Webster / Konstantareas / Oxman Autism

New Directions in Research and Education
1. Auflage 2013
ISBN: 978-1-4831-5338-4
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 304 Seiten, Web PDF

Autism: New Directions in Research and Education presents the results of research on autism and the experiences of the families of autistic children, as well as the trials and tribulations of a psychologist working with an autistic child. The successes and failures of educational programs are discussed, followed by a detailed and helpful account on the value and limitations of a method of teaching language through simultaneous use of signs and speech. This monograph consists of 25 chapters and opens with an overview of the various behaviors likely to be exhibited by autistic persons, along with the theory of autism. It then considers a person's presentation about stuttering in relation to early infantile autism. An important point emphasized throughout this work is that an autistic child can be helped only if a serious attempt is made to see the world from his point of view, so that the adaptive function of much of his peculiar behavior can be understood in the context of his handicaps. The following chapters explore individual differences in the acquisition of sign language by severely communicatively-impaired children; the autistic child's disturbances of perception, speech, and language; and the nature and relevance of simultaneous communication with autistic children. This book should prove useful to clinicians, researchers, parents, teachers, and students.

Autoren/Hrsg.

Webster, Christopher D.

Konstantareas, M. Mary

Oxman, Joel

Inhaltsverzeichnis

1;Front Cover;1
2;Autism: New Directions in Research and Education;4
3;Copyright Page;5
4;Table of Contents;8
5;Dedication;6
6;Foreword;12
7;Preface;14
8;Acknowledgments;18
9;Part I: Autism: A Perspective;20
9.1;Preliminary Comments;22
9.2;CHAPTER 1. The Characteristics of Autism;24
9.2.1;THE CHARACTERISTICS OF AUTISM;25
9.2.2;THE CHARACTERISTICS AND THE THEORY OF AUTISM;29
9.3;CHAPTER 2. Autism: A Search for a Perspective;31
9.4;CHAPTER 3.Then There Was Joey;38
9.4.1;INTRODUCTION;38
9.4.2;Week One;39
9.4.3;Week Two;40
9.4.4;Week Three;40
9.4.5;Week Four;41
9.4.6;Week Five;42
9.4.7;Week Six;42
9.4.8;Week Seven;43
9.4.9;Week Eight;44
9.4.10;Epilogue;44
10;Part II: The Family Perspective;46
10.1;Preliminary Comments;48
10.2;CHAPTER 4. The Family Phenomenon;50
10.2.1;Martin;51
10.2.2;Bonnie;51
10.2.3;Jimmy;51
10.2.4;Allen;52
10.2.5;Jamie;53
10.2.6;Vanessa;54
10.2.7;Peter;54
10.2.8;Ilan;55
10.2.9;Jason;56
10.2.10;Mary-Anne;56
10.2.11;Keith;57
10.2.12;Brent;57
10.2.13;Tommy;58
10.2.14;Danny;58
10.2.15;Anthony;59
10.2.16;Peggy;59
10.2.17;Duane;59
10.2.18;Hugh;59
10.3;CHAPTER 5. "The Runaround": How ParentsView the Professional's View of Their Autistic Child*;60
10.4;CHAPTER 6. A Hope That Is Not Conditional;65
10.5;CHAPTER 7. A Sibling's View;72
11;Part III: Programs;78
11.1;Preliminary Comments;80
11.2;CHAPTER 8. Educating the Autistic Child: Some Ideas and Inspirations from the Misses Keller and Sullivan*;82
11.2.1;THE EXPERIENCE OF BLINDNESS AND DEAFNESS;83
11.2.2;Comprehension of Meaning Comes Slowly;84
11.2.3;It Takes a Long Time to Teach a Communication System;84
