Communication problems in autism

목차 (Table of Contents)

• CONTENTS
• PART Ⅰ INTRODUCTION
• Chapter 1 INTRODUCTION TO COMMUNICATION PROBLEMS IN AUTISM / Eric Schopler ; Gary B. Mesibov = 3
• Overview = 3
• Historical Perspective = 4
• Current Trends = 7
• Relating Social Deficits to Language Problems = 10
• New Trends in Applications = 11
• Summary = 12
• References = 13
• PART Ⅱ OVERVIEW
• Chapter 2 MODELS OF CHILD LANGUAGE DEVELOPMENT / Lynn S. Snyder ; D. Elise Lindstedt = 17
• Behaviorism = 18
• Nativism = 22
• Constructivism = 27
• The Problem Space Revisited = 33
• References = 33
• Chapter 3 BEHAVIORAL APPROACHES TO LANGUAGE AND COMMUNICATION / Edward G. Carr = 37
• The Traditional Behavioral Emphasis on Form = 38
• Individual Differences among Children = 39
• Choosing Curricular Items = 40
• The Issue of Stimulus Generalization = 42
• Using Language to Communicate = 44
• Concluding Statement = 54
• References = 54
• Chapter 3A CONTRIBUTION OF BEHAVIORAL APPROACHES TO THE LANGUAGE AND COMMUNICATION OF PERSONS WITH AUTISM / Catherine Lord = 59
• Behavioral Approaches to Modifying Functional Communication = 60
• A Behavioral Perspective on Language Disorder and Development = 62
• References = 67
• Chapter 4 PSYCOLINGUISTIC APPROACHES TO LANGUAGE AND COMMUNICATION IN AUTISM / Helen Tager-Flusberg = 69
• Introduction = 69
• Research Comparing Autistic and Normal Children = 69
• Psycholinguistic Applications to Treatment Programs = 73
• Research Rooted in Theories of Language Acquisition = 74
• Conclusions = 84
• References = 84
• Chapter 4A CONVERGING PERSPECTIVES IN PSYCHOLINGUISTICS AND BEHAVIORISM / Edward G. Carr = 89
• References = 92
• PART Ⅲ EXPLANATION OF LANGUAGE PROBLEMS
• Chapter 5 PROSODIC DEVELOPMENT IN NORMAL AND AUTISTIC CHILDREN / Christiane A. M. Baltaxe ; James Q. Simmons Ⅲ = 95
• Introduction = 95
• Prosody : Its Scope and Definition = 95
• Studies of Prosody in Normal Children = 98
• Studies of Prosody in Autism = 104
• Conclusions and Directions for Future Research = 114
• References = 118
• Chapter 6 SEMANTIC PROBLEMS IN AUTISTIC CHILDREN / Paula Menyuk ; Kathleen Quill = 127
• Introduction = 127
• Development of Categorical Meaning by Normal and Autistic Children = 128
• Development of Relational Meaning by Normal Children = 132
• Development of Relational Meaning by Autistic Children = 135
• Cognitive Factors in Development of Categorical and Relational Meaning = 140
• Implications for Future Research and Intervention = 142
• References = 144
• Chapter 7 THE EXPRESSIVE LANGUAGE CHARACTERISTICS OF AUTISTIC CHILDREN COMPARED WITH MENTALLY RETARDED OR SPECIFIC LANGUAGE-IMPAIRED CHILDREN / Linda Swisher ; M. J. Demetras = 147
• Definition of Syndromes = 147
• Introduction = 148
• Normal Development of Expressive Language = 149
• Evidence for Superficial Form in Autistic Children = 150
• Evidence for Form-Context Mismatch in Autistic Children = 155
• Echolalia = 157
• Discussion = 158
• Clinical Implications for Autistic Children = 159
• References = 161
• Chapter 8 ECHOLALIA / Adriana L. Schuler ; Barry M. Prizant = 163
• Kanner's Early Observations = 163
• Dimensions and Functions of Echolalia = 166
• Autistic Echolalia, Language Acquisition, and Cognitive Considerations = 173
• The Automaticity-Intentionality Continuum : Neurolinguistic Considerations = 176
• Echolalia Reappraised = 178
• References = 182
• PART Ⅳ APPROACHES TO INTERVENTION
• Chapter 9 THE TEACCH COMMUNICATION CURRICULUM / Linda R. Watson = 187
• Philosophy = 187
• Description of the Curriculum = 193
• Evaluation = 203
• References = 205
• Chapter 10 PARENTS AS LANGUAGE TRAINERS OF CHILDREN WITH AUTISM / Sandra L. Harris ; Thomas D. Boyle = 207
• Surrounded by Language : The Natural Environment = 208
• Modifying the Natural Language Environment = 212
• Formal Language Instruction = 213
• Parents as Language Teachers : The Empirical Data = 215
• Methods of Training Parents to Train Children = 220
• Summary = 224
• References = 224
• Chapter 11 SIGN LANGUAGE AND AUTISM / Ronnie B. Wilbur = 229
• Linguistic Description of Sign Language = 229
• Sign Language Acquisition by Deaf Children = 236
• Sign Language and Autism = 241
• References = 250
• PART Ⅴ GENERAL ISSUES
• Chapter 12 AUTISM AND THE COMPREHENSION OF LANGUAGE / Catherine Lord = 257
• Introduction = 257
• Language Comprehension and Social Development = 259
• Language Comprehension and Cognitive Development = 266
• Suggestions for Assessment of Comprehension = 271
• Treatment Strategies = 275
• References = 279
• Chapter 13 LOGICO-AFFECTIVE STATES AND NONVERBAL LANGUAGE / B. Hermelin ; N. O'Connor = 283
• Introduction = 283
• Frequency of Orienting Responses = 288
• Experiments with Faces = 290
• The Production and Comprehension of Gestures = 295
• The Integration of Emotional Indicators = 299
• An Attempt at an Interpretation = 302
• Conclusions = 305
• References = 306
• Chapter 14 SOCIAL ASPECTS OF COMMUNICATION IN CHILDREN WITH AUTISM / J. Gregory Olley = 311
• What Is Communication? = 312
• The Social Deficit in Autism = 313
• Implications of Current Assumptions = 316
• Remediating Problems in Social Skills = 318
• Conclusion = 324
• References = 325
• INDEX = 329