By Olga Bogdashina
Offering a theoretical origin for realizing conversation and language impairments particular to autism, Olga Bogdashina explores the results of other perceptual and cognitive types at the verbal exchange and language improvement of autistic young ones. She stresses the significance of settling on each one autistic individual's nonverbal language - which might be visible, tactile, kinaesthetic, auditory, olfactory or gustatory - so that it will determine a shared technique of verbal conversation. She deals an evidence of why convinced techniques, for instance PECS, may perhaps paintings with a few autistic young ones yet now not others. delivering actual insights, the 'What they are saying' sections permit the reader to determine in the course of the eyes of autistic participants and to appreciate their language variations first hand.
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Extra resources for Communication Issues In Autism And Asperger Syndrome: Do We Speak The Same Language?
79) Some autistic individuals acquire a system of symbols later in life as a secondary (not dominant/primary) language. Some remain ‘monolingual’ with a sensory-based system; this is in contrast with monolingualism in non-autistic individuals, which is based on verbal (symbolic) system of functioning. We learn to form concepts. The information that does not fit the concepts is screened out as irrelevant. With the appearance of language and the development of vocabulary the conceptual system changes.
KNIGA – STOL – OKNO – LODKA – SOBAKA – ZVON 2. ZIMA – VESNA – LETO – OSEN – VREMENA – GODA 32 Communication Issues in Autism and Asperger Syndrome Did you repeat the last/first few seemingly meaningless words in both strings? If you did, does it mean you also manifest weak central coherence? These ‘words’ seem meaningless to you but for Russian-speaking people they make sense. Try again with the translations: 1. BOOK – TABLE – WINDOW – BOAT – DOG – BELL 2. WINTER – SPRING – SUMMER – AUTUMN – ARE – SEASONS Are the results better now?
The physical manifestations of language. He considers the verbal behaviour as that consisting of stimulus–response associations which should be reinforced by another organism. e. the individual may reinforce his own behaviour (Skinner 1957). According to Skinner, children acquire language when sounds they utter are selectively reinforced and shaped by the environment. In other words, parents (or other adults) must just wait until an adequate response is uttered and reinforce it. A number of scientists have considered this behaviourist position too rigid and unrealistic as there is more to verbal behaviour than there is to other forms of behaviour.