Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum
This book draws on contemporary theory and recent findings to provide researchers, professionals, undergraduate and graduate students with essential resources, allowing them to better understand and support children, youth and adults with autism and signi
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linguistic and Minimally Verbal Communicators on the Autism Spectrum
Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum
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Deb Keen • Hedda Meadan • Nancy C. Brady • James W. Halle Editors
Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum
Editors Deb Keen School of Education and Professional Studies Griffith University Brisbane Australia Nancy C. Brady Department of Speech Language Hearing Sciences and Disorders University of Kansas Lawrence, Kansas USA
Hedda Meadan Department of Special Education University of Illinois Champaign, Illinois USA James W. Halle Department of Special Education University of Illinois Champaign, Illinois USA
ISBN 978-981-10-0711-8 ISBN 978-981-10-0713-2 DOI 10.1007/978-981-10-0713-2
(eBook)
Library of Congress Control Number: 2016937413 © Springer Science+Business Media Singapore 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Science+Business Media Singapore Pte Ltd.
Foreword
In 1998, Amy Wetherby, Joe Reichle, and I published an edited volume entitled Transitions in Prelinguistic Communication. That book covered the emergence of intentional and symbolic communication (8 chapters) as well as prelinguistic assessment and intervention (9 chapters). It included just four of the authors of the present volume (Crais, Iverson, Halle, and Reichle). So what has changed in the two decades since this earlier book? It turns out the answer is “a lot”! First the present volume is primarily focused on learners with autism and severe communication challenges and takes more of a life-span approach. Why would this be? The answer is obvious. The past two decades have generated a steady increase in research with a focus on severe communication challenges. Only three chapters in our 1998 book truly focused on the challenges faced by children and adults at the severe end
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