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Teaching Perspective-Taking Skills to Children with Autism Spectrum Disorders [Mīkstie vāki]

  • Formāts: Paperback / softback, 187 pages, illustrations
  • Izdošanas datums: 16-Sep-2010
  • Izdevniecība: Pro-Ed
  • ISBN-10: 1416404821
  • ISBN-13: 9781416404828
  • Mīkstie vāki
  • Cena: 55,83 €*
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  • Formāts: Paperback / softback, 187 pages, illustrations
  • Izdošanas datums: 16-Sep-2010
  • Izdevniecība: Pro-Ed
  • ISBN-10: 1416404821
  • ISBN-13: 9781416404828
Children with autism spectrum disorder typically lack communication and social interaction skills. Brennan (EdD, counseling psychology, Boston U.), an educational behavioral consultant for children with autism, offers insights into deficits associated with the disorder and step-by-step teaching programs for developing perspective-taking skills, e.g., responding to one's name, soliciting attention properly, and predicting others' needs, intentions, and behavior. The spiral-bound guide includes text and visual prompts, suggestions for generalizing these skills, resources, and a CD-ROM with reproducible illustrations and forms. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)
Dedication ix
Acknowledgments xi
Introduction xiii
Chapter 1 The Basic Ingredients of Nonverbal Communication: Eye Contact and Pointing Skills
1(10)
Chapter Overview
1(3)
Teaching Programs
4(7)
Requesting (Eye Contact Paired with a Protoimperative Point)
4(4)
Following a Distal Point, Chin Point, Forehead Point, and Side-of-the-Head Point
8(3)
Chapter 2 Soliciting Attention, Sharing Attention, Paying Attention, and Switching Attention
11(38)
Chapter Overview
11(2)
Teaching Programs
13(36)
Soliciting Attention
13(3)
Small-Group Instruction Guidelines for Teaching Soliciting Attention and Interrupting Politely
16(3)
Eye Gaze
19(4)
Visual Tracking
23(3)
Joint Attention
26(6)
Putting It All Together: Giving and Getting Complex Nonverbal Directions with Blocks
32(4)
Response to Name Being Called
36(2)
Hand-Raising to Solicit Attention
38(3)
Switching Attention: Visual Check-ins While Engaged in an Activity
41(3)
Switching Attention and Observational Learning
44(5)
Chapter 3 Pretend Play
49(24)
Chapter Overview
49(2)
Creating a Well-Stocked Playroom
51(3)
Teaching Programs
54(19)
Pretend Play-Part 1
54(5)
Pretend Play-Part 2
59(4)
Pretend Play-Part 3
63(7)
Small-Group Instruction Guidelines for Promoting Peer Play in the Classroom
70(3)
Chapter 4 Thoughts, Emotions, and Other Feeling States
73(24)
Chapter Overview
73(2)
Teaching Programs
75(22)
Basic Emotions
75(6)
Emotion Prosody
81(2)
Abstract Vocabulary Referring to Feeling States, Cognitive Processes, and Personality Traits
83(5)
Predicting Emotions
88(9)
Chapter 5 The Nuts and Bolts of Perspective Taking
97(46)
Chapter Overview
97(3)
Teaching Programs
100(43)
Inferring Intention in Others
100(5)
Perspective Taking Using Pictures
105(4)
Who Knows What?
109(4)
Orienting the Listener: Tell Me, Tell Him or Her
113(4)
Orienting the Listener: Clarifying Your Message
117(5)
Initiating and Engaging in Contextually Relevant and Appropriate Conversations
122(5)
Small-Group Instruction Guidelines for Promoting Conversation in the Classroom
127(3)
Social Inference
130(13)
Chapter 6 Advanced Perspective-Taking Skills
143(36)
Chapter Overview
143(3)
Teaching Programs
146(33)
False Belief
146(8)
Nested Belief
154(5)
Nested Belief Scenarios Involving False Belief
159(8)
Detection of Faux Pas
167(12)
References 179(4)
Appendix: Resource Guide 183(4)
About the Author 187