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They also improve metacognitive skills by teaching stu- dents the vocabulary and language to describe how they are thinking cholesterol ratio of 5.1 order 20 mg atorlip-20. Sounds Abound Series this series includes several resources cholesterol no longer bad order cheap atorlip-20 line, such as Bingo and storybook activities cholesterol test scores buy discount atorlip-20 20 mg, that aim to enhance phonological awareness cholesterol yellow spots under eyes buy atorlip-20 with american express. The step-by-step procedures and complete lessons eliminate guesswork cholesterol numbers vs ratio order 20mg atorlip-20 with visa, as each skill builds upon the previous skill what cholesterol medication is safest cheap 20mg atorlip-20 with visa. The writing topics and practice pages provide scenarios for students to write about. There are separate editions for persuasion, exposition, narration, and compare and contrast. Multiple Meanings for the Young Adult this resource has a set of exercises that help older students build a meaningful vocabu- lary. Language Development, Differences, and Disorders this text provides a unique collaborative approach between general and special educa- tors and a speech-language pathologist. Workbook for Synonyms, Homonyms, and Antonyms this workbook has reproducible activity pages as well as specific suggestions for supplemental teaching activities appropriate for use with individual students, small groups, or an entire class. Box 4279 oceanside, Ca 92052-4279 Phone: 888-758-9558 fax: 760-722-9593 email: acom@acadcom. Topics range from the importance of prediction strategies to facilitating development of phonological awareness. Exercises for Descriptive Language Skills for ages 4 to 10 years, this collection of activities targets skills such as sequencing story pictures and retelling stories, describing details using precise vocabulary, describing similarities and differences, creating stories and finishing incomplete stories, and giving explanations. Lessons are written to align with core curriculum standards and universal design parameters. The lessons can be adjusted to meet the needs of students on varying reading levels (covering first- through eighth-grade reading levels) without altering the content for these students. The books have interactive features such as imbedded videos, pop-up definitions, voice-over options, and quizzes/tests. Box 10624 Baltimore, md 21285-0624 Phone: 800-638-3775 fax: 410-337-8539 Web site: Words their way: Word study for phonics, vocabulary, and spelling instruction (5th ed. This clinician and teacher guide provides evidence-based activities for teaching phonologi- cal awareness, vocabulary, spelling, alphabetic principle, and reading decoding skills. This book provides practical vocabulary instruction strategies for early, intermediate, and later grades. This is a clinician- and parent-friendly guide to the development of reading and spelling skills in young children. This book contains a section that describes the types of books that are appropriate for children in four different age ranges between infancy and 12 years of age. This text presents practical strategies to help adolescent learners access curricula content across subject areas and meet the performance demands of secondary educational settings. This book focuses on training in three areas: rhyming, sound blending, and sound segmenting. This text focuses on the differences between spoken and written language disabilities. This chapter covers writing skills and provides information on writing texts for specific genres. This book focuses on training in four areas: sound blending, sound segmenting, reading, and spelling. The fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (dsm-5; american Psychiatric association [aPa], 2013) was released in may 2013, and it contains several significant changes to the definition and criteria for diagnosis of autism. Children who meet these criteria will be given a diagnosis of asd with varying levels of severity: mild, moderate, or severe (see Table 6-1). These children also can receive an accompanying diag- nosis of language and/or intellectual impairment. This represents a significant shift from 10 years ago, when only one-third of children with asd scored above the iQ cut-off for intellectual disability/impairment (dykens & Lense, 2011). Thus, children diagnosed with moderate to severe asd are likely to exhibit significant in- tellectual deficits. The authors of this text do not agree with the omission of language as one of the defining characteristics of asd. There are 40 years of research litera- ture demonstrating the centrality of language to a diagnosis of asd. Distress and/or simple sentences, whose interaction difficulty in changing focus or is limited to narrow special action. Difficulty functioning in one or more initiating social interactions, and contexts. Problems unsuccessful responses to the social of organization and planning overtures of others. For example, a person who is able to speak in full sentences and engages in communication but whose to-and-fro conversation with others fails, and whose attempts to make friends are odd and typically unsuccessful. Thus, omitting language in the definition of asd renders a fundamental mischaracterization of this dis- order. There is increased awareness of the condition by health care and educational professionals as well as the general public. Jick and Kaye (2012) examined data from three countries to clarify the reasons for the sharp increase in the diagnosis of autism in the 1990s. They compared 250 case pairs of boys with and without a diagnosis of autism in the 1980s and 1990s. The studies reviewed involved several different