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 conversation and language improvement of autistic kids. She stresses the significance of opting for every 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 communique. She bargains a proof of why definite techniques, for instance PECS, may well paintings with a few autistic little ones yet now not others. supplying actual insights, the 'What they are saying' sections let the reader to work out throughout the eyes of autistic contributors and to appreciate their language changes first hand.
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Additional resources for Communication Issues In Autism And Asperger Syndrome: Do We Speak The Same Language?
For example: Most words do not relate in any direct way to sensory experiences. The word ‘cat’ says nothing of the sound that comes from the thing when stroked, the noise it makes or the tactile sensation felt when stroking it. I had developed two words for the sensory experience of ‘cat’. One was ‘foosh’ which defined it by the sound made by your hand over the fur when stroking the creature. The other was ‘brook’ (with a rolled ‘r’) which defined it by the noise which came out of the creature when it was stroked.
SUMMER – HOME – WHERE – AGAIN – PEN – MY – IS 2. WHERE – IS – MY – PEN – HOME – AGAIN – SUMMER 3. IN – SUMMER – WE – OFTEN – GO – TO – THE – COUNTRY – SIDE – TO – SEE – OUR – RELATIVES Similar experiments were conducted with autistic children, intellectually disabled and normal children. The researchers (Frith 1989; Happé 1994) describe the results of these experiments as follows: autistic children were consistent in that they always remembered the end of the string, regardless of what kind of string it was.
It is important to remember that language does not appear from ‘nowhere’ and does not develop in isolation from other aspects of functioning. In normal development, there are strong interrelationships among cognitive functioning, social interaction and language/communication development; in other words, all these developmental systems are in close synchrony with one another (Tager-Flusberg 1989). Tager-Flusberg (1988) argues that developmental disorders are characterized in part by the breakdown in these developmental synchronies.