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Semantic and Pragmatic Language Disorders
A revised edition of this classic text expands on the theoretical aspect of the language system as it relates to learning. it covers all areas crucial to effective assessment and intervention and helpful case histories make this book easy to read and understand. This text is well organizedchapters include a list of objectives, a comprehensive overview, end of chapter questions, and references.
Visual Thinking Strategies for Individuals with Autism Spectrum Disorders
Visuals of all kinds (photographs, checklists, line drawings, cartoons, flowcharts, stick figures, etc.) are commonly used as supports for individuals on the autism spectrum who tend to think and learn visually. However, not all visuals are created equal and, therefore, visuals don't all work equally well. This companion to Learning With a Visual Brain in an Auditory World helps the reader understand how to match the developmental levels of pictures and visuals to the developmental level of the person looking at the visual. In this way, appropriate visuals provide the language development for children with autism spectrum disorders. Drawing from their experience with children and youth for decades, the authors also show how effective communication can help reduce the confusion and anxiety that often lead to behavioral outbursts. --Google Books.
Pro-Social Language
The purpose of this book is to describe the connections among learning to behave, the use of language to help a child learn to think, in order to behave in pro-social ways, and how to foster higher order thinking for improved pro-social behavior. This book describes the learning processes and relationships among thinking, language, and learning to behave.
Learning with a Visual Brain in an Auditory World
Children diagnosed with an autism spectrum disorder (ASD) often present parents and educators with perplexing symptoms. This book presents strategies that are based on the language of the way individuals with ASD learn.
Language Function
Literacy teaching tends to take a structural approach to language, focusing on auditory products or skills such as sounds, morphemes, words, sentences, and vocabulary. However, new research suggests that the majority of English speakers actually think and learn in visual concepts, and that there is a cultural and linguistic mismatch between auditory teaching methods and the way students think and learn. This has important implications for all educators including those who work with students with neurogenic disabilities, such as autism spectrum disorders and ADHD. In her new book, Dr. Ellyn Lucas Arwood outlines a revolutionary four-tiered model of how a learner acquires language, and suggest...
Pragmaticism
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The Unwritten Rules of Social Relationships
The authors share what they have learned about social relationships over the course of years struggling with the effects of autism, identifying Ten Unwritten Rules as general guidelines for handling social situations.
Neuro-Education
In order for neuroeducation to be a legitimate field, it must be anchored by scientific research that proves its efficacy. This research has culminated in the creation of the Neuro-Semantic Language Learning Theory (NsLLT), proposed by Dr. Ellyn Arwood, which is the primary lens of translation from research to educational practice used in this book. This anthology documents how eleven contributing authors have used the principles of the NsLLT to transform their classrooms into laboratories of learning. This publication is the first volume to provide evidence of the gains that are possible by incorporating the NsLLT into brain-based instruction. Educators, parents, and anyone who works with struggling students can use the methods presented here to revolutionize their approach to facilitating learning in these vulnerable populations.
When My Worries Get Too Big!
Presents ways for young children with anxiety to recognize when they are losing control and constructive ways to deal with it.
The Language of Respect
Who is a great teacher? Why do children in some classrooms treat others with dignity and respect, while students in other learning environments demean one another and tear each other down? How can adults help children learn to care about coming to school and consistently do their 'personal best' work?In The Language of RESPECT, Arwood and Young address these simple, yet profound questions from multiple perspectives and ultimately conclude: a great teacher is someone who nurtures, protects, and supports their students by creating a classroom that functions as a 'pseudo-family.' By referencing research about the brain and language, the book is organized so that the reader is afforded a neurobi...