methodologies: observa- tion in more than one context, standardized tools, eye-tracking tasks, and neuroimag- ing. This lack of awareness/ disinterest is evidenced in their failure to anticipate arrival of parents or recognize their voices, failure to develop natural kiss and cuddle routines, and lack of social imitation. These children show a lack of curiosity about the world, which is manifested, in part, as a resistance to learning new things. Children with asd have dif- ficulty understanding and expressing feelings, and lack empathy. This includes the ability to understand that others have feelings and emotions of their own. Tom is mediated by language; it begins to develop during in early childhood, at about 2 to 3 years of age. Joint attention is a prerequisite skill for developing Tom; so, before any Tom strategies. Language although oral language development is no longer a dsm criterion for the diagnosis of asd, it is important to understand that children with asd exhibit significant quantitative and qualitative language impairments. The pattern of development and language use described in asd is often strikingly different from Td children and children with other developmen- tal disabilities. This verbal behavior is not unique to au- tism; children with other disabilities such as intellectual impairment, fragile X syndrome, and childhood schizophrenia may exhibit echolalia (Tager-flusberg, Paul, & Lord, 2005). However, compared to these other populations, a much larger proportion of children with asd (approximately 85% of verbal communicators) produce echolalic utterances, the length of their echoed utterances are longer, and their echoes include more precise replica- tion of the original utterance with regard to factors such as intonation, coughs, and accents (rydell & Prizant, 1995). Hyperlexia also has been characterized as a compulsive preoccupation with the written word. The main speech im- pairment occurs in speech prosody (melody or rhythm of speech), and this characteristic is observed even in adolescents with no discernible language impairment (grossman, Bemis, skwerer, & Tager-flusberg, 2013; rapin & dunn, 1997). Noncommunicative (Child is repeating an utterance heard 2 years previously for no apparent reason. This labored and slow enunciation pattern was in stark contrast to the briefer, more fluid productions of their typically developing peers. These abnormal prosody production pat- terns also have been noted by Paul, augustyn, Klin, and vollkmar (2005). These findings suggest that intervention focused on executive functioning and Tom may yield overall de- velopmental benefits, including advances in language and communication. Because these studies involved small sample sizes, the results must be viewed as promising, but preliminary. These authors followed 300 children from age 2 to 21 years and found three distinct subgroups: about 10% of children showed dramatic improvement by middle adolescence. These limitations may affect their ability to adjust to new social demands in academic, vocational, and community settings. The national standards Project conducted a comprehensive review of intervention studies completed by 2007 for children and adolescents with asd (national autism Center, 2009b). The national Professional development Center on asd (nPdC) also performed a sys- tematic review of intervention articles published between 1997 and 2007 (odom, Collet- Klingenberg, rogers, & Hatton, 2010). The nPdC recently updated its comprehensive review of the asd intervention litera- ture to include articles from 1990 through 2011 (Wong et al. Target behaviors are selected based on individual need/skill as well as instructional/ family priorities. The hierarchy progresses from meaningful gestures/vocalizations, to single words, to phrases/sentences, and culminates with complex language forms. These two philosophical orientations are not mutually exclusive and are frequently combined to varying degrees. The degree to which programming is child-directed or clinician-directed may vary across settings or over time. Thus, maturation coupled with early, appropriate stimulation capitalizes on neural plasticity. This comprehensive approach should be implemented over extended periods of time because asd is a life-span disorder (Boyd et al. However, excessive reliance on structure has the potential to become a hindrance and even an obstacle to learning new skills and adapting to changes in daily routines. Target behaviors need to be explicitly taught across all daily environments and activities, including home, school, day- care, and community settings. Clinicians are encouraged to use a positive, soft, and even tone when interacting with their clients, even when the intended message is disapproving. These children benefit from strategies that utilize their strength in visual pro- cessing, such as picture schedules, behavior graphing, and so on. The team also may include: occupational therapist for teaching fine motor and self-care skills, and sensory integration. The authors do not endorse any particular orienta- tion, and have ourselves utilized a variety of different approaches and combinations of approaches according to the needs of individual children and their families. The reader is encouraged to develop a large repertoire of treatment strategies to maximize the effective- ness of treatment programming for each child. This chapter does not discuss comprehen- sive treatment models that address the broad range of deficit areas exhibited by children with asd, such as Learning experiences and alternate Programs for Preschoolers and Their Parents (LeaP; strain & Hoyson, 2000), more Than Words (Carter, et al. The approaches are presented in alphabetical order rather than any potential author preference. The structured classroom-based approach to teaching is based on the premise that children with autism are predominantly visual learners. Applied behavior analysis (aBa) represents a class of interventions that apply behavioral science principles to address behavior prob- lems and learning in children with autism and other developmental disorders. The proper implementation of aBa requires objective observation and analysis of behavior. This immediate schedule of reinforcement for correct behaviors is used to clearly establish the expected behavior and provide immediate feedback to the child about the accuracy of his or her response.

