By Olga Bogdashina
Supplying a theoretical beginning for figuring out verbal exchange and language impairments particular to autism, Olga Bogdashina explores the consequences of alternative perceptual and cognitive types at the communique and language improvement of autistic young children. She stresses the significance of making a choice on every one autistic individual's nonverbal language - which are visible, tactile, kinaesthetic, auditory, olfactory or gustatory - as a way to determine a shared technique of verbal verbal exchange. She bargains a proof of why convinced techniques, for instance PECS, may possibly paintings with a few autistic kids yet no longer others. supplying genuine insights, the 'What they are saying' sections let the reader to determine throughout the eyes of autistic participants and to appreciate their language ameliorations first hand.
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Extra resources for Communication Issues In Autism And Asperger Syndrome: Do We Speak The Same Language?
The outside world becomes conceptualized and represented and expressed in words that can be easily operated to create new ideas. Cognitive processes become more efficient and rapid as we ‘jump’ from a very few perceptual details to conceptual conclusions: we do not need to process all the details to get an idea of what we see. A few details are enough to create expectations and easily fit into their mental representations. Snyder and Thomas (1997) hypothesize that the brain has mental representations that embody the salient or ecologically significant aspects of the environment that allow for automatic complex actions.
Interpretation (percept) An apple Sensation Stimulus A round red object (via vision) A hard smooth object (via touch) etc. The first stage of perception, when we experience sensation without interpretation and attaching meaning to it, may be called ‘literal perception’. Our earliest experiences are sensory. They begin with sensations, both internal and external. In order to get the sensation (primary information about the object), we need our senses. The senses provide us with the ability to receive sights (vision), sounds (hearing), touch (tactility), smell (olfaction), etc.
These children need sameness and predictability to feel safe in their environment (Bogdashina 2003). For individuals with gestalt perception, each and every situation is unique. They can learn what to do in one situation but be lost if the slightest detail is different. For example, Alex could successfully select the right pictures to complete a story while he was wearing a blue T-shirt and sitting on the settee with his mother in the living-room, but was bewildered when he was asked to do the same task while wearing his jumper and sitting in the play-room with his sister.
Communication Issues In Autism And Asperger Syndrome: Do We Speak The Same Language? by Olga Bogdashina