Accommodating communication

A case study of Jack (Emerson and Dearden, 2013) is a good example of this.

Ten year old Jack had very limited communication despite years of education and provision of AAC means such as signs and symbols.

Researchers have begun to consider the link between ability, as measured by I.

Q., and the presence, to varying degrees, of motor impairments (Mari et al., 2003) as well as the link between sensory-motor difficulties and the development of communication (Iverson and Wozniak, 2007).

One such intervention is the MORE (Means, Opportunities, Reasons, and Expectations) model, founded on the “least dangerous assumption,” that is assuming competence until otherwise established through long-term observation and assessment.

Studies of the motor skills of people with autism sit within the wider fields of perceptual and sensory differences (Minshew et al., 1997; Milne et al., 2002; Zwaigenbaum et al., 2005). Abilities in hand use or coordination may be demonstrated in one task, but not in another, for example when given an instruction. Variation in vocal-motor development in infant siblings of children with autism. The ensuing investigation considers what is needed for the task to be accomplished successfully (Wood et al., 1976; Vygotsky, 1978). Motor impairment in individuals with autism potentially impacts on their development in all spheres. doi: 10.1023/A:1010795219886 Pubmed Abstract | Pubmed Full Text | Cross Ref Full Text Patton, J. This paper is particularly concerned with people with severe communication impairments suggesting that recognition of the impact of motor impairments on their lives could lead to more effective interventions being developed.

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  1. After much thought, our conversation for closure came down to two things: His mother and friends would accept me, but his Serbian father never would; and he was afraid of experiencing me sexually.