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

Subject Index
academic versus social language 34–35, 148–49, 153–55, 159–60, 193–95, 229
acting out behavior 174–75
Adult-Child Relationship Map (ARM)
child, meeting where he is 278
development, environmental context of 277–78
development and testing of 283
five strategies, guides to 279–80, 285
civil behavior 303–8
conversation 299–302
interactive life 286–89
nonverbal communication 290–93
social language 294–98
home, use in 284
individual development, as basis of 283–84
information from, uses of 285
interaction 82
labels, expectations arising from 278
as not age-dependent 283–84
purpose of 279
research background to 278–79
school setting, use in 284–85
spontaneous social learning, aim of 280
training, no requirement for 285
underlying assumptions of 281
use of 19–20, 24, 279–80, 281
see also environment form
age, and development 78–79, 283–84
Aiden 229–30
Alex 187
Andrew
emotional playfulness 215–16
intentional communication 119
interaction 102–6
signature strengths 55
sounding, responding to 119
Ann Arbor group parent therapy program 321
Arjuna 211–12
ARM see Adult-Child Relationship Map
assessment see Adult-Child Relationship Map
autism
autistic child, as not always autistic 163
autistic spectrum disorder theories 61
balanced partnerships, need for 68
challenge of being with people 82
civil behavior stage 65
conversation skills 65, 193–94
cure versus development 42, 49
five responsive strategies, evolution of 32
interaction stage 63, 82
'mis-education' 66–67
nonverbal communication 114
parental communication styles 32
preverbal communicative development 31–32, 64
social language 64, 65–67
theory of mind 77, 204
balance
civil behavior 256–57, 269
conversation 209–11, 226
environment, responsivity of 311
interaction 109
nonverbal communication 124, 126–27, 142
social language 156, 168–70, 180, 184
social play 93–94
social relationships 68–70
behavior see civil behavior
behavioral training program 56
behaviorist versus cognitive approaches 27–28
being/staying together 12, 84, 97–98, 178
boundaries
exceeding emotional limits to 246–47
inappropriate physical and social 252–53
Calvin 213–14
Case Western Reserve University 278
Celia 210–11
child development theories 61, 70–71
child language development
autistic children 34
children, unique culture of 28–29
as continuum 31
early literacy 33–34
Environmental Language Intervention (ELI) 29, 31
experiences, language of 29
interaction 32
parent-infant interaction programs 33
parental styles 32
parental training 29–31
preverbal communicative development 31–33
responsive strategies 32, 33–34

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