(Re‐) Constructing pre‐linguistic interpersonal processes to promote language development in young children with deviant or delayed communication skills

Smith, Carolyn Beebe; Fluck, Michael

doi:10.1348/000709900158182

Cited by 6 publications

(3 citation statements)

References 15 publications

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“…The procedure is described in detail in Smith and Fluck (2000). In summary, the baseline phase involved the initial training of parents and education staff on the principals of the Intervention, and the assessment of each child in terms of cognitive stage of play with objects, stage of participation in social games and language levels.…”

Section: Methodsmentioning

confidence: 99%

A Scheme to Promote Social Attention and Functional Language in Young Children with Communication Difficulties and Autistic Spectrum Disorder

Smith

Goddard²,

Fluck

2004

Educational Psychology in Practice

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This paper describes an approach to intervention that aims to foster the skill of young children with autistic spectrum disorder to share social attention and action to promote socially meaningful communication. It applies principles derived from research into pre-linguistic development. The ef®cacy of the approach was evaluated through both a formal research project and within a clinical setting of a Portage scheme with groups of three to ®ve year olds with a severe delay in their ability to communicate/autistic spectrum disorder. Outcome measures showed signi®cantly accelerated levels of participation in social games and associated development of communication skills.

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Section: Methodsmentioning

confidence: 99%

A Scheme to Promote Social Attention and Functional Language in Young Children with Communication Difficulties and Autistic Spectrum Disorder

Smith

Goddard²,

Fluck

2004

Educational Psychology in Practice

Self Cite

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“…Ignoring can be effective in some ways, and interestingly seems to work in methods for training wild or disobedient animals; in the case of intensely social animals such as horses, the ignoring seems to function to attract the animal to the 'ignorer' (whether human or senior horse), rather than to inhibit any particular behaviour directly (Roberts 1996). Some therapies for people with communication disorders explicitly reject behaviourist therapies -partly because they involve a necessary de-personalisation of the 'patient' , and partly because they portray the problem as one of 'behavior' ignoring motivations and anxieties and subjective orientation (Smith & Fluck 2000).…”

Section: Moving Others: Psychological Research Findingsmentioning

confidence: 99%

Moving Ourselves, Moving Others

Foolen¹,

Lüdtke²,

Zlatev³

et al. 2012

Consciousness &Amp; Emotion Book Series

105

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This book emerged as a happy coincidence. Or was it perhaps a matter of unplanned, but non-accidental "distributed cognition"? In retrospect it seems that it was something that was just waiting to happen. Based on our edited volume The Shared Mind , Tim Racine, Chris Sinha, Esa Itkonen and myself proposed a theme session with the title "Intersubjectivity and Language" to the 10th International Cognitive Linguistics Conference, held in Krakow, Poland, in July 2007. At the same time, Ad Foolen and Ulrike Lüdtke independently proposed a session on " Language and Emotion". Both proposals were accepted, but we were urged to combine them, and the outcome was the stimulating whole-day workshop "Intersubjectivity and Language: The Interplay of Cognition and Emotion".The first fruit of this, at first glance coerced, synthesis was the linking of the topics of intersubjectivity and emotion. While Zlatev et al. (2008: 1, 3) had defined the first of these notions as "the sharing of experiential content (e.g. feelings, perceptions, thoughts, linguistic meanings) among a plurality of subjects" and had stated that such "sharing of experiences is not only, and not primarily, on a cognitive level, but also (and more basically) on the level of affect, perceptual processes and conative (action-oriented) engagements" -emotion was not explicitly thematized in that predecessor to the present volume. This was clearly a blind spot in the programmatic attempt to frame the concept of intersubjectivity as an alternative to the cognitivist perspective of "theory of mind", which still dominates large parts of the field of social cognition.A second, and equally important, insight that emerged from the workshop was the close link between (inter)subjectivity and bodily motion, or movement. Again, it is not that 3) had neglected the essential role of the body and its various forms of "movements" for the understanding of self and others: "Such sharing and understanding are based on embodied interaction (e.g. empathic perception, imitation, gesture and practical collaboration)." Similarly, various traditions I wish to thank my co-editors for several rounds of feedback on this text, which was initially intended to serve as a joint introduction. However, since I wrote it myself, and allowed myself in the capacity of "coherence manager" to make some critical observations, to which not all co-editors could subscribe, it was decided to re-organize it as a single-authored Prologue. I also wish to express my gratitude to the authors for the discussions on their chapters, and my sincere hope that even if they disagree with my comments, they would not take this negatively, but as an attempt to add to the coherence of the book and to open up the discussion on the topics that we all care about so deeply. Finally, I need to acknowledge the six year program Centre for Cognitive Semiotics (2009-2014) at Lund University, for financial support and for providing an intellectual environment aiming at the development of a non-reductive, synthetic "mind science".

