| |
| |
| Foreword | |
| |
| |
| |
| Preface | |
| |
| |
| |
| Mediating Language Development: Talking and Thinking Aloud to Overcome Language Poverty, Delay, and Disability | |
| |
| |
| What Is "Mediated Self-Talk" (MST)? | |
| |
| |
| Language Stimulation and Development Through MST | |
| |
| |
| Where to Apply MST: In Everyday Life, in School, and in Therapy | |
| |
| |
| To Whom Should MST Be Directed? | |
| |
| |
| Why Do It? | |
| |
| |
| Who Can and Should Do It? | |
| |
| |
| When Should It Be Done? | |
| |
| |
| What Are the Appropriate Applications? | |
| |
| |
| Creating Conditions for Soliloquy | |
| |
| |
| |
| Theoretical Foundations for Mediated Self-Talk (MST) | |
| |
| |
| Antecedents to the Development of the Theory of Soliloquy | |
| |
| |
| The Parameters of Mediated Learning Experience (MLE) | |
| |
| |
| Mediating Early Imitative Behavior: The Movement of the Tongue as a Precursor of Language | |
| |
| |
| |
| Scientific Support: Mirror Neurons and the Neurophysiology of How and Why MST Advances Language Development | |
| |
| |
| How and Why Does MST Work? | |
| |
| |
| Critical Elements in Promoting Neural Plasticity | |
| |
| |
| The Contribution of Activity Theory to MST | |
| |
| |
| Mirror Neurons, Neural Plasticity, and Language | |
| |
| |
| Summarizing the Role of Mirror Neurons in Language Development | |
| |
| |
| |
| MST and the Structure of Language | |
| |
| |
| Orienting to the Structure of Language | |
| |
| |
| Prelinguistic Elements | |
| |
| |
| Linguistic Elements | |
| |
| |
| Building the Language Structure | |
| |
| |
| The Need to Understand and Incorporate Language Structure into MST | |
| |
| |
| Spheres of Language Development | |
| |
| |
| |
| Introducing the Child to MST | |
| |
| |
| Aspects Related to Mediated Learning Experience (MLE) | |
| |
| |
| A New Perspective on "Interaction" | |
| |
| |
| The Structural Elements of MST | |
| |
| |
| Putting MST Into Practice | |
| |
| |
| Normal Verbal Interactions Versus Remedial or Therapeutic Applications | |
| |
| |
| Directing Mediation to Linguistic Elements | |
| |
| |
| Developing Social and Empathic Awareness | |
| |
| |
| |
| Putting Soliloquy Into Practice: For Parents, Teachers, and Care Providers | |
| |
| |
| Overhearing Is the Pipeline of Soliloquy | |
| |
| |
| Where to Do It? | |
| |
| |
| Preparing for MST | |
| |
| |
| An Example of MST in a Familiar, Daily-Life Encounter | |
| |
| |
| MST in Specially Planned Experiences | |
| |
| |
| Adapting and Innovating | |
| |
| |
| The Verbal Elements of Soliloquy | |
| |
| |
| Cognitive Aspects of Verbal Formulation | |
| |
| |
| Summing Up | |
| |
| |
| |
| Beyond Soliloquy: The Child's Response | |
| |
| |
| Observing and Assessing the Child's Self-Talk | |
| |
| |
| Encouraging and Elaborating Self-Talk Activity | |
| |
| |
| Moving Away from Self-Talk | |
| |
| |
| A Hierarchy of Verbal Interaction: Soliloquy and Beyond | |
| |
| |
| |
| MST and Language Disorders | |
| |
| |
| Application of MST to Language Disorders | |
| |
| |
| Responses to Language Disorders | |
| |
| |
| Specific Language Impairment (SLI): An Example of the Effects of a Language Disorder | |
| |
| |
| |
| Language Development, Cognitive Development, and Social Development: Overcoming Developmental Delay | |
| |
| |
| The Beginnings | |
| |
| |
| The Intention | |
| |
| |
| Some Observations on the Process to This Point | |
| |
| |
| Eventually … Without Limits or Boundaries | |
| |
| |
| Later Development | |
| |
| |
| The Broader Environment | |
| |
| |
| MST in Adulthood | |
| |
| |
| A Final Reflection | |
| |
| |
| |
| Applying MST to Different Needs: Brief Case Studies | |
| |
| |
| Case 1: Donald-MST as Early Intervention | |
| |
| |
| Case 2: Amy-A 10-Year-Old Girl Diagnosed as Autistic | |
| |
| |
| Case 3: Sam-Language Delay | |
| |
| |
| Case 4: Damon-An Angry Adolescent | |
| |
| |
| Summary | |
| |
| |
| |
| The Challenge and Promise of MST | |
| |
| |
| Some Early Results and Questions for the Future | |
| |
| |
| Summarizing the Process and Prospects | |
| |
| |
| Summing Up | |
| |
| |
| Appendix: The Need for Systematic Experimental Studies | |
| |
| |
| References | |
| |
| |
| Index | |
| |
| |
| About the Authors | |