Learning with a Visual Brain in an Auditory World: Visual Language Strategies For Individuals With Autism Spectrum Disorders
Children diagnosed with an autism spectrum disorder (ASD) often present parents and educators with perplexing symptoms. Even though the skills of children with ASD can range from very high to very low, they have similar underlying learning systems. Knowledge about these learning systems helps provide direction for choosing effective assessment and intervention methods for helping individuals with ASD learn to behave, to perform academically, and to become socially competent.
This book is unique in that the authors are recommending strategies based on the language of the way individuals with ASD learn. Even though many scholars recognize that individuals with ASD use "visual" ways of thinking, most fail to realize that a visual mental language is different from the visual sensory system of seeing something.
The book is divided into three sections. Section One (Chapters 1-5) is about the learning system. Section Two (Chapters 6-9) connects the learning of a child with ASD to how the child performs behaviorally, academically, and socially. Finally, Section Three (Chapters 10-15) provides intervention strategies for helping a person (child or adult) with the visual brain characteristic of ASD to fit into an auditory culture. The strategies are language-based and take into consideration the complexity of the underlying biological learning system.
Praise from their peers:
"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, Clinical Director of Pediatrics, West Texas Rehabilitation Center, 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, Early Childhood Special Education Coordinator, Boulder Valley School District, Boulder, Colorado
"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?
If so, READ THIS BOOK!"
- Lynn Wilcox, M.S., CCC-SLP, Speech/Language Pathologist
Product Number: Aut01
Year Published: 2007
Catalog Information: ISBN 1931282382, 9781931282383
|Ellyn Lucas Arwood, Ed.D.||More Information|
|Carole Kaulitz, M.Ed., CCC-SLP||More Information|