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

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Overview

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.
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Editorial Reviews

Booknews
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 (booknews.com)
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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: 208,304
  • 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.

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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.

THE NATURE OF AUTISM

Research into the ori

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Table of Contents


Preface
Acknowledgments
  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

References

Resources

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