"This book is a refreshing journey, full of memorable stories, techniques, and solid theory."
"The Language of RESPECT interrelates cultural, social and neurobiological ways to showcase learning."
"Dr. Arwood and Mr. Young are truly exceptional educators...kind, caring, and knowledgeable. Their students are so fortunate!"
"This information gives me the additional knowledge and methods to be more effective as a language specialist."
“This book validates my belief that language is the basis to learning."
"I've observed Mr. Young's classroom. It's like a pseudo-family that nurtures, protects, and supports each student. It feels so good to be in the classroom."
"Dr. Arwood is a lady before her time!"
"Every parent, educator, counselor, pediatrician, and psychologist should use this book as a reference for the child who exhibits communication, learning, and behavioral challenges. This resource is invaluable for fully understanding why children, with a variety of diagnostic labels, react and interact differently. When using the visual language strategies presented here, we are challenged to set up goals and expectations based on what children can do, rather than looking and establishing goals based on deficits. Nothing succeeds like success, and these strategies set up children to succeed by working through their visual language system."
Susan Reeves, M.Ed., CCC-SLP
San Angelo, Texas
"Educational practices are often driven by changing belief systems that result in a swinging pendulum of educational methodologies. The authors of this unique book provide us with a theoretical framework that is solidly anchored in neurobiological language symbolization and learning: a framework that can help provide stability in our educational practices, especially for children, students, and adults with an autism spectrum disorder."
Kitty Mulkey, M.A., CCC-SLP
"Want to know 'why' people present with autism spectrum, including Asperger Syndrome, behaviors? Want to know 'what' to do to provide services in the fastest, most efficient ways to people with neurological systems who need help living in an auditory world? Want to know 'where' to find the brain research to support teaching methods that are most effective? Want to know 'who' is more likely to benefit from 'what' you are doing to create visual contexts to support social, communicative and academic progress for your clients? Of so, READ THIS BOOK?"
Lynn Wilcox, M.S., CCC-SLP
There are many unquestioned assumptions about how to teach people effective ways of changing behaviors. After all, isn't the goal to get children to just behave? This book, the third for this trio of authors, challenges the reader's thinking about how we approach and interpret behavior. The book begins by introducing the idea that behavior - in and of itself - isn't the problem. Rather, it is how others interpret and respond to that behavior that holds the key to how children/others learn how they should behave. The authors provide thorough explanations and clear examples to leave the reader with many new concepts about how language can be paired with visual strategies as the ultimate tool for helping people to learn to take responsibility for making more prosocial choices. In short, this book does a lovely job explaining why we don't "train" people to use social skills but instead help to guide their thinking to learn to consider what choices they can make that result in what we perceive as good behavior or social competence.
Michelle Garcia Winner, M.A., CCC-SLP
Pamela Crooke, Ph.D., CCC-SLP
"At first, it was scary to give up how I had been trained to deal with behavior at home and at school, but after trying just one strategy for changing my language to help my child think critically. I was amazed at the changes in her and I'm no longer afraid. Thank you!"
"Words cannot adequately express my appreciation for the new tools in my toolbox for dealing with challenging behavior. Pro-social thinking Strategies really work."
"I wish we would have known about this approach earlier. My child is like a different person. We worked on behavior for years, and now, after just a few months of working on my children's thinking, he is like a new person, and we enjoy living with him. Thank you so much for giving me strategies to help my child learn to think. We are so excited to see our child progressing in so many ways."
“Research clearly shows that individuals with autism spectrum disorders are visual learners. However, to date, little has been written about how to use visuals to teach skills. Instead, the emphasis has been on using this medium as schedules, boundary markers, recipe books, task cards, etc. While important, we need to go beyond these uses of visuals to facilitate learning. This book explains the visual mind of the person with autism in a comprehensive, yet easy-to-understand manner. Most importantly, the authors show us how to create visuals to teach visual learners the skills that will help them reach their all-too-often unrealized potential. A must read.”
Brenda Smith Myles, Ph.D.
“Hurray! Finally! I have waited for this book for 18 years! Never again can a teacher, parent, or provider say, 'I tried visuals and they didn't work: The authors take you into the fascinating world and mind of the visual thinker. Temple Grandin taught us that people with autism think in visual concepts. Carol Gray brought us Social Stories and Comic Book Conversations. Now, Visual Thinking Strategies for Individuals with Autism Spectrum Disorders - The Language of Pictures, connects the missing pieces and teaches us how we can have true understanding and communication with someone on the autism spectrum. This is a must-read for anyone who lives or works with a person with autism and is bound to become a classic. This important book is to be celebrated!”
Tabitha Orth, author of Visual Recipes, A Cookbook for Non-Readers
“As a professional in the field of autism and a person with autism, I am often called upon to help solve an array of behaviors displayed by those on the autism spectrum. Occasionally, unwanted behaviors are 'solved' by adjusting the kinds of visuals used. In one case, by adding the child to each of his schedule pictures so he appeared in the picture with each instructor/therapist, the result was ultimately no more tantrums at times of transition, thus 'fixing' the behavior problem. At times like this, I have been unable to explain to others why an intervention works. For myself, I know that the sound and movement of the colors inside me matched with the child and that it was that match that caused me to know what would work. My neurology is set up to think in pictures. Along the way in life, I have taught myself how my thinking in pictures works for me. Visual Thinking Strategies for Individuals with Autism Spectrum Disorders - The Language of Pictures has not only given me the words to know and explain why some of my interventions for children with autism work, it has also allowed me to understand my own way of thinking better.”
Judy Endow, MSW
“While it is generally agreed that most people on the autism spectrum are visual thinkers, few of us have thought explicitly about how to use visuals to help our students think. In this groundbreaking book, Arwood, Kaulitz, and Brown explore and explain how persons at different levels of sensory and cognitive functioning need visual information presented differently to facilitate their individual thinking and learning. This information helps us all (parents and professionals) to shift our perspective away from using visuals that make sense to us, to creating visuals that are designed to facilitate the student's understanding. This book clearly demonstrates the 'science' behind the art!”
Michelle Garcia Winner, M.A., CCC-SLP
“This book begins where other visual strategy approaches leave off. Prepare for a deeper understanding of how many individuals with ASD process their world. You will find concrete ideas to help identify stages of cognitive development that inform ways to facilitate learning in the classroom and the social environment. The authors provide the key to unlocking our understanding of how to use visual materials for students with ASD who struggle with social language and critical thinking. My own son's cognition has grown by leaps and bounds through his exposure to this approach. This book is a must-have for the libraries of everybody who cares about ways to effectively teach individuals who need visual thinking strategies.”
Lisa A Lieberman, MSW, LCSW
“It is well established that individuals with ASD tend to be visual learners, but this book brings to light multiple styles of visual learners and provides methods for identifying them and strategies for addressing their unique needs. As a professional, this is an intriguing notion to me, and as a mom, it gets my wheels turning considering how to better meet the learning needs of my own children by identifying their unique visual learning style. Recommended!”