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 the universally designed curriculum, the SCERTS model (Social Communication Emotional Regulation and Transactional Supports; Prizant et al.), it makes a major contribution to the training and support of young children on the autism spectrum, ages 3-5.
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 a universally designed curriculum
- 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 and certified speech-language pathologist at the University of Texas -Dallas/Callier Center for Communication Disorders. Pam is also the author many other publications, including Personal Narratives in Individuals With High-Functioning ASD: A Lens Into Social Skills and articles in the Journal of Communication Disorders and The Journal of Child Language.