LEADER 02981nam 2200601Ia 450 001 9910784797703321 005 20230721030452.0 010 $a1-281-14325-1 010 $a9786611143251 010 $a1-84642-685-5 035 $a(CKB)1000000000398924 035 $a(EBL)334943 035 $a(OCoLC)476145424 035 $a(SSID)ssj0000243763 035 $a(PQKBManifestationID)11191212 035 $a(PQKBTitleCode)TC0000243763 035 $a(PQKBWorkID)10163611 035 $a(PQKB)10071011 035 $a(MiAaPQ)EBC334943 035 $a(Au-PeEL)EBL334943 035 $a(CaPaEBR)ebr10211695 035 $a(CaONFJC)MIL114325 035 $a(OCoLC)437204487 035 $a(EXLCZ)991000000000398924 100 $a20070530d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 12$aA self-determined future with Asperger syndrome$b[electronic resource] $esolution focused approaches /$fE. Veronica Bliss and Genevieve ; foreword by Bill O'Connell 210 $aLondon $cJessica Kingsley Publishers$d2008 215 $a1 online resource (162 p.) 300 $aDescription based upon print version of record. 311 $a1-84985-550-1 311 $a1-84310-513-6 320 $aIncludes bibliographical references and index. 327 $aFront Cover; A Self-Determined Future with Asperger Syndrome: Solution Focused Approaches; Contents; ACKNOWLEDGEMENTS; SPECIAL NOTE; FOREWORD; ChapterOne Introduction; Chapter Two Solution Focused Approaches: Philosophy and Techniques; Chapter Three Autistic Characteristics and Solution Focused Therapy; Chapter Four Putting it all Together; Chapter Five Solution Focused Approaches in Everyday Life; Chapter Six Seven People and a Social Group; Chapter Seven Practical Resources; INDEX; 330 $aA Self-Determined Future with Asperger Syndrome presents an empowering, practical approach to helping people with Asperger Syndrome (AS) to succeed at college, at work, at home and in life. The authors highlight how treating AS as a 'problem' is unproductive, and advocate a solution focused approach which recognizes and uses the strengths of people with AS to foster mutual respect and understanding. Drawing on both their personal experience and knowledge of counselling, the authors use anecdotes and stories to show how people with AS cope in day-to-day situations. They also illustrate how effe 606 $aAsperger's syndrome$xPatients$xRehabilitation 606 $aSolution-focused therapy 615 0$aAsperger's syndrome$xPatients$xRehabilitation. 615 0$aSolution-focused therapy. 676 $a616.85883206 700 $aBliss$b E. Veronica$01499294 701 $aEdmonds$b Genevieve$01468786 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910784797703321 996 $aA self-determined future with Asperger syndrome$93725203 997 $aUNINA LEADER 04932nam 2200709 a 450 001 9910780814203321 005 20230721005445.0 010 $a1-282-45687-3 010 $a9786612456879 010 $a3-11-021617-5 024 7 $a10.1515/9783110216172 035 $a(CKB)2550000000001139 035 $a(EBL)476021 035 $a(OCoLC)593240059 035 $a(SSID)ssj0000337954 035 $a(PQKBManifestationID)11260125 035 $a(PQKBTitleCode)TC0000337954 035 $a(PQKBWorkID)10295053 035 $a(PQKB)10416960 035 $a(OCoLC)ocn435420371 035 $a(MiAaPQ)EBC476021 035 $a(DE-B1597)36186 035 $a(OCoLC)719450849 035 $a(DE-B1597)9783110216172 035 $a(Au-PeEL)EBL476021 035 $a(CaPaEBR)ebr10359373 035 $a(CaONFJC)MIL245687 035 $a(EXLCZ)992550000000001139 100 $a20111018d2009 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aFunctional categories in learner language$b[electronic resource] /$fedited by Christine Dimroth, Peter Jordens 210 $aBerlin ;$aNew York $cMouton de Gruyter$dc2009 215 $a1 online resource (360 p.) 225 1 $aStudies on language acquisition ;$v37 300 $aDescription based upon print version of record. 311 $a3-11-021616-7 320 $aIncludes bibliographical references and index. 327 $aContents -- Preface / Christine Dimroth and Peter Jordens -- Convergence on finite V2 clauses in L1, bilingual L1 and early L2 acquisition / Rosemarie Tracy and Dieter Thoma -- The acquisition of functional categories in child L1 and adult L2 Dutch / Peter Jordens -- The acquisition of syntactic finiteness in L1 German: A structure-building approach / Steffi Winkler -- Stepping stones and stumbling blocks: Why negation accelerates and additive particles delay the acquisition of finiteness in German / Christine Dimroth -- Does finiteness mark assertion? A picture selection study with native speakers and adult learners of German / Sarah Schimke -- Light verbs and the acquisition of finiteness and negation in Dutch as a second language / Josje Verhagen -- Finiteness in children with SLI: a functional approach / Anke Jolink -- Functional and modal elements in child and adult Russian / Natalia Gagarina -- How much (morpho-)syntax is needed to express finiteness? / Karen Ferret and Clive Perdue -- Relating Italian articles and clitic object pronouns in bilingual children acquiring Italian and German / Tanja Kupisch and Natascha Mu?ller -- Index. 330 $aLanguage acquisition is a developmental process. Research on spontaneous processes of both children learning their mother tongue and adults learning a second language has shown that particular stages of acquisition can be discriminated. Initially, learner utterances can be accounted for in terms of a language system that is relatively simple. In studies on second language acquisition this learner system is called the Basic Variety (Klein and Perdue 1997). Utterance structure of the Basic Variety is determined by a grammar which consists of lexical structures that are constrained, for example, by semantic principles such as "The NP-referent with highest control comes first" and a pragmatic principle such as "Focus expression last". At some point in acquisition this lexical-semantic system is given up in favour of a target-like system with morpho-syntactic features to express the functional properties of finiteness, topicality, the determiner system, etc. Insights into how this process evolves may also provide an answer to the question of why it takes place. Within this functional perspective on language acquisition research focuses on questions such as the following.1. What is the driving force behind the process that causes learners to give up a simple lexical-semantic system in favour of a morpho-syntactic functional category system?2. What is the added value of morpho-syntactic properties of inflection, word-order variation, definiteness and agreement?3. Why is it that in cases of specific language impairment it is mainly morpho-syntactic properties of the target language that are affected? 410 0$aStudies on language acquisition ;$v37. 606 $aLanguage acquisition 606 $aSecond language acquisition 610 $aGrammaticalization. 610 $aLanguage Acquisition. 610 $aSecond Language Acquisition. 615 0$aLanguage acquisition. 615 0$aSecond language acquisition. 676 $a401/.93 686 $aER 910$2rvk 701 $aDimroth$b Christine$01560021 701 $aJordens$b Peter$01484832 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910780814203321 996 $aFunctional categories in learner language$93825655 997 $aUNINA