11.2.4;It is Not Surprising that the Deaf or Blind (or Autistic) Child Finds it Difficult to Learn How to Achieve Spontaneous Communication with Others;85
11.2.5;A SUMMARY OF TEACHING PRINCIPLES DERIVED FROM THE MISSES KELLER AND SULLIVAN;85
11.2.6;Be cognizant of the way in which language appears to develop in the normal child;85
11.2.7;Particular emphasis needs to be placed on the teaching of emotional states;86
11.2.8;Arrange the response-reinforcement contingencies carefully;86
11.2.9;Make the learning relevant and interesting to the child;86
11.2.10;Make the educational experience as enjoyable and game-likeas possible;87
11.2.11;Organize the activities in such a way that both the teacher and the child are learning together simultaneously;87
11.2.12;Choose the right moment for instruction;88
11.2.13;Allow the child to gain instruction from the maximum possible sources of information;88
11.2.14;Be prepared to change plans when progress ceases;88
11.2.15;Be prepared and willing to shift from one communication system to another as the demands of the child alter;89
11.2.16;Structure teaching so that learning can take place;89
11.2.17;Structure the learning task so that love can take place;89
11.2.18;APPLICATION OF KELLER-SULLIVAN PRINCIPLES: TEACHING A SEVERELY LANGUAGE-IMPAIRED CHILD TO ASK QUESTIONS;90
11.2.19;What;91
11.2.20;Where;91
11.2.21;When;92
11.2.22;Why;92
11.2.23;Who;93
11.2.24;How;93
11.3;CHAPTER 9. Family Work: Some Case Examples and Implications for the Design of Family-Centered Programs*;94
11.3.1;FAMILY ONE (LS.);97
11.3.2;FAMILY TWO (L.S.);100
11.3.3;FAMILY THREE;101
11.3.4;FAMILY FOUR (J.E.M.);102
11.3.5;FAMILY FIVE;103
11.3.6;CONCLUDING COMMENT;106
11.3.7;APPENDIX A: CONDUCTING CASE-CENTERED CLINICAL RESEARCH WITH CHILDREN IN THE FAMILY AND SCHOOL: SOME CRITERIA FOR JUDGING REPORTS;106
11.3.8;Should Deal with Obviously Serious Problem;107
11.3.9;Should be Based on Reliable Measures of Behavior;108
11.3.10;Should Contain Some Form of Scientific Design;108
11.3.11;Should be Reported in Sufficient Detail;108
11.3.12;Should Contain Some Innovation in Experimental Design or Method of Recording;109
11.3.13;Should Report Durability of Effects;109
11.3.14;Should Allow for Continuation by Persons Other than the Experimenter;109
11.3.15;Should be Some Evidence that Treatment Procedures can be Extended to Other Patients and Situations;109
11.3.16;Should be Successful;110
11.3.17;Should be Economical;110
11.3.18;Should be of Theoretical Significance;110
11.3.19;Should Have Overall Convincibility and Impact (Style);110
11.3.20;Should be Free from Ethical Problems;110
11.3.21;Concluding Comment;111
11.4;CHAPTER 10. Where Are They Now and How Are They Faring? Follow-up of 51 Severely Handicapped Speech-Deficient Children, Four Years after an Operant-Based Program;112
11.4.1;Point 1 : Current Psychiatric and Psychological Classifications in the Area of Autism and Other Such Serious Disturbances Are Extremely Inadequate. ;117
11.4.2;Point 2: Although Many Children Do Seem to Show At Least aLittle General Improvement in Intellectual Functioning over Time, the Overall Results Are Not Very Encouraging;121
11.4.3;Point 3: The Measures of Performance Currently Available Are Almost Totally Inadequate for Testing Autistic Children;121
