LEADER 05864nam 2200745 450 001 9910463824003321 005 20200520144314.0 010 $a90-272-7032-5 035 $a(CKB)2670000000571618 035 $a(EBL)1813195 035 $a(SSID)ssj0001349708 035 $a(PQKBManifestationID)12526003 035 $a(PQKBTitleCode)TC0001349708 035 $a(PQKBWorkID)11402870 035 $a(PQKB)11545261 035 $a(MiAaPQ)EBC1813195 035 $a(Au-PeEL)EBL1813195 035 $a(CaPaEBR)ebr10953247 035 $a(CaONFJC)MIL651864 035 $a(OCoLC)893332974 035 $a(EXLCZ)992670000000571618 100 $a20141023h20142014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aCommunication in autism /$fedited by Joanne Arciuli, University of Sydney, Jon Brock, Macquarie University 210 1$aAmsterdam, Netherlands ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2014. 210 4$dİ2014 215 $a1 online resource (281 p.) 225 1 $aTrends in Language Acquisition Research 300 $aDescription based upon print version of record. 311 $a90-272-4400-6 311 $a1-322-20584-1 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aCommunication in Autism; Editorial page; Title page; LCC data; Table of contents; An introduction to communication in autism; References; Prelinguistic communication; Joint Attention; Communication Breakdowns; Interview Protocols; Naturalistic Observations; Structured Observations; Communication Interventions and PCAs; Summary and Conclusion; References; Facilitating emergent verbal repertoires in individuals with autism spectrum disorders and other developmental disorders; Derived relational responding, stimulus equivalence, and the basic experiment 327 $aFacilitating emergent verbal repertoires: Derived demanding Further research on derived demanding; Derived comparative relations and derived demanding; Facilitating emergent verbal repertoires: Derived intraverbals; Facilitating emergent verbal repertoires: Derived textual behaviour; Facilitating emergent verbal repertoires: Derived tacting; Future research challenges; Conclusion; References; Echolalia and language development in children with autism; Introduction; Why Echolalia?; Types of Echolalia; Exact Echolalia; Mitigated Echolalia; Pronoun reversal; The current study; Method; Participants 327 $aProcedures Language Testing; Language Sample; Design and Statistical Considerations; Reliability; Results; Discussion; Echolalia and Imitation of speech; Mitigated Echolalia; Implications for assessment and management; Limitations of the study; Further research; Conclusion; References; Do autism spectrum disorders and specific language impairment have a shared aetiology?; Introduction; Linguistic and cognitive links between ASD and SLI; Phonology; Morphosyntax; Semantics; Pragmatic language; SLI Markers in ASD; ASD Markers in SLI; Summary 327 $aNeurobiological links between ASD and Specific Language Impairment Structural neuroimaging studies; Functional Neuroimaging Studies; Summary; Genetic Links between ASD and Specific Language Impairment; Twin studies; Family Studies; Molecular genetic studies; Summary; General Conclusions and Directions for Future Research; Final remarks; References; Prosody and autism; What is prosody?; Why is prosody important?; Previous studies of prosodic processing in ASD; Formal assessment of prosody; The McCann and Peppe review; Acoustic analyses of expressive prosody; Complex prosody 327 $aThe relationship between prosody and other linguistic skills Summary; Possible mechanisms underpinning prosodic difficulties in ASD; Theory of Mind deficits; Motor speech impairments; Atypical audio-vocal regulation; Deficient encoding of pitch; Summary; Directions for future research; A better understanding of typical prosodic development; An evidence-base for the treatment of prosodic impairment; Conclusion; References; Reading for sound and reading for meaning in autism; Participants; The Neale Analysis of Reading Ability; Experiment 1: Words/Nonwords 327 $aExperiment 2: Abstract / Concrete words 330 $aAutism is among the most severe, prevalent and heritable of all neurodevelopmental disorders. However, the factors causing autism are still unclear. Language difficulties are at the core of autism, and any aetiological theory must incorporate a plausible explanation of this symptom. The development of cerebral lateralisation has long been theorised to be associated with language impairment. This chapter reviews the empirical evidence linking cerebral lateralisation and language impairment in both typical and atypical development, with a particular focus on the communication difficulties 410 0$aTrends in language acquisition research. 606 $aAutistic children$xLanguage 606 $aCommunicative disorders in children$xTreatment 606 $aLanguage disorders in children$xTreatment 606 $aAutism in children$xComplications 606 $aAutistic children$xMeans of communication 608 $aElectronic books. 615 0$aAutistic children$xLanguage. 615 0$aCommunicative disorders in children$xTreatment. 615 0$aLanguage disorders in children$xTreatment. 615 0$aAutism in children$xComplications. 615 0$aAutistic children$xMeans of communication. 676 $a618.92/85882 702 $aBrock$b Jon$g(Jonathan Peter), 702 $aArciuli$b Joanne 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463824003321 996 $aCommunication in autism$92049556 997 $aUNINA