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“…Δπίζεο θαηά ηε δηάξθεηα ηνπ παηρληδηνχ κε ηε κεηέξα επέδεημαλ πεξηζζφηεξν αιιειεπηδξαζηηθφ παηρλίδη, αιιά ιηγφηεξν ζπλεξγαηηθφ παηρλίδη, ζπγθξηλφκελα κε ηα ΣΑ παηδηά.Elsabbagh, Gliga, Pickles, θαη ζπλ., 2012. Smith andFluck, 2000) νη φπνηεο δηαθνξέο δελ βξέζεθαλ ζηαηηζηηθά ζεκαληηθέο. Σα απνηειέζκαηα ηεο έξεπλάο καο δηαθέξνπλ απφ ηελ έξεπλα ησλ Aarne θαη Tallberg (2010), νη νπνίνη ππνζηήξημαλ φηη ηα παηδηά κε ΔΓΓ παξνπζίαδαλ ηε ζπκπεξηθνξά ελαιιαγήο βιέκκαηνο ζηελ ίδηα ζπρλφηεηα κε ΣΑ παηδηά αληίζηνηρεο γισζζηθήο ειηθίαο, αιιά νινθιήξσλαλ ηνλ θχθιν ηεο ελαιιαγήο ζε κεγαιχηεξν ρξνληθφ δηάζηεκα.…”

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Mη-Γλωσσική Επικοινωνία Σε Παιδιά Με Ειδική Γλωσσική Διαταραχή

Papakalodouka¹,

Παπακαλοδούκα²

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Η παρούσα διατριβή διερεύνησε τη μη-γλωσσική επικοινωνία σε παιδιά με Ειδική Γλωσσική Διαταραχή Έκφρασης (ΕΓΔ-Ε) και μάλιστα σε παιχνίδι προσποίησης με τη μητέρα στο χώρο του σπιτιού τους. Για το σκοπό αυτό διεξήχθη έρευνα προκειμένου α) Να διερευνηθεί η χρήση μη-γλωσσικών επικοινωνιακών συμπεριφορών (π.χ. βλέμμα, χειρονομίες, εναλλαγή σειράς) σε παιδιά με ΕΓΔ β) Να διερευνηθεί το λειτουργικό παιχνίδι και το παιχνίδι προσποίησης σε παιδιά με ΕΓΔ σε σχέση με ΤΑ παιδιά αντίστοιχης χρονολογικής ηλικίας (και στις δύο περιπτώσεις).Η εργασία διαρθρώνεται σε δύο μέρη. Το πρώτο μέρος αποτελείται από 6 κεφάλαια: Στο 1ο κεφάλαιο γίνεται μία ανασκόπηση της τυπικής γλωσσικής ανάπτυξης ιδιαίτερα κατά τα δύο πρώτα έτη και περιγράφονται οι κύριες θεωρίες των πεδίων της γλώσσας ( φωνολογίας, μορφολογίας, σύνταξης, σημασιολογίας και πραγματολογίας). Στο 2ο και στο 3ο κεφάλαιο δίνεται ο ορισμός και τα ιδιαίτερα χαρακτηριστικά των παιδιών με ΕΓΔ, καθώς και ερμηνείες που έχουν διατυπωθεί για τις ιδιαίτερες γλωσσικές δυσκολίες τους. Στο 4ο και στο 5ο κεφάλαιο παρουσιάζεται η έννοια της μη-γλωσσικής συνεργατικής επικοινωνίας, στα τυπικά αναπτυσσόμενα παιδιά και στα παιδιά με ΕΓΔ. Εδώ δίνεται και το θεωρητικό πλαίσιο με το οποίο επιχειρείται στη συνέχεια η ερμηνεία των ευρημάτων της έρευνάς μας. Στο 6ο κεφάλαιο παρουσιάζονται οι λόγοι για τους οποίους κρίνεται απαραίτητη η παρούσα διατριβή και τίθενται τα ερευνητικά ερωτήματα.Το δεύτερο μέρος αποτελείται από 3 κεφάλαια. Το 1ο κεφάλαιο περιλαμβάνει τη μεθοδολογία της έρευνας όπου αναλύονται τα κριτήρια που χρησιμοποιήθηκαν, η μέθοδος συλλογής του υλικού, η διαδικασία και η κωδικοποίηση των στοιχείων. Εδώ περιλαμβάνεται και η αναδρομική έρευνα που πραγματοποιήθηκε για τη συλλογή στοιχείων από τη βρεφική ηλικία των παιδιών τα οποία εκ των υστέρων διαγνώστηκαν ως παιδιά με ΕΓΔ. Στο 2ο κεφάλαιο γίνεται η ανάλυση των αποτελεσμάτων και στο 3ο και τελευταίο κεφάλαιο σχολιάζονται τα αποτελέσματα και επιχειρείται η ερμηνεία τους μέσω της θεωρίας της διυποκειμενικότητας.

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(Re‐) Constructing pre‐linguistic interpersonal processes to promote language development in young children with deviant or delayed communication skills

Abstract: The results indicate that the development of language skills can be promoted more effectively through (re-) constructing the interpersonal framework of pre-linguistic communicative development than through conventional intervention focusing directly upon language per se.

Cited by 6 publications

References 15 publications

A Scheme to Promote Social Attention and Functional Language in Young Children with Communication Difficulties and Autistic Spectrum Disorder

A Scheme to Promote Social Attention and Functional Language in Young Children with Communication Difficulties and Autistic Spectrum Disorder

Moving Ourselves, Moving Others

Mη-Γλωσσική Επικοινωνία Σε Παιδιά Με Ειδική Γλωσσική Διαταραχή

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