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Introduction | |
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Definitions, Theories and Hypotheses | |
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Communication - Language - Speech | |
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Communication | |
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Language | |
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Speech | |
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Other forms of language | |
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Language Acquisition - The Theories | |
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A behavioural theory | |
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A biological theory | |
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A cognitive theory | |
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A psycholinguistic theory | |
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A pragmatic/social-interactive theory | |
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Problems in language acquisition | |
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From Sensations to Concepts - Via Different Routes | |
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Stages of perception | |
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Using a 'short-cut' | |
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Literal perception | |
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Qualitative differences in experiencing sensations/receiving information | |
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Gestalt perception | |
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Fragmented perception | |
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Do we live in the same time zone? | |
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Intensity with which the senses work | |
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Inconsistency of perception | |
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Vulnerability to sensory overload | |
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Perceptual styles | |
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Compensating for an unreliable sense with other senses | |
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Cognitive Styles and Functions in Autism | |
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Attention | |
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Conceptual vs perceptual memory | |
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Gestalt memory | |
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Literalness | |
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Memories according to preferred modalities | |
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Perceptual thinking | |
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Sequential and spatial thinking | |
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Imagination | |
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IQ and autism - 'autistic intelligence' | |
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Autistic Culture? | |
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What Language Are They Speaking? | |
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Language Characteristics, Learning Styles and Development in Autism | |
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Language Learning Styles | |
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Gestalt vs analytic style | |
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Cerebal hemispheric organization | |
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Timing of acquiring language | |
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Timing of the onset of sensory processing problems | |
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Learning environment | |
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Speech and Language Development in Non-autistic and Autistic Children | |
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Pre-verbal/pre-linguistic development | |
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Phonological development | |
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Grammatical development | |
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Semantic development | |
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Impairments of Social Communication in Autism and Language Peculiarities Specific to Autism | |
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The pre-verbal communication of children with autism | |
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The verbal communication of children with autism | |
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Lack of expressive verbal language - 'autistic muteness' | |
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Echolalia | |
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Pronoun reversal | |
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Extreme literalness | |
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Metaphorical language | |
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Neologisms | |
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Affirmation by repetition | |
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Repetitive questioning | |
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Demanding the same verbal scenario | |
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Autistic discourse style | |
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Poor control of prosody | |
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Fluent Speakers - So What's the Problem? | |
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Receptive language | |
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Expressive language | |
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Literalness | |
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Language as 'stress reliever' | |
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'Sophisticated echolalia' | |
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Guidance for communicating and interacting with autistic people | |
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Key Strategies to Enhance Communication in Autism | |
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Communication/Language Assessment Strategies - Communication Profile | |
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Sensory components | |
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Atypical communication behaviours | |
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Muteness | |
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Ability to use non-verbal communication strategies | |
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Atypical use of verbal language | |
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Functional use of verbal language | |
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Communicative functions expressed | |
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Ability to understand verbal and non-verbal communication/language | |
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Assessment strategies | |
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Communication Environment and Interaction Styles | |
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Communication environment - creating the 'umbrella' | |
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Interaction styles | |
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Selecting Communication Systems | |
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Visual systems | |
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PECS | |
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Communication via objects | |
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Sign language - mime-signing - kinaesthetic 'language' | |
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'Tactile language' | |
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Written communication | |
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Facilitated communication | |
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Teaching Communication | |
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A social skills approach | |
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Social stories | |
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Rules | |
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Other approaches | |
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Teaching 'accessories' of communication | |
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To teach or not to teach? | |
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Conclusion | |
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Glossary | |
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References | |
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Subject Index | |
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Author Index | |