Declarative Language Handbook

Do you know a child with social learning challenges? Do they struggle to see the big picture, be flexible, take the perspective of others, problem solve in real time, and/or read nonverbal communication? Do they have trouble connecting with others by sharing meaningful memories or making plans for the near and distant future? Is it hard for them to express their emotions calmly using language - often getting upset instead? These skills are needed in every interaction and social opportunity that we have in life, but for a child with social learning challenges, they can seem out of reach. Wouldn't it be great if there was a way that you could support growth in these areas for someone you care about? A method that was woven into everyday interactions and social opportunities? That is what this book is about. It's to help you, the person who cares deeply about someone with social learning challenges, use everyday incidental moments to teach and guide your child's social learning. You might be a therapist or a teacher, or you might be a parent, grandparent, or babysitter. This book was written to help you feel equipped to make a difference, simply by being mindful of your own communication and speaking style. What you say, and how you say it, matters!

Do you know a child who struggles to get started with things or who resists trying something new? Maybe they argue or have trouble joining other kids in conversation and play. Do you hear yourself prompting your child again and again? Do you feel frustrated or stuck, and long for a better way - a more positive way - to engage your child while guiding them toward independence? This book was written for parents, caregivers, professionals and more - to guide you on how to move away from prompting and prodding kids - and toward authentic connections and competent roles. You'll learn how to create a positive learning environment for everyone, and feel empowered as you thoughtfully expand roles and responsibilities. "In this book, Ms. Murphy explains co-regulation as a way of being with, doing together, and teaching children with learning challenges. Instead of the adult directing and prompting the child through endless steps of an activity, a common method that can quickly become frustrating for all involved, with a co-regulation approach, the adult sets up activities such that the child has a specific role, one in which they are competent, and through this role the child, from the start, successfully participates in the whole, meaningful activity, and--and perhaps most importantly--participates in harmony together with the adult. More learning comes through creating alterations to the child's role (e.g., swapping roles), or adding complexity to the role or to the activity itself. In this way adults expand children's competence through meaningful participation and from a place of harmonious interaction. Activities included as examples are as disparate as cooking, playing games, and playdates. As in her Declarative Language Handbook, Ms. Murphy presents complex material with clarity and compelling, illustrative examples. This book will be invaluable for parents as well as teachers, and therapists across disciplines." Karen Levine, Ph.D., Psychologist Lecturer on Psychiatry, Harvard Medical School "When Declarative Language Handbook came out I recommended the book to my Facebook and YouTube followers, many of whom shared with me how grateful they were for recommending the book to them. I will be doing the same with Co-Regulation Handbook. The brilliance of Linda's writing is her ability to make concepts practical and she provides clear and concise directions regarding how to implement strategies. Linda's voice fills a tremendous need in the ADHD world, which for decades has ignored the incredibly important role language plays in building skills. Like Declarative Language Handbook, I consider this book a necessity for parents of kids with ADHD." Ryan Wexelblatt, LCSW, ADHD-CCSP (ADHD Dude) "This book is a beautifully written guide on how to form a deep, meaningful and impactful partnership with your child. This is important for any child, but when your child experiences the world differently this partnership is invaluable. I have watched my son (and myself!) grow in so many ways since we started practicing co-regulation, and I feel so much more equipped to help him navigate a world that can be confusing and scary to him. In this book Linda will walk you through the process of learning about co-regulation in an easy to read and fun way. This book is a MUST READ, the knowledge in these pages will help transform the child's experience and set the stage to learn and grow together in a positive and meaningful way." Charlie's Mom "Relationship is the key to unlocking true reciprocal communication, intrinsic motivation, and a strong sense of self. Linda Murphy's companion books, Declarative Language Handbook and Co-regulation Handbook, are clear, concise and communicate core principles of person-centered care I find foundational in my work." Sherri Miller MS, CCC-SLP, Founder of Communicating Potential LLC

This straightforward guide offers a complete overview of Pathological Demand Avoidance Syndrome (PDA) and gives practical advice for overcoming the difficulties it poses in a wide range of contexts from diagnosis through to adulthood. Starting with an exploration into the background of PDA that answers many of the immediate questions triggered when a child is first diagnosed, the book goes on to look at the impact of the condition on different areas of the child's life and what can be done to help. The authors present useful information on early intervention options and workable strategies for managing PDA positively on a day-to-day basis. They also examine ways to minimize common difficulties that may be encountered at home and school, making life easier for the child, family and peers. The final chapters tackle new problems that can arise when the teenage years hit and how to assist a successful transition from adolescence to adulthood. Illustrative case examples are included throughout, and the book concludes with a list of valuable resources for further information and advice. Full of helpful guidance and support, this user-friendly introductory handbook is essential reading for anyone caring for, or working with, children with PDA.

In order to learn, kids’ need to move! Grounded in best practices and current research, this hands-on resource connects the dots that link brain activity, movement, and early learning. The expert authors unveil the Kinetic Scale: a visual map of the active learning needs of infants, toddlers, preschoolers, and primary graders that fits each child’s individual timetable. Teachers, parents, and caregivers will find a wealth of information, actionable tips, and games they can use to support children’s healthy development—all presented in a lively, full-color format with demonstrative diagrams and photos. A final section offers easy-to-implement activities geared to the Kinetic Scale. Downloadable digital content includes printable charts, games, and activities from the book plus a PowerPoint presentation for professional development, parent handouts, and bonus activities. An ideal tool for coaches, mentors, and trainers.Introducing the Kinetic Scale unique framework encompassing all the elements of movement: reflexes, sensory tools (sight, hearing, smell, taste, touch, balance, and intuition), motor tools (power, coordination, and control), and language based on six stages of movement development from birth to age 7: snugglers, squigglers, stompers, scampers, scooters, and skedaddlers designed to foster a balanced diet of physical activity that helps each child move, grow, and learn on the child’s individual timetable

