Do-Watch-Listen-Say: Social and Communication Intervention for Children with Autism / Edition 1

Paperback (Print)
Rent from
(Save 73%)
Est. Return Date: 07/22/2015
Buy New
Buy New from
Used and New from Other Sellers
Used and New from Other Sellers
from $40.00
Usually ships in 1-2 business days
(Save 33%)
Other sellers (Paperback)
  • All (9) from $40.00   
  • New (4) from $46.99   
  • Used (5) from $40.00   


Children with autism pose a perplexing and inconsistent puzzle when it comes to their social skills and communication development. You need research-based techniques that will enable you to support the acquisition of these vital skills. In this guide, you'll get this and more as you apply the new state-of-the-art assessment tool to guide your curriculum for individual students discover a range of proven strategies that combine the best of behavioral and developmental intervention practices find hundreds of suggested activities to build social play, group skills, and communication in fun and creative ways chart your interventions with the easy-to-use data collection forms and guidelines This comprehensive intervention guide and accompanying activities are easily adapted to develop a curriculum for both children who are verbal and those who use augmentative and alternative communication, and it can be implemented at home or in the classroom. Excellent for educators and speech language pathologists, this practical, user-friendly resource gives you the methods you need to build social and communication skills in children with autism.

Read More Show Less

Editorial Reviews

Quill, associated with The Autism Institute in Essex, Massachusetts, presents educators, clinicians, and parents with a guide to assessment and intervention that features state-of-the-art tools along with hundreds of creative ideas to promote social and communication skills. She also include practical background information about autism itself, guidelines for designing and implementing intervention plans, and reproducible forms for collecting data. Annotation c. Book News, Inc., Portland, OR (
Read More Show Less

Product Details

  • ISBN-13: 9781557664532
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 1/1/2000
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 430
  • Sales rank: 257,433
  • Product dimensions: 8.50 (w) x 11.00 (h) x 1.00 (d)

Meet the Author

Kathleen Ann Quill, Ed.D., is affiliated with The Autism Institute in Essex, Massachusetts. The Autism Institute provides consultation, professional development, and training to educators serving children with autism.

Read More Show Less

Read an Excerpt

Excerpted from chapter 1 of DO-WATCH-LISTEN-SAY: Social and Communication Intervention for Children with Autism, by Kathleen Ann Quill, Ed.D.

Copyright © 2000 by Paul H. Brookes Publishing Co. All rights reserved.

The Complexity of Autism

Autism is characterized by a triad of impairments in the areas of socialization, communication, and ritualistic behavior (American Psychiatric Association, 1994). Within the spectrum of autism disorders, there are different subgroups with various developmental profiles (Bristol et al., 1996; Szatmari, 1992; Wing & Attwood, 1987). Because autism is not a singular disorder, it is unlikely that one intervention approach will benefit all subgroups equally. In order to develop a range of intervention strategies, an understanding of this complex developmental disorder is necessary.

The following cases of children diagnosed with autism highlight the diversity of the disorder. These examples show how socialization, communication, and ritualistic behavior vary significantly among children with autism.

Paul is an anxious 4-year-old child who has many fears and phobias. His language development has followed normal milestones in terms of vocabulary and sentence complexity. Since toddlerhood, he has been fascinated with letters of the alphabet and numbers. He runs to the television for all commercials. He collects and carries toys — always blue — in sets of three. He enjoys solitary play and has always been adept with constructive toys and puzzles. He observes peers playing but rarely interacts with them. Paul's parents report that it is difficult to engage their son in various topics of conversation. He only wants to talk about the alphabet, numbers, and his many fears, and he does so incessantly.

Matty is 4 years old and a very active child. His language is delayed and he currently speaks in one- or two-word phrases, although he can recite segments from his favorite Disney videos. His play consists of lining up cars, trains, and blocks. He enjoys books and computers. He has frequent tantrums, particularly when his activity is interrupted or there is a change in his routine. He shows no interest in peers.

Andrew is 4 years old and very self-absorbed. He is nonverbal, and his only vocalizations are protests and crying. He pulls and pushes adults to make basic requests, or he independently gets what he needs. He occupies his time by playing with ribbons, string, and any object that twirls. He has difficulty sleeping through the night and is a very picky eater. He runs away and covers his ears in the presence of other children.

