{"product_id":"augumentative-and-alternative-communication-isbn-9781897635599","title":"Augumentative and Alternative Communication","description":"Augmentative and alternative communication concerns the use of non-speech communication modes for people unable to use speech and for augmenting communication for people with limited spoken language. This book focuses on the use of manual and graphic communication systems for clinical populations with developmental disorders of speech and language, including children, adolescents and adults with autism, dysphsia, intellectual impairment and motor impairment.  \u003cp\u003eAmong the topics covered are: augmentative and alternative communication in Europe; joint attention and communication; implications for assessment and alternative language intervention in autism and related disorders; language input and attention strategies; communication functions in aided language use; being an interesting conversation partner; a neurolinguistic approach to graphic language intervention; augmented telecommunication for people with intellectual impairment; improving communication and language skills of children with cerebral palsy; the social world of non-speaking people; and the psychology and sociology of introducing augmentative and alternative communication in Hungary.\u003c\/p\u003e  Contributors.  \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1\u003c\/b\u003e Preliminaries to a comprehensive model of augmentative and alternative communication, \u003ci\u003eStephen von Tetzchner, Nicola Grove, Filip Loncke, Sarah Barnett, Bencie Woll and John Clibbens.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2\u003c\/b\u003e Situating augmentative and alternative communication interention, \u003ci\u003eHarald Martinsen and Stephen von Tetzchner.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3\u003c\/b\u003e Joint attention and alterantive language intervention in autism: Implications of theory for practice, \u003ci\u003eEncarnacion Sarria, Juan Carlos and Javier Tamarit.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4\u003c\/b\u003e Words and strategies: Conversations with young children who use aided language, \u003ci\u003eStephen von Tetzchner and Harald Martinsen.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5\u003c\/b\u003e Referring expressions in conversations between aided and natural speakers, \u003ci\u003eSarah Collins.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6\u003c\/b\u003e The twopword stage in manual signs: Lanaguage development in signers with intellectual impairments, \u003ci\u003eNicola Grove, Julie Dockrell and Bencie Woll.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7\u003c\/b\u003e The medium or the message: A study of speaking children using communication boards, \u003ci\u003eMartine M. Smith.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8\u003c\/b\u003e Sounds and silence: Interaction in aided language use, \u003ci\u003eErland Hjelmquist and Annika Dahlgren Sandberg.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9\u003c\/b\u003e A psycholoinguistic approach to graphic language use, \u003ci\u003eErland Hjelmquist and Annika Dahlgren Sandberg.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10\u003c\/b\u003e Being an interesting conversation partner, \u003ci\u003eNorman Alm and Alan F. Newell.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11\u003c\/b\u003e A Semiotic analysis of the possibilities and limitations of Blissymbols, \u003ci\u003eSerenella Besio and Maria Grazia Chinato.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12\u003c\/b\u003e Augmented telecommunication for people with intellectual impairment - a preview, \u003ci\u003eJane Brodin and Stephen von Tetzchner.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13\u003c\/b\u003e Enhancing communication skills with children with Down syndrome: Early use of manual signs, \u003ci\u003eKaisa Launonen.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14\u003c\/b\u003e Early development of symbolic communication and linguistic complexity through augmentative and alternative communication, \u003ci\u003eMargriet J.M. Heim and Anne E. Baker-Mills.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15\u003c\/b\u003e Allowing for developmental potential: A case study of intervention change, \u003ci\u003eSusanne Moller and Stephen von Tetzchner.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16\u003c\/b\u003e Supporting graphic language acquisition by a girl with multiple impairments, \u003ci\u003eCarman Basil and Emili Soro-Camats.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17\u003c\/b\u003e Cleaning lades an broken buses - A case study on the use of Blissymbols and traditional orthography, \u003ci\u003eManfred Gangkofer and Stephen von Tetzchner.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18\u003c\/b\u003e Improving communication and language skills of children with developmental disorders: Family involvement in graphic language intervention, \u003ci\u003eLourdes Lourenco, Joaquim Faias, Rosa Afonso, Ana Moreira and Jose M. Ferreira.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19\u003c\/b\u003e Collaborative problem solving in communication intervention, \u003ci\u003eEva Bjorck-Akesson, Mats Granlund and Cecilia Olsson.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20\u003c\/b\u003e From system to communications: Staff training for attitude change, \u003ci\u003eElisabete Mendes and Jorge Rato.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 21\u003c\/b\u003e Psychological and sociological aspects of introducing augmentative an alternative communication in Hungary: Tales, facts and numbers, \u003ci\u003eSophia L. Kalman and Andras Pajor.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eReferences and citation index.\u003c\/p\u003e \u003cp\u003eSubject index.\u003c\/p\u003e  \u003cp\u003eEdited by \u003cstrong\u003eStephen von Tetzchner\u003c\/strong\u003e, University of Oslo, Norway.   Augmentative and alternative communication concerns the use of non-speech communication modes for people unable to use speech and for augmenting communication for people with limited spoken language. This book focuses on the use of manual and graphic communication systems for clinical populations with developmental disorders of speech and language, including children, adolescents and adults with autism, dysphsia, intellectual impairment and motor impairment.  \u003c\/p\u003e\u003cp\u003eAmong the topics covered are: augmentative and alternative communication in Europe; joint attention and communication; implications for assessment and alternative language intervention in autism and related disorders; language input and attention strategies; communication functions in aided language use; being an interesting conversation partner; a neurolinguistic approach to graphic language intervention; augmented telecommunication for people with intellectual impairment; improving communication and language skills of children with cerebral palsy; the social world of non-speaking people; and the psychology and sociology of introducing augmentative and alternative communication in Hungary.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47988778205413,"sku":"NP9781897635599","price":113.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781897635599.jpg?v=1761781555","url":"https:\/\/k12savings.com\/products\/augumentative-and-alternative-communication-isbn-9781897635599","provider":"K12savings","version":"1.0","type":"link"}