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Relevant bibliographies by topics / Autistic children Verbal behavior

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Journal articles

Academic literature on the topic 'Autistic children Verbal behavior'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Autistic children Verbal behavior"

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Panggabean, Trie Tifany Natasha. "Strategi Komunikasi Verbal dan Nonverbal Guru terhadap Anak Didik Autis di Yayasan Tali Kasih Medan." JURNAL SIMBOLIKA: Research and Learning in Communication Study 5, no. 1 (2019): 44. http://dx.doi.org/10.31289/simbollika.v5i1.2374.

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This paper discusses the teacher's verbal and nonverbal communication strategies towards autistic students at the Tali Kasih Foundation. Autistic children have strange behaviors that don't seem to care about their surroundings and tend to be alone as if they live in a different world. This behavior occurs because of nerve damage in the part of the brain that results in impaired social abilities, unstable emotions and speech disorders. Tali Kasih Foundation is a school that provides therapeutic services for autistic children. The purpose of this study was to describe the teacher's verbal and no

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Hunanyan, Nelly. "Autistic Children Verbal And Non-Verbal Communication Development." Armenian Journal of Special Education 1, no. 1 (2020): 81–89. http://dx.doi.org/10.24234/se.2020.1.1.82.

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The article presents the results of the study, which relates to the efficacy of speech therapy means and methods for the development of speech and non-verbal communication processes for children with autism. A number of researchers' observations show that the range of contact between children with autism is very limited. Mostly these children feel calm and they are relatively manageable only among their extremely close people. The difficulty of selective and original communication contributes to the more isolation of children with autism. The communication difficulties described in the c

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Febriantini, Weny Anita, Rahima Fitriati, and Lulud Oktaviani. "AN ANALYSIS OF VERBAL AND NON-VERBAL COMMUNICATION IN AUTISTIC CHILDREN." Journal of Research on Language Education 2, no. 1 (2021): 53. http://dx.doi.org/10.33365/jorle.v2i1.923.

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Autism is a developmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior. Autistic is a person affected by autism. The level of autism of each individual is varied. It can range from mild to severe. Due to this condition, the person shares some symptoms of the difficulties with social interaction. To make them involved in social interaction, it needs special effort to make them be able to speech or communicate first. For this reason, there should be the use of the combination between verbal and non-verbal communicatio

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Al – Rawi, Baydaa Ali Othman. "Behavior Management of Children with Autism." AL-Kindy College Medical Journal 13, no. 1 (2019): 27–31. http://dx.doi.org/10.47723/kcmj.v13i1.119.

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Background: Pervasive Developmental Disorder (PDD) is a term refers to the overarching group of conditions to which autism spectrum disorder (ASD) belongs . Objective: This study was designed to determine the existing behavior of children with autism in dental sitting, the behavior improvements in recall dental visits and evaluate the improvement in oral hygiene with using specific visual pedagogy chart. Type of the study: Cross-sectional study. Methods: Forty children of both genders, ages ranged from 4 – 6 years having primary teeth only were selected whose medical history

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Lord, Catherine, and Joyce MaGill-Evans. "Peer interactions of autistic children and adolescents." Development and Psychopathology 7, no. 4 (1995): 611–26. http://dx.doi.org/10.1017/s095457940000674x.

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AbstractTwo observational studies of verbal, high-functioning children and adolescents with autism; nonautistic, behaviorally disordered youngsters of equivalent verbal skills and chronological age; and verbal age-matched normally developing students during integrated summer day camps are reported. In the first study, observations were made of spontaneous peer interaction and play over the course of 2 weeks of day camp. The eight autistic subjects were consistently more likely to not be interacting and less likely to be engaged in any purposeful activity than the 16 other children. During the

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Mirenda, Patricia L., and Anne M. Donnellan. "Effects of Adult Interaction Style on Conversational Behavior in Students with Severe Communication Problems." Language, Speech, and Hearing Services in Schools 17, no. 2 (1986): 126–41. http://dx.doi.org/10.1044/0161-1461.1702.126.

