From Ritual to Repertoire: A Cognitive-Developmental Systems Approach with Behavior-Disordered Children
Using a systems approach firmly grounded in cognitive development theory and findings, this book offers a new, well-researched method for intervening with severely disturbed children--autistic, brain-damaged, retarded, emotionally deprived, and developmentally delayed. This approach emphasizes building on the strengths of each child's coping mechanisms rather than on conventional behavior modification techniques, which the authors see as raising serious ethical questions. Their approach has been tried and tested in clinical practice and has demonstrated its efficacy. The book examines the formation of systems in normal and abnormal development and discusses specifics of assessment and intervention with disordered children.
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Early Reality Systems as Precursors of Ordered
Developing the Body Schema
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ability achieve activity adult altemate Anna Anna’s autistic awareness ball behavior blocks body action body schema capacity Center Chapter closed-system compensatory concemed contagious conventional cope deﬁned difﬁculty disordered child disordered children elevated board engaged examiner example expanded experience ﬁlm ﬁnd ﬁnding ﬁnger ﬁrst ﬂash cards Fred Fred’s functioning gesture giver hand helps the child infant inﬂuence integrative spheres interactive interrupted introduced involving jump leam manner meaning minisphere mother motion moving multisphere natural signs normal object or event objects and events parents pattem pick picture printed word procedure properties pull push reading reference relation relevant response retum salient sequence Session sight-reading Sign and Spoken sign functioning sign stage sign-word signiﬁcance signs and words social systems sound speciﬁc spoken words stacking Station stereotypies structure Swiss Cheese Symbol Accentuation symbolic-sign stage syncretic tantrums task teacher toy dog training tape tumed videotape walk worker