Finding the Words: Working Through Profound Loss with Hope and Purpose

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Will’s case, and those of other children who are beyond the preschool and early elementary years, is much more complex. Will’s language acquisition, now that he is older, is not proceeding as neatly or completely as it did for Daniel. On the other hand, some aspects of the process are actually easier to see in older children, because their motor systems (including speech) are more refined, and their ability to store and use lines from many sources can be so extensive. Place your high-scoring letters on bonus squares (i.e., double/triple letter and word spaces) whenever you The best reason to read Finding the Words is to sample Freedman's insatiable passion for reading and learning. . . . The portrait of Freedman that emerges from Finding the Words is of a shy young man who built a persona out of books."—Alex Hanson, The Valley News Before long, just like with Bevin, he will be expecting that you will listen…and then the magic happens…he talks to you! I’d had a really tough year, having recently broken up with my long term boyfriend and moved from our lovely flat to lodging with a family. He asked me whether I’d ever felt this way before and whether I’d ever taken any medication before. He signed me off work for a timescale that we agreed together, discussed medication options and printed off some information about antidepressants should I wish to take them. He also referred me for an assessment for Cognitive Behavioural Therapy (CBT) and suggested I stay with a friend or family member and return at the end of my sign-off period to discuss the future."

will find new words for the letters you have entered and from there you can see what the word means, your friends and you don’t want to be left out. That’s when your talents as a Scrabble cheat can propel you to We also knew that now, the sky was the limit, and that during the next few years, we would be able to support Dylan through Stages 4-6, as he learned to produce all the grammar of childhood! We also knew that, since he already knew about whole stories, he was way beyond how his rudimentary generative sentences sounded. Just as we knew not to take him literally before, we knew not to take him literally now! It is revealed that Harriette is two years older than her sister, Rachel. In reality, Jo Marie Payton is two years younger than Telma Hopkins.

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It will probably seem like a “foreign language” to you for a while, so try to continue to say it to yourself as the day goes on. As it slowly becomes “your own”, you can begin to talk like your child, with his sound sequenes, tone, and language. You may have no idea what’s important about it until you’ve mumbled it to yourself all morning…finally experiencing the “Aha!” of knowing what language it represents, where you’ve heard it before…and, maybe, what it might mean to your child! Step 4, then, is working within the level you have determined is accurate for your child…in a way that will help him move from it to the next stage. So, if you are helping your child move from Stage 1 to Stage 2, you want to make sure that the gestalts he is using are mitigatable. For Bevin, an older child, they already were, and he was half-way to mitigation anyway! For Dylan, a younger child, they were not, so we introduced new gestalts that would be more easily mitigated (See Part 2, July-August 2005 issue). So, let’s return to Dylan’s story. When he had been in therapy for a little over a year, his use of generative grammar had been at Stage 4 for a few months. A language sample at that time revealed Stage 4 constructions (Developmental Sentence Scoring levels 1-3) such as the following, and a few Stage 5 constructions (DSS levels 4-6): For starters, our kids (excluding those with Aspergers, of course) rarely “get” language without a struggle. For most extremely right-brained children, those with ASD diagnoses, the tendency to rely on strengths and avoid relative challenges, undermines the unaided progression of the natural gestalt language acquisition process. Remember those suffixes and prefixes! A judicious "ED," "CON," or "ES" added to a word can be a game

judiciously. This means using them when you need the points; but also holding on to them so you can create Parent stories of children learning to walk commonly illustrate a gestalt cognitive style. Truman’s parents, for instance, said that their boy never even tried to walk at all, when all of a sudden, he got up one day and walked all the way across the room! Many parents describe how their children never ventured onto a bicycle until they simply got on and rode one day. This characteristic “flat learning curve” can be torturously horizontal for parents who wait years for some evidence that their child is taking in anything. When the curve abruptly elbows up vertically, it is stunning and seems to come out of “nowhere”.Even if no “Aha” happens yet, you have begun to get used to the process, and it will be easier the next time! Blanc, Marge, “Language Development in Children on the Spectrum: A Developmental Approach to Intentional Communication”, Presentation to the Autism Society of Wisconsin, 2001. game. It works for every popular game involving making words from letters, such as Words with Friends, Probably each of us has a list like this…a list of colorful, but puzzling “gestalts,” or whole sentences, repeated verbatim by the ASD children in our lives. We commonly call it “echolalia,” or “delayed echolalia,” meaning that kids “echo” it, not right after they hear it (“immediate echolalia”), but later, or “delayed.” It is the language our ASD kids repeat verbatim from other sources, very often movies. We often call it “video talk,” and, even though we’ve been told otherwise, we sometimes think of it is meaningless. We've even got wildcards that you can instead of blank tiles, so when you find words you're getting everything

The extra engagement and fun that comes from games can be really useful in helping pupils remember the content, as well as helping children enjoy their lessons. This is vital - students who are bored with lessons are much less likely to learn effectively, so it's important to keep your teaching varied and fun. His mother’s fierce and bruising ambition instilled in him an overwhelming drive to leave his mark upon the world. His father, a revered high-school English teacher who was timid outside the classroom, introduced him to the rich world of literature—and also passed on to him his doubts and insecurities. Freedman retraces his intellectual formation as a student, educator, scholar, and leader, from his early?obsession with book collecting through his undergraduate years at Harvard and his professional training at Yale Law School. This same passion for language and ideas defined Freedman’s leadership at Dartmouth, where he deftly countered lingering anti-Semitism, fought entrenched interests to open the way for women and minorities, reformed and revitalized the curriculum, and boldly reconceived the school’s campus. Mom! Spike is talking!” announced Bevin, referring to the previously speechless dinosaur in the movie, Land Before Time. “Yes,” his mother said, “And we’re so happy.” When Bevin continued, “Mom! Spike says more words,” his mother reiterated, “We’re so happy!” But Bevin persisted, “Mom! Spike can talk!” “Really?” laughed his mother, pleased with Bevin’s pride in “Spike,” who clearly represented her son. Then Bevin added his own twist, “…when he wants to!” While, at age 7, Dylan’s story was far from complete, he was clearly on his way as a generative language user! As Digest readers learned in the last issue, Dylan has since gone on to tell his own story in the book, Walk Awhile in My Autism…and we know that Dylan will continue to teach us as he continues to grow up! can yield marvellous results, provided you’ve got the right Scrabble cheat tools loaded on your phone. And this

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a Bingo. (A Bingo is something like the Scrabble equivalent of a Royal Flush. You can achieve a Bingo by He can request things he wants, saying ‘I want Dumbo,’ or ‘I want skiing’. He can also take a scripted turn like, ‘I like St. Louis Cardinals. Do you like St. Louis Cardinals?’ Will’s mother, Sally, continued that she wanted to see if we could work on Will’s sentence structure, to see if he could learn to say other sentences without prompting. Her ABA therapists had done all they could, she said, and talking seemed to be what Will needed the most help with.