Assessing And Developing Communication And Thinking Skills by Kate Silver, Paul Dobson

By Kate Silver, Paul Dobson

This totally photocopiable source deals a versatile framework for the evaluation and improvement of communique and pondering talents of youngsters with autistic spectrum issues (ASDs). utilizing sensible evaluation sheets and curricula, it permits lecturers, educators and different pros to watch how kids use and comprehend language, checklist their talents in an evaluate checklist and keep on with their growth through the years.

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Extra info for Assessing And Developing Communication And Thinking Skills In People With Autism And Communication Difficulties: A Toolkit For Parents And Professionals (Jkp Resource Materials)

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G. g. g. g. g. g. during table top activity follow request to get milk from the fridge, during table top activity looking at clothes follow language relating to own clothes. g. g. g. g. g. g. e. g. g. g. g. g. g. recognise that everybody else is standing up so stand up, wave when everybody else is waving Notes 52 THE COMMUNICATION CURRICULUM Communication Curriculum II Expressive Communication II E9 To use more than one phrase during a single conversational turn. g. ‘Went to shop, Mum and Dad. Got video.

Mutuality is established (enjoys sharing a wavelength with an adult) o o o o o o 10. Aware of own emotional state o o o o o o 11. Aware of emotional state of others o o o o o o 12. Maintains appropriate social distance o o o o o o 13. Takes appropriate conversational turns o o o o o o 14. Monitors listener during conversation o o o o o o 15. Gives clarification without prompting o o o o o o 16. Terminates interactions appropriately o o o o o o 17. Aware of listeners’ knowledge o o o o o o 18. Uses appropriate tone, volume and intonation o o o o o o 19.

Indicates when he does not understand o o o o o o 20. Apologises appropriately o o o o o o 21. Able to give explanations o o o o o o 22. Able to negotiate o o o o o o © Autism Initiatives 2005 43 ü Understanding of Communication Ra re ly So m eti m es Fr eq ue nt ly Co ns ist en N ot tly u s es a e o bo f s ut ki ll N ev er N /A Frequency of use 1. Attends to speaker* o o o o o o 2. Situational understanding o o o o o o 3. Uses visual cues as aid to understanding* o o o o o o 4. Understands single nouns o o o o o o 5.

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