Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children Including Autism, Asperger's Syndrome (Asd), Down Syndrome, and Typical Development : Development Guides for Professionals and Parents

By James D. Macdonald | Go to book overview

2
Guiding Principles
Communicating Partners is guided by several principles that distinguish it from other approaches to communication disorders. The principles below will be reflected throughout the book in terms of what and how we propose that late-talking children can become social and communicative.
1. Each child is learning and learns best in his own way; when he fails to learn, the responsibility appears to be more with the adult's expectations than the child's actual capabilities.
2. Curing the child is not the issue; rather, the goal is teaching the child to interact within his current social and biological constraints.
3. Many environmental conditions at home and school interfere with becoming social and communicative.
4. When environmental interferences are removed, children begin to socialize and communicate more.
5. Communication disorders are primarily problems in asynchronicity in relationships with people; consequently, treatment needs to get the child and his life partners “in synch” in terms of cognition, communication, emotional functioning, and motivation.
6. Each child is learning either to communicate or not to communicate in each of his interactions.
7. Improving communication is a dynamic process that involves changing not the child alone but his daily partner's interactions with him. Thus, intervention requires two persons: the child and at least one durable life partner.

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Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children Including Autism, Asperger's Syndrome (Asd), Down Syndrome, and Typical Development : Development Guides for Professionals and Parents
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