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Children with severe communication handicaps such as autism and mental retardation often experience significant problems in conversational interactions. These problems are typically attributed to the well-documented social, linguistic, and cognitive deficits of the children. Some authors have suggested, however, that the interaction behavior of the conversational partner also affects the children's spontaneous verbal output. This study investigated this issue using a small group design to compare the verbal output of adolescent subjects with autism or mental retardation with adults who used tw

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Hayati, M., S. Rezaie Pelleshahi, and N. Farrokhi. "Effect of multi-dimensional training program, using a combination method of TICH and ABA, on improve autistic children's behavior." European Psychiatry 41, S1 (2017): S440. http://dx.doi.org/10.1016/j.eurpsy.2017.01.442.

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IntroductionAutistic children could not organize their social life direction and understanding and interpreting other sensation and only achieve so many information by looking others and instinct for creating the best space for achieving success.ObjectiveThe present study was designed to evaluate the efficacy of a multi-dimensional training program, using a combination of TICH and ABA on improving the behavior of autistic children in the city of Karaj.MethodThe population in this study was all autistic students in a boys exceptional children school in city of Karaj. All participants (n = 16) w

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DOUSSARD–ROOSEVELT, JANE A., CLAUDIA M. JOE, OLGA V. BAZHENOVA, and STEPHEN W. PORGES. "Mother–child interaction in autistic and nonautistic children: Characteristics of maternal approach behaviors and child social responses." Development and Psychopathology 15, no. 2 (2003): 277–95. http://dx.doi.org/10.1017/s0954579403000154.

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The nature of mother–child interaction in autism and the maternal approach characteristics that elicit social response in children with autism were examined in two studies. Mother–child play sessions of 24 preschool children with autism and 24 typically developing preschoolers were compared in Study 1, and play sessions of 9 mothers with their autistic child and with their nonautistic child were compared in Study 2. Mother–child interactions were coded using the Approach Withdrawal Interaction Coding System to quantify maternal approach behaviors and child responses. Results of Study 1 indicat

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Tamanaha, Ana Carina, Gislaine Mara Guerra Machado, Carla Loebmann, and Jacy Perissinoto. "Process of speech acquisition and development of autistic children with or without autistic regression." CoDAS 26, no. 4 (2014): 265–69. http://dx.doi.org/10.1590/2317-1782/201420130021.

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PURPOSE: To compare the trajectory of acquisition speech and development of autistic children with or without autistic regression.METHODS: The sample consisted of 64 children, aged 3-10 years, of both genders, diagnosed by a multidisciplinary team with autism. In the analysis were investigated during the interview: mention whether or not the episode regression speech reported by parents; number of words produced in a minimum period of three months prior to detection of regression; mention whether or not the episode regression social behaviors concomitant arrest in speech, verbal and production

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Saragih, Ayu My Lestari, and Dewi Elizadiani Suza. "Pengalaman Ibu Yang Memiliki Anak Autis di Sekolah Luar Biasa (SLB) Binjai: Studi Fenomenologi." Talenta Conference Series: Tropical Medicine (TM) 1, no. 1 (2018): 87–93. http://dx.doi.org/10.32734/tm.v1i1.43.

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Autis merupakan suatu gangguan perkembangan yang ditandai dengan adanya kekurangan pada aspek komunikasi dan interaksi sosial, kesulitan dalam melakukan komunikasi verbal dan non verbal, tingkah laku terbatas dan berulang. Pengalaman ibu yang memiliki anak yang autis penting untuk diperhatikan karena anak autis memerlukan bantuan dalam berperilaku, memenuhi aktivitas sehari-hari dan membutuhkan arahan dan pengawasan dalam berhubungan dengan orang lain yang menimbulkan ketergantungan yang tinggi pada orangtua khususnya ibu. Penelitian ini menggunakan desain fenomenologi yang bertujuan untuk men

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