A Nonverbal Intervention for the Severely Language Disordered Young Child: An Intensive Approach.

Autor/in	Fraser, Diane Lynch
Titel	A Nonverbal Intervention for the Severely Language Disordered Young Child: An Intensive Approach.
Quelle	(1989), (17 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Autism; Case Studies; Communication Skills; Dance Therapy; Intervention; Language Handicaps; Movement Education; Nonverbal Communication; Preschool Education; Severe Disabilities; Teaching Methods + Suchen Sie Ihr Suchwort? Autismus; Case study; Fallstudie; Case Study; Kommunikationsstil; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Bewegungsbildung; Non-verbal communication; Nonverbale Kommunikation; Pre-school education; Vorschulerziehung; Severe disability; Schwerbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Designing therapeutic approaches for language-disordered young children calls for the coordination of communication skills across the three developmental pathways: motor, social-emotional, and language-cognitive. The case study presented in this document examines the effectiveness of a dance-movement therapy intervention conducted over a 2-year period with a severely language-disordered young child. Alex was diagnosed with infantile autism at age 18 months. Dance movement therapy was begun at the age of 2.5 years, with the initial goals of increasing body awareness and reducing body tension in the service of communication. Dance movement therapy was selected because it was believed that children build a foundation for social expression based upon early nonverbal movement patterns. After a 6-month period of poor progress, an intervention combining both individual and dyad dance movement therapy was administered, with the goal of increasing both the frequency and duration of nonverbal interactional behavior. It was felt that the child-child dyad could best facilitate functional nonverbal communication. Alex subsequently experienced a tremendous leap in development, in which he maintained eye contact, participated in nonverbal turn taking routines, and responded appropriately to questions. Includes five references. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01