794585.001.0001.

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Intellectual Disability (ID), a lifelong condition characterized by an impairment of intellectual functioning and deficits in adaptive skills is part of a spectrum of developmental disorders which also includes other conditions like autism and ADHD. While psychiatric problems are three to four times more common in those with ID, diagnosing it can be fraught with difficulties due to associated communication problems, atypical presentations, overlap with physical conditions, and experience of marginalization and abuse. In addition, treatment approaches may be different and the potential for treatment-related side effects greater. With a range of international experts authoring its chapters and providing the up-to-date evidence base in assessment, diagnosis, and treatment of mental health problems in people with ID, this book will be useful not just for the trainee doctor in psychiatry, but also for those in allied professions like general practice, nursing, psychology, speech and language therapy, social work, and occupational therapy as well as family members and carers and all those involved in any way with organizing or delivering care and treatment for people with intellectual disability and mental health problems. Throughout, the book addresses issues that are of relevance to those on the frontline and hence most chapters offer examples of clinical issues that come up in day to day practice. There are also a number of single response multiple choice questions that will serve as an aid to learning.

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