Facilitating Early Social Communication Skills
From Theory to Practice
Facilitating Early Communication, Language, and Social Skills: From Theory to Practice, presents a developmental social-pragmatic approach to facilitate language and social communication in children. Reflecting the principles of universal design and evidence-based practices of the SCERTS model (Social Communication Emotional Regulation and Transactional Supports; Prizant et al.), this book provides information that result in children with autism learn to communicate and interact with their peers.
While the focus is on the preschool environment, suggestions are provided for how to extend the approach to the home and other environments where the child spends time.
The textbook is divided into five chapters representing the theoretical and organizational framework of social pragmatic intervention as well as 12 instructional units each focused on a particular theme chosen to be developmentally appropriate and functional in the lives of children such as bedtime, birthdays, restaurants, grocery stores, etc.
- Textbook Edition includes learner objectives, chapter highlights, chapter review questions & answers and glossary
- Reflects the core principles of universal design
- Meets criteria for evidence based practice for children with ASD
- Adheres to many of the standards set by the DEC and NAYEYC for a high-quality early childhood program
MEET THE AUTHOR
Pamela Rosenthal Rollins,
MS, CCC-SLP, EdD, is an Associate Professor in the Communication Disorders program within the School of Behavioral and Brain Sciences at the University of Texas at Dallas, Callier Center for Communication Disorders. Rollins collaborated with RoboKind, a Dallas Robotics company to develop Robots4Autism. Her recent research has focused on (1) understanding the effects of robot-mediated intervention on social interaction and communication in children with ASD; and (2) developing research efficacy for Pathways Early Autism Intervention, a parent-mediated Naturalistic Developmental and Behavioral Intervention (NDBI) for toddlers with ASD. Pilot findings are consistent with her work in developmental pragmatics and the relationship between shared attention on language development in typically developing children and children with ASD. Rollins was a four-time gubernatorial appointee to the Texas Council for Autism and PDD and has held leadership positions on many of Texas’ early identification and intervention planning and implementation initiatives for ASD. She earned her bachelor’s degree from Boston University, her master’s degree from the University of Wisconsin, and her EdD from Harvard University.