11.4.4;Point 4: The Speech-Oriented Operant-Training Program Did Not Result in Many of the Children Learning How to Use Speech for Appropriate Communication. Since Speech Did Not Emerge It Is Perhaps Hardly Surprising That "Personality" Growth Has BeenLimited.;122
11.4.5;Point 5: The Autistic Child's Perceptual Deficits May Be More in the Auditory Area Than in the Visual Area;124
11.4.6;CONCLUDING COMMENT;124
11.5;CHAPTER 11. Kerry's Place: An Educational Program For Autistic Adolescents in a Rural Setting;126
11.5.1;THE HISTORY OF KERRY'S PLACE;127
11.5.2;PHILOSOPHY;128
11.5.3;PHYSICAL FACILITIES AND STAFFING;130
11.5.4;THE OVERALL PROGRAM;131
11.5.5;OUTCOME;133
12;Part IV: Additional Notes on Programs for Autistic Children;136
12.1;Preliminary Comments;138
12.2;CHAPTER 12. A Negative Reaction to the Use of Electric Shock with Autistic Children: A Personal Note;140
12.3;CHAPTER 13. How To Fail as Director of a Program for Autistic Children ;144
12.3.1;Use the Initial Assessment Meeting to Intimidate and Baffle the Parents;145
12.3.2;Keep Parents Muted by Group "Put Down" Sessions;146
12.3.3;Establish the Idea that you have the Technical Knowledge to Help but that you Do Not Have the Time;147
12.3.4;Insist that the Parents Become Involved in Many Hours of Highly Unnecessary Work Each Week;147
12.3.5;Build the Parents' Level of Expectations so that it Can Fall."What goes up must come down.";147
12.3.6;Ensure that Relationships between Staff are Uneasy. "Divide and Conquer.";147
12.3.7;Establish Basic Treatment Procedures and Do Not Allow Them to be Varied. "Keep right on to the end of the road.";148
12.3.8;Allow the Staff to Act Violently with the Children;148
12.3.9;Select the "Right" Children for the Program;149
12.3.10;During Case Conferences Concentrate on the Children's Weak Spots;149
12.3.11;Let the Funding Base Run Out;149
12.3.12;The Director Must Never Become Involved in the Treatment Process;149
12.3.13;SUMMARY;150
13;Part V: Research Methodology and Experimentation;152
13.1;Preliminary Comments;154
13.2;CHAPTER 14. Comments on Research Strategy;156
13.2.1;GENERAL CONSIDERATIONS;156
13.2.2;THE CONTEXTS OF DISCOVERY AND CONFIRMATION;157
13.2.3;CORRELATIONAL AND EXPERIMENTAL APPROACHES;158
13.2.4;FIELD AND NATURAL EXPERIMENTS;159
13.2.5;RELIABILITY AND VALIDITY;160
13.2.6;CROSS-SECTIONAL AND LONGITUDINAL DESIGNS;161
13.2.7;A NOTE ON ETHICS;162
13.3;CHAPTER 15. Measuring and Promoting Social Activity in Children with Severe Communication Disorders;163
13.3.1;THE PARTEN SCALE;164
13.3.2;Unoccupied behavior;164
13.3.3;Solitary independent play;164
13.3.4;Onlooker;164
13.3.5;Parallel activity;165
13.3.6;Associative play;165
13.3.7;Cooperative or organized supplementary play;165
13.3.8;Adult-directed behavior;165
13.3.9;THE FIRST CAMP PROJECT;166
13.3.10;THE SECOND CAMP PROJECT;167
13.3.11;THE THIRD CAMP PROJECT;172
13.3.12;SUMMARY COMMENTS;173
13.4;CHAPTER16. Some Experiments to Determine the Perceptual Capacities of Autistic Children;175
13.5;CHAPTER 17. To What Is The Autistic Person Responding: Notes on the Problem of Isolating the Sourcesof Behavioral Control;189
13.5.1;(1) Differences in "Atmosphere" between Training and Test Situations;190
13.5.2;(2) Response Definition;191