Studies of Japanese syntax have played a central role in the long history of Japanese linguistics spanning more than 250 years in Japan and abroad. More recently, Japanese has been among the languages most intensely studied within modern linguistic theories such as Generative Grammar and Cognitive/Functional Linguistics over the past fifty years. This volume presents a comprehensive survey of Japanese syntax from these three research strands, namely studies based on the traditional research methods developed in Japan, those from broader functional perspectives, and those couched in the generative linguistics framework. The twenty-four studies contained in this volume are characterized by a detailed analysis of a grammatical phenomenon with broader implications to general linguistics, making the volume attractive to both specialists of Japanese and those interested in learning about the impact of Japanese syntax to the general study of language. Each chapter is authored by a leading authority on the topic. Broad issues covered include sentence types (declarative, imperative, etc.) and their interactions with grammatical verbal categories (modality, polarity, politeness, etc.), grammatical relations (topic, subject, etc.), transitivity, nominalizations, grammaticalization, word order (subject, scrambling, numeral quantifier, configurationality), case marking (ga/no conversion, morphology and syntax), modification (adjectives, relative clause), and structure and interpretation (modality, negation, prosody, ellipsis). Chapter titles Introduction Chapter 1. Basic structures of sentences and grammatical categories, Yoshio Nitta, Kansai University of Foreign Studies Chapter 2: Transitivity, Wesley Jacobsen, Harvard University Chapter 3: Topic and subject, Takashi Masuoka, Kobe City University of Foreign Studies Chapter 4: Toritate: Focusing and defocusing of words, phrases, and clauses, Hisashi Noda, National Institute for Japanese Language and Linguistics Chapter 5: The layered structure of the sentence, Isao Iori, Hitotsubashi University Chapter 6. Functional syntax, Ken-Ichi Takami, Gakushuin University; and Susumu Kuno, Harvard University Chapter 7: Locative alternation, Seizi Iwata, Osaka City University Chapter 8: Nominalizations, Masayoshi Shibatani, Rice University Chapter 9: The morphosyntax of grammaticalization, Heiko Narrog, Tohoku University Chapter 10: Modality, Nobuko Hasegawa, Kanda University of International Studies Chapter 11: The passive voice, Tomoko Ishizuka, Tama University Chapter 12: Case marking, Hideki Kishimoto, Kobe University Chapter 13: Interfacing syntax with sounds and meanings, Yoshihisa Kitagawa, Indiana University Chapter 14: Subject, Masatoshi Koizumi, Tohoku University Chapter 15: Numeral quantifiers, Shigeru Miyagawa, MIT Chapter 16: Relative clauses, Yoichi Miyamoto, Osaka University Chapter 17: Expressions that contain negation, Nobuaki Nishioka, Kyushu University Chapter 18: Ga/No conversion, Masao Ochi, Osaka University Chapter 19: Ellipsis, Mamoru Saito, Nanzan University Chapter 20: Syntax and argument structure, Natsuko Tsujimura, Indiana University Chapter 21: Attributive modification, Akira Watanabe, University of Tokyo Chapter 22: Scrambling, Noriko Yoshimura, Shizuoka Prefectural University

Students with autism should not have struggle with reading comprehension! Many individuals with autism spectrum disorder may be fluent word callers; indeed, many have advanced ability to recognize words. However, many people with autism spectrum disorder need support when it comes to reading comprehension. Comprehension difficulties in readers with ASD can be subtle and difficult to tease out. As a result, their substantial level of risk for reading comprehension problems is often overlooked or unaddressed, and many students struggle in silence. This is where Drawing a Blank: Improving Comprehension for Readers on the Autism Spectrum is helpful. This practical and well-researched resource provides educational professionals and parents with the tools needed to improve comprehension for good decoders who have reading comprehension difficulties, as well as readers who struggle with both decoding and comprehension. In keeping with current standards, the book emphasizes the importance of using evidence-based and promising practices, based on thorough assessment of students with autism spectrum. This resource helps those with autism spectrum disorder learn how they can become better and more effective readers. Foreword by Brenda Smith Myles, PhD.

"To think of PDA as merely involving demand avoidance is to me akin to thinking of tigers as merely having stripes." This book is a unique window into adult Pathological Demand Avoidance (PDA), exploring the diversity of distinct PDA traits through the voices of over 70 people living with and affected by the condition. Sally Cat, an adult with PDA, has successfully captured the essence of a popular online support group in book form, making the valuable insights available to a wider audience, and creating a much-needed resource for individuals and professionals. Candid discussions cover issues ranging from overload and meltdowns, to work, relationships and parenting. This is a fascinating and sometimes very moving read.

What is language and how can we investigate its acquisition by children or adults? What perspectives exist from which to view acquisition? What internal constraints and external factors shape acquisition? What are the properties of interlanguage systems? This comprehensive 31-chapter handbook is an authoritative survey of second language acquisition (SLA). Its multi-perspective synopsis on recent developments in SLA research provides significant contributions by established experts and widely recognized younger talent. It covers cutting edge and emerging areas of enquiry not treated elsewhere in a single handbook, including third language acquisition, electronic communication, incomplete first language acquisition, alphabetic literacy and SLA, affect and the brain, discourse and identity. Written to be accessible to newcomers as well as experienced scholars of SLA, the Handbook is organised into six thematic sections, each with an editor-written introduction.