It is clear that each child displays the social, communication, and ritualistic behaviors associated with autism, although in quite diverse ways. The severity of the social and communicative impairments and ritualistic behaviors varies from mild to severe. For example, Paul has mild social and communication difficulties and severe ritualistic behaviors. Matty displays relatively moderate impairments in social development, communication development, and ritualistic behaviors, while Andrew presents with severe impairments in all three areas. The profiles of these three children also reflect the diversity of the cognitive and language impairments that accompany autism.

Autism commonly occurs in association with other developmental disabilities, including a wide range of related motor, language, and cognitive impairments. Motor impairments range from motor planning difficulties to severe dyspraxia (Hanschu, 1998). Language impairments vary from mutism to atypical language acquisition or language regression (Prizant, 1996). Many children with autism also have some degree of mental retardation (Lord, 1996). Each of these developmental differences contributes to the tremendous variability observed in autism.


Research into the ori

Read More Show Less

Table of Contents

  1. The Complexity of Autism
    Kathleen Ann Quill
    • The Nature of Autism
    • Cognition
    • Core Skills for Social and Communication Development
    • Social Development
    • Communication Development
    • Rituals in Autism
    • Summary
  1. The Child's Perspective
    Kathleen Ann Quill
    • Cognitive Patterns
    • The Paradox of Social-Communicative Interaction
    • Core Social and Communication Challenges
    • Social Challenges
    • Communication Challenges
    • Driven to Sameness
    • Unknowns
    • Summary
  1. Assessment of Social and Communication Skills
    Kathleen Ann Quill, Kathleen Norton Bracken, and Maria E. Fair
    • Assessment of Social and Communication Skills
    • Typical Social and Communication Development
    • Assessment of Social and Communication Skills for Children with Autism
    • Summary
    • Appendix A: Assessment of Social and Communication Skills for Children with Autism
    • Appendix B: Glossary of Terms for the Assessment of Social and Communication Skills for Children with Autism
  1. Designing Intervention
    Kathleen Ann Quill
    • Program Planning
    • Framework for Designing Core Skills Intervention
    • Framework for Designing Social Intervention
    • Framework for Designing Communication Intervention
    • Framework for Understanding Ritualistic Behaviors
    • Program Accountability: Monitoring Progress
    • Summary
    • Appendix A: Sample Target Goals and Behavioral Objectives
  1. Strategies to Enhance Social and Communication Skills
    Kathleen Ann Quill
    • Best Practices Debate
    • Rationale for Combining Behavioral and Developmental Approaches
    • Teaching Opportunities
    • Organizational Supports
    • Social Supports
    • Visually Cued Instruction
    • Augmentative and Alternative Communication Supports
    • Intervention for Play and Communication Rituals
    • Child Variables to Consider for Intervention
    • The Emotional Needs of the Child
    • Summary
    • Appendix A: Graphic Displays
  1. Core Skills Curriculum
    Julie Ann Fiore
    • Targeting Core Skill Objectives
    • Using the Activity Sheets
    • Monitoring Progress
    • Activity Sheets for Core Skills Intervention
      • Nonverbal Social Interaction
      • Imitation
      • Organization
    • Appendix A: Core Skills Progress Sheets
  1. Social Skills Curriculum
    Maria E. Fair, Kathleen Ann Quill, and Kathleen Norton Bracken
    • Targeting Social Objectives
    • Using the Activity Sheets
    • Using the Community Planning Guide
    • Monitoring Progress
    • Activity Sheets for Social Skills Intervention
      • Solitary Play
      • Social Play
      • Group Skills
    • Community Social Skills: Community Planning Guide
    • Appendix A: Play Interest Survey
    • Appendix B: Social Play Task Analysis
    • Appendix C: Social Skills Progress Sheets
    • Appendix D: Community Planning Guide
  1. Communication Skills Curriculum
    Kathleen Norton Bracken
    • Targeting Communication Objectives
    • Using the Activity Sheets
    • Monitoring Progress
    • Activity Sheets for Communication Skills Intervention
      • Basic Communicative Functions
      • Socioemotional Skills
      • Basic Conversational Skills
    • Appendix A: Communication Skills Progress Sheets



  • Assessment Tools
  • Augmentative and Alternative Communication Devices
  • Children's Books
  • Children's Software
  • Children's Music
  • Toys
  • Distributors
  • Web Sites
  • Recommended Readings
Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star


4 Star


3 Star


2 Star


1 Star


Your Rating:

Your Name: Create a Pen Name or

Barnes & Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation


  • - By submitting a review, you grant to Barnes & and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Terms of Use.
  • - Barnes & reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)