13.5.3;(3) Time Limits for Responding;191
13.5.4;(4) Difficulty of Using Repeated Test Trials;191
13.5.5;(5) The Distractability of the Child;191
13.5.6;(6) The "Embeddedness" of Behavior;192
13.5.7;(7) Should Correct Behavior be Reinforced during Test Trials?;192
13.5.8;(8) Perseveration;192
13.5.9;(9) Types of Test Trials;193
13.5.10;SUMMARY;193
14;Part VI: Simultaneous Communication with Autistic Children: A New Approach;194
14.1;Preliminary Comments;196
15;CHAPTER 18. Gestures as a Means of Communication with an Autistic Boy: A Case Study*;198
15.1;HISTORY;198
15.2;TREATMENT PHASE 1;199
15.3;TREATMENT PHASE 2;199
15.4;TREATMENT PHASE 3;200
15.5;DISCUSSION;202
15.6;FOLLOW-ALONG REPORT (D.F.);203
16;CHAAPTER 19. An Alternative to SpeechTraining: Simultaneous Communication;206
16.1;METHOD;207
16.2;The Eleven-Point Scale of Diagnostic Classification;209
16.3;PROCEDURE;211
16.4;Psychometric Assessment;211
16.5;Monitoring Social Interaction;211
16.6;Measuring Self Stimulatory and Other Autistic-Like Behaviors;211
16.7;Simultaneous Communication Training;211
16.8;RESULTS;214
16.9;Changes in Performance: Alpern and Boll DevelopmentalProfile;214
16.10;Acquisition of Communication;214
16.11;Detailed Evaluation of Communication Ability;217
16.12;DISCUSSION;219
17;CHAPTER 20. Individual Differences in the Acquisition of Sign Language by Severely Communicatively-Impaired Children;221
17.1;GENERAL DESCRIPTION OF PROGRAM;221
17.2;Subjects;222
17.3;Sign Language Instruction;223
17.4;Definition of Responses;223
17.5;Teaching Procedures;223
17.6;RESULTS;224
17.7;Ernie;224
17.8;DISCUSSION;227
18;CCHAPTER 21. Teaching Sign Language:Some Practical Advice;231
18.1;CONCLUDING COMMENT;234
19;Part VII: A Theory of Autism: Further Research Developments;236
19.1;Preliminary Comments;238
19.2;CHAPTER 22. The Perception and Processing of Information by Severely Dysfunctional Nonverbal Children: A Rationale for the Use of Gestural Communication;240
19.2.1;LANGUAGE AND DEVELOPMENTAL PROGRESS;242
19.2.2;PERCEPTION AND INFORMATION PROCESSING;244
19.2.3;NEUROPSYCHOLOGICAL RESEARCH;246
19.2.4;MICROKINESICS AND THE "DANCE" OF COMMUNICATION;248
19.2.5;SPECIAL FEATURES OF SIGN LANGUAGE;250
19.2.6;Production of Appropriate Linguistic Responses;251
19.2.7;The Rate of Manual Communication;251
19.2.8;Iconicity as a Clue to Meaning;252
19.2.9;CONCLUSION;252
19.3;CHAPTER 23. Autism and the Condon Effect: An Elaboration of the Evidence with Additional Hypotheses and Suggestions for Educational Programs*;254
19.3.1;REPETITIVE ENTRAINMENT: THE WORK OF W.S. CONDON;255
19.3.2;EVIDENCE FOR FUNDAMENTALLY RHYTHMIC BEHAVIORIN AUTISTIC CHILDREN;256
19.3.3;TOWARD A PHENOMENOLOGICAL THEORY OF AUTISM;257
19.3.4;THE MODEL AS A GUIDE FOR THERAPY: IMPLICATIONS FOR PRACTICE;259
19.3.5;CONCLUDING COMMENTS;262
19.4;CHAPTER 24. Further Research into the Nature and Relevance of Simultaneous Communication with Autistic Children;263
19.4.1;ICONICITY AND ITS RELEVANCE TO SIGN LANGUAGE ACQUISITION;264
19.4.2;THE RELEVANCE OF SPEECH IN THE SIMULTANEOUS COMMUNICATION MESSAGE;268
19.5;CHAPTER 25. Simultaneous Communication: Work in Progress;274
20;Bibliography;278
21;Name Index;290
22;Subject Index;294
23;About the Contributors;298
24;Pergamon General Psychology Series;302