Principles of Communication Systems, 2nd edition by Herbert Taub, Donald L. Schilling

By Herbert Taub, Donald L. Schilling

1996 seventh PRINT 759 PP 5X8X2 SOFTCVR fr INDIA

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Extra resources for Principles of Communication Systems, 2nd edition

Sample text

It should only be encouraged when we are sure that he can do a number of other things: understanding the names of a lot of objects, understanding a range of gestures, being able to imitate our actions and being able to point for the things he wants. • Avoiding use of open-ended questions at this stage. ’ Children with autism find making choices very difficult and in speech they are often helped by a closed question because this already suggests the possible answers. • Demonstrate what you mean alongside what you say.

When something becomes part of their routine, they can accept and enjoy it more. Structure and routine can help us too. You’ll be less likely to miss out on your child’s interactive play session if you get into the habit of making it a regular half-hour before lunch every day. In the same way, if you make a time to play with toys after breakfast each morning, before he starts watching his videos, you can then get on doing something else for a while without feeling you should be doing something with him!

Give John lots of visual clues to situations (like showing him his coat or a photograph of it when it’s time to go out), together with simple and appropriate language. Sometimes I might try giving him a verbal prompt without any situational or visual clues to see whether he is able to respond yet. 3. g. gestures that mean come here, sit down, give me). Use a range of simple gestures alongside speech. g. beckoning for ‘come here’, open hand for ‘give me’) so that we all use the same. g. ‘Shoes on’, ‘Going up…and down’), and emphasize the ‘key’ words within sentences.

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