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The remaining problems arising out of dreams questions as to the instigators of dreams, as to the origin of their material, as to their possible meaning, as to the possible function of dreaming, and as to the reasons for dreams being forgotten all these problems will be discussed by me on the basis, not of the manifest, but of the newly discovered latent dream-content. Since I attribute all the contradictory and incorrect views upon dream-life which appear in the literature of the subject to ignorance of the latent content of dreams as revealed by analysis, I shall be at the greatest pains henceforward to avoid confusing the manifest dream with the latent dream-thoughts. Dreams can be divided into three categories in respect of the relation between their latent and manifest content. In the first place, we may distinguish those dreams which make sense and are at the same time intelligible, which, that is to say, can be inserted without further difficulty into the context of our mental life. They are for the most part short and appear to us in general to deserve little attention, since there is nothing astonishing or strange about them. Incidentally, their occurrence constitutes a powerful argument against the theory according to which dreams originate from the isolated activity of separate groups of brain cells. They give no indication of reduced or fragmentary psychical activity, but nevertheless we never question the fact of their being dreams, and do not confuse them with the products of waking life. A second group is formed by those dreams which, though they are connected in themselves and have a clear sense, nevertheless have a bewildering effect, because we cannot see how to fit that sense into our mental life. The preponderant majority of the products of our dreaming exhibit these characteristics, which are the basis of the low opinion in which dreams are held and of the medical theory that they are the outcome of a restricted mental activity. The most evident signs of incoherence are seldom absent, especially in dream-compositions of any considerable length and complexity. On Dreams 1061 the contrast between the manifest and latent content of dreams is clearly of significance only for dreams of the second and more particularly of the third category. It is there that we are faced by riddles which only disappear after we have replaced the manifest dream by the latent thoughts behind it; and it was on a specimen of the last category a confused and unintelligible dream that the analysis which I have just recorded was carried out. Contrary to our expectation, however, we came up against motives which prevented us from becoming fully acquainted with the latent dream-thoughts. A repetition of similar experiences may lead us to suspect that there is an intimate and regular relation between the unintelligible and confused nature of dreams and the difficulty of reporting the thoughts behind them. Before enquiring into the nature of this relation, we may with advantage turn our attention to the more easily intelligible dreams of the first category, in which the manifest and latent content coincide, and there appears to be a consequent saving in dream-work. Moreover, an examination of these dreams offers advantages from another standpoint. Here, incidentally, we have a further argument against tracing the origin of dreams to dissociated cerebral activity during sleep. For why should a reduction in psychical functioning of this kind be a characteristic of the state of sleep in the case of adults but not in that of childrenfi On the other hand, we shall be fully justified in expecting that an explanation of psychical processes in children, in whom they may well be greatly simplified, may turn out to be an indispensable prelude to the investigation of the psychology of adults. On Dreams 1062 I will therefore record a few instances of dreams which I have collected from children. A little girl nineteen months old had been kept without food all day because she had had an attack of vomiting in the morning; her nurse declared that she had been upset by eating strawberries. The day before, he had been obliged to present his uncle with a gift of a basket of fresh cherries, of which he himself, of course, had only been allowed to taste a single sample. The voyage was evidently not long enough for her, for she cried when she had to get off the boat. Next morning she reported that during the night she had been for a trip on the lake: she had been continuing her interrupted voyage. Each time a new mountain came into view he asked if it was the Dachstein and finally refused to visit a waterfall with the rest of the company. His behaviour was attributed to fatigue; but it found a better explanation when next morning he reported that he had dreamt that he climbed up the Dachstein. He had evidently had the idea that the expedition would end in a climb up the Dachstein, and had become depressed when the promised mountain never came in view. In the course of a walk her father had stopped short of their intended goal as the hour