Communication in Autism
Communication in Autism adopts a multidisciplinary approach to explore one of the most common developmental disorders associated with communication impairment. Perhaps the most fascinating thing about communication in autism is that variation is as extreme as it could possibly be. While some individuals with autism have age-appropriate language, a number have exceptional language skills; others have little or no spoken language. In between these extremes are individuals who experience significant linguistic impairments. These impairments can affect peer relations and literacy skills. The chapters in this volume provide comprehensive coverage of both the theoretical underpinnings and the practical aspects of autistic communication. The result is a volume that showcases the wide range of methodologies being used in this field of research. It is invaluable for scientists, service providers, parents, individuals with autism, and students learning about communication and autism (e.g., in psychology, speech pathology, and education).
[Trends in Language Acquisition Research, 11] 2014. vi, 275 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
An introduction to communication in autism: Current findings and future directionsJoanne Arciuli and Jon Brock | pp. 1–8
Section 1: Symbolic communication
Chapter 1. Prelinguistic communicationDeb Keen | pp. 9–28
Chapter 2. Facilitating emergent verbal repertoires in individuals with autism spectrum disorders and other developmental disorders: Insights from behaviour analysisRichard J. May and Simon Dymond | pp. 29–52
Section 2: Oral language
Chapter 3. Echolalia and language development in children with autismJacqueline M.A. Roberts | pp. 53–74
Chapter 4. Do autism spectrum disorders and specific language impairment have a shared aetiology? A review of the evidenceLauren J. Taylor, Murray T. Maybery and Andrew J.O. Whitehouse | pp. 75–102
Chapter 5. Prosody and autismJoanne Arciuli | pp. 103–122
Section 3: Literacy
Chapter 6. Reading for sound and reading for meaning in autism: Frith and Snowling (1983) revisitedJon Brock and Nathan Caruana | pp. 123–146
Chapter 7. Language and literacy subtypes in young children with a high-functioning autism spectrum disorderDiane Jacobs and Amanda Richdale | pp. 147–168
Section 4: Complex language skills
Chapter 8. The use of narrative in studying communication in Autism Spectrum Disorders: A review of methodologies and findingsLesley Stirling, Susan Douglas, Susan Leekam and Lucy Carey | pp. 169–216
Chapter 9. Using conversational structure as an interactional resource: Children with Asperger’s syndrome and their conversational partnersJohanna Rendle-Short | pp. 217–244
Section 5: Distal causes of language impairment
Chapter 10. Atypical cerebral lateralisation and language impairment in autism: Is fetal testosterone the linking mechanism?Lauren P. Hollier, Murray T. Maybery and Andrew J.O. Whitehouse | pp. 245–272
Index | pp. 273–276
“Joanne Arciuli and Jon Brock have assembled a truly unique volume of essays concerning the varied aspects of communication in ASD. Its contents provide not only up-to-the minute information on research on a wide range of aspects of communication in autism, but thoughtfully apply this research to practical problems faced by this population. The integration of research on both oral and written language is an especially useful feature. The volume will be of great interest both to scholars and practitioners in the field.”
Rhea Paul, Sacred Heart University, Fairfield CT
“Communication deficits pervade almost every aspect of the lives of individuals with autism, from infancy onwards. This book, edited by Joanne Arciuli and Jon Brock, focuses on the many different domains that are affected, including prelinguistic symbolic development, emerging vocabulary, prosody, conversational skills, and literacy. Differences between autism and other disorders also characterised by severe communication deficits are addressed, as are possible causes. Contributors to the volume are experts in their various fields and the book provides an excellent and comprehensive review of both theoretical and experimental work in this area. The practical and case examples provided also ensure it will be of value to clinicians aswell as researchers.”
Patricia Howlin, King's College, London & University of Sydney
Cited by 5 other publications
Brezis, Rachel-Shlomit, Lior Noy, Tali Alony, Rachel Gotlieb, Rachel Cohen, Yulia Golland & Nava Levit-Binnun
Emerson, Anne & Debra Costley
Kärnä, Eija, Katja Dindar & Xiaoyi Hu
Pascual, Esther, Aline Dornelas & Todd Oakley
2017. When “Goal!” means ‘soccer’. Pragmatics & Cognition 24:3 ► pp. 315 ff.
Veneziano, Edy & Marie-Hélène Plumet
2019. Chapter 13. Promoting narratives through a short conversational intervention in typically-developing and high-functioning children with ASD. In Narrative, Literacy and Other Skills [Studies in Narrative, 25], ► pp. 305 ff.
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Main BIC Subject
CFDC: Language acquisition
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General