Pediatrics

Communication Problems in Autism by Eric Schopler, Gary B. Mesibov

By Eric Schopler, Gary B. Mesibov

The North Carolina nation Legislature's mandate to department TEACCH has 3 significant elements. First, to supply the main up to date and price­ potent companies attainable for households with autistic or related language­ impaired little ones; moment, to behavior study geared toward the higher less than­ status of such devastating problems; and 3rd, to supply education for the pros had to pursue those targets. One aspect in attaining those goals is to carry annual meetings on issues of unique value to the less than­ status and therapy of autism and comparable issues. as well as education execs and oldsters at the most up-to-date de­ velopments in every one convention subject, we're publishing a sequence, present matters in Autism, in accordance with those meetings. those books are usually not, although, easily the broadcast lawsuits of the convention papers. as a substitute, a few chapters are elevated convention displays, while others come from nationwide and in­ ternational specialists whose paintings is past the scope of the convention, yet es­ sential in our try out at finished assurance of the convention topic. those volumes are meant to supply the most up-tp-date wisdom and profes­ sional perform to be had to us on the time.

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Englewood Cliffs: Prentice-Hall. Wilcox, M. & Leonard, L. (1978). Experimental acquisition of wh-questions in language disordered children. Journal of Speech and Hearing Research, 2/, 220-239. 3 Behavioral Approaches to Language and Communication EDWARD G. CARR In the 1950s, there was a spirited and sometimes acrimonious debate between psycholinguists and behaviorists concerning the proper way of conceptualizing language (Chomsky, 1959; Skinner, 1957). It appears, in retrospect, that much of the controversy stemmed from the fact that proponents of the two viewpoints had legitimate but orthogonal goals.

Or, if one adopted Karmiloff-Smith's (1979) point of view, one would work first on prerequisite general cognitive developments and then attempt to teach the linguistic procedures that are founded on these general principles. If, however, professionals are guided by the weak cognitive model, they would first teach the conceptual bases for linguistic meaning that the child is to encounter. Subsequently, they would have to teach each of the specific linguistic rules and forms, apart from and in addition to the cognitive-oriented activities.

1978). A milieu approach to language teaching. In R. ), Language intervention strategies (pp. 193-238). Baltimore, MD: University Park Press. Johnston, J. (1982). Cognitive prerequisites: Some evidence from children learning English. In D. ), Proceedings of the Conference on Cross-Linguistic Studies in Language Acquisition. Berkeley: University of California at Berkeley Press. Karmiloff-Smith, A. (1979). Afunctional approach to child language: A study of determiners and reference. London: Cambridge University Press.

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