LEADER 03778nam 2200673Ia 450 001 9910450305003321 005 20200520144314.0 010 $a1-280-26176-5 010 $a9786610261765 010 $a1-4237-1056-8 010 $a1-84642-070-9 035 $a(CKB)1000000000032544 035 $a(EBL)290623 035 $a(OCoLC)437178083 035 $a(SSID)ssj0000107802 035 $a(PQKBManifestationID)11119900 035 $a(PQKBTitleCode)TC0000107802 035 $a(PQKBWorkID)10036538 035 $a(PQKB)10071415 035 $a(MiAaPQ)EBC290623 035 $a(Au-PeEL)EBL290623 035 $a(CaPaEBR)ebr10082356 035 $a(CaONFJC)MIL26176 035 $a(EXLCZ)991000000000032544 100 $a20040318d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAutism$b[electronic resource] $ethe eighth colour of the rainbow : learn to speak autistic /$fFlorica Stone 210 $aLondon ;$aNew York $cJessica Kingsley Publishers$d2004 215 $a1 online resource (300 p.) 300 $aDescription based upon print version of record. 311 $a1-84985-352-5 311 $a1-84310-182-3 320 $aIncludes bibliographical references and index. 327 $aCover; AUTISM - THE EIGHTH COLOUR OF THE RAINBOW: Learn to Speak Autistic; CONTENTS; Acknowledgements; Letter from a loving mother; Why the eighth colour of the rainbow?; The aim of this book; 1 An overview of the autism continuum; 2 Grieving; 3 Learning and adapting; 4 Autism: A way of being; 5 Is my child being aloof ?; 6 Creating a shared sanctuary; 7 The autistic-friendly environment; 8 Sensory 'mis-wiring' and behaviour; 9 Other behaviours; 10 Real friendship: Why is it difficult to form relationships with age peers?; 11 Life before verbal communication 327 $a12 Premises for social communication13 Interaction: The gateway to shared meanings; 14 Emotions, language, behaviour and social communication; 15 Why perceive the language of autism as a foreign language?; 16 Receptive language disorder; 17 Self-exploratory exercises; 18 Reasons behind repetitive behaviour: Facilitating change; 19 Exploring emotions; 20 Autistic communication and pragmatic learning style; 21 Teaching to quantify; 22 Converging parallel realities; 23 Are social interaction and communication possible without a cure?; 24 How to choose the right approach 327 $a25 Hope-TLC and the Year of PromisePostscript: An open invitation to better the interaction process; Appendix A: Frequently asked questions; Appendix B: Linguistic behaviour assessment table; Appendix C: Pierce's vocabulary after eight months of play; Appendix D: The autistic perception; Glossary; References 330 $aStone shows how shared meanings can be learnt and expressed between autistic and non-autistic individuals, though they experience different perceptions of reality. She presents ways of creating autistic-friendly environments, modifying traditional responses to autistic behaviour and using literal learning, providing useful examples and exercises. 606 $aAutistic children$xCare 606 $aAutistic children$xFamily relationships 606 $aAutistic children$xLanguage 606 $aParents of autistic children 608 $aElectronic books. 615 0$aAutistic children$xCare. 615 0$aAutistic children$xFamily relationships. 615 0$aAutistic children$xLanguage. 615 0$aParents of autistic children. 676 $a618.92/89 700 $aStone$b Florica$0975414 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910450305003321 996 $aAutism$92221140 997 $aUNINA