was getting late. On their way back she had noticed a signpost bearing the name of another landmark; and her father had promised to take her there as well another time. Next morning she met her father with the news that she had dreamt that he had been with her to both places. All of them fulfilled wishes which were active during the day but had remained unfulfilled. A little girl not quite four years old had been brought to town from the country because she was suffering from an attack of poliomyelitis. She spent the night with an aunt who had no children, and was put to sleep in a large bed much too large for her, of course. Next morning she said she had had a dream that the bed had been far too small for her, and that there has been no room for her in it. An eight-year-old boy had a dream that he was driving in a chariot with Achilles and that Diomede was the charioteer. It was shown that the day before he had been deep in a book of legends about the Greek heroes; and it was easy to see that he had taken the heroes as his models and was sorry not to be living in their days. The wishes which are fulfilled in them are carried over from daytime and as a rule from the day before, and in waking life they have been accompanied by intense emotion. Nothing unimportant or indifferent, or nothing which would strike a child as such, finds its way into the content of their dreams. On Dreams 1064 Numerous examples of dreams of this infantile type can be found occurring in adults as well, though, as I have said, they are usually brief in content. Thus a number of people regularly respond to a stimulus of thirst during the night with dreams of drinking, which thus endeavour to get rid of the stimulus and enable sleep to continue. They dream that they are already up and at the washing-stand, or that they are already at the school or office where they are due at some particular time. During the night before a journey we not infrequently dream of having arrived at our destination; so too, before a visit to the theatre or a party, a dream will often anticipate the pleasure that lies ahead out of impatience, as it were. In other dreams the wish-fulfilment is expressed a stage more indirectly: some connection or implication must be established that is, the work of interpretation must be begun before the wish-fulfilment can be recognized. A man told me, for instance, that his young wife had had a dream that her period had started. I reflected that if this young woman had missed her period she must have known that she was faced with a pregnancy. Thus when she reported her dream she was announcing her pregnancy, and the meaning of the dream was to represent as fulfilled her wish that the pregnancy might be postponed for a while. Under unusual or extreme conditions dreams of this infantile character are particularly common. Thus the leader of a polar expedition has recorded that the members of his expedition, while they were wintering in the ice- field and living on a monotonous diet and short rations, regularly dreamt like children of large meals, of mountains of tobacco, and of being back at home. It by no means rarely happens that in the course of a comparatively long, complicated and on the whole confused dream one particularly clear portion stands out, which contains an unmistakable wish-fulfilment, but which is bound up with some other, unintelligible material. But in the case of adults, anyone with some experience in analysing their dreams will find to his surprise that even those dreams which have an appearance of being transparently clear are seldom as simple as those of children, and that behind the obvious wish-fulfilment some other meaning may lie concealed. It would indeed be a simple and satisfactory solution of the riddle of dreams if the work of analysis were to enable us to trace even the meaningless and confused dreams of adults back to the infantile type of fulfilment of an intensely felt wish of the previous day. There can be no doubt, however, that appearances do not speak in favour of such an expectation. Dreams are usually full of the most indifferent and strangest material, and there is no sign in their content of the fulfilment of any wish. On Dreams 1065 But before taking leave of infantile dreams with their undisguised wish-fulfilments, I must not omit to mention one principal feature of dreams, which has long been evident and which emerges particularly clearly precisely in this group. They show us the wish as already fulfilled; they represent its fulfilment as real and present; and the material employed in dream-representation consists principally, though not exclusively, of situations and of sensory images, mostly of a visual character. Thus, even in this infantile group, a species of transformation, which deserves to be described as dream-work, is not completely absent: a thought expressed in the optative has been replaced by a representation in the present tense. There are, however, two passages in the specimen dream which I have reported, and with whose analysis we have made some headway, that give us reason to suspect something of the kind. The analysis showed that my wife had concerned herself with some other people at table, and that I had found this disagreeable; the dream contained precisely the opposite of this the person who took the place of my wife was turning her whole attention to me. But a disagreeable experience can give rise to no more suitable wish than that its opposite might have occurred which was what the dream represented as fulfilled. But another achievement of the dream-work, tending as it does to produce incoherent dreams, is even more striking. If in any particular instance we compare the number of ideational elements or the space taken up in writing them down in