Do traditional assessments miss the pragmatic difficulties shown by children on the autistic spectrum? / Christine MOWBRAY in Good Autism Practice - GAP, 15-2 (October 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-2 (October 2014) . - p.40-46 Titre : Do traditional assessments miss the pragmatic difficulties shown by children on the autistic spectrum? Type de document : Texte imprimé et/ou numérique Auteurs : Christine MOWBRAY, Auteur Article en page(s) : p.40-46 Index. décimale : PER Périodiques Résumé : This paper is written by a teaching assistant in a mainstream primary school. Here she explores the pragmatic difficulties which many with autism experience both as children and into adulthood. Even those individuals with good spoken language and extensive vocabularies are likely to have problems with the pragmatics of language, that is the social use of language – knowing what to say and do depending on context, holding conversations and their understanding of idioms and metaphors. The author suggests how teaching staff and parents might identify pragmatic problems so that children with autism are not misunderstood and are given support with this aspect of language and communication. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] Do traditional assessments miss the pragmatic difficulties shown by children on the autistic spectrum? [Texte imprimé et/ou numérique] / Christine MOWBRAY, Auteur . - p.40-46. in Good Autism Practice - GAP > 15-2 (October 2014) . - p.40-46 Index. décimale : PER Périodiques Résumé : This paper is written by a teaching assistant in a mainstream primary school. Here she explores the pragmatic difficulties which many with autism experience both as children and into adulthood. Even those individuals with good spoken language and extensive vocabularies are likely to have problems with the pragmatics of language, that is the social use of language – knowing what to say and do depending on context, holding conversations and their understanding of idioms and metaphors. The author suggests how teaching staff and parents might identify pragmatic problems so that children with autism are not misunderstood and are given support with this aspect of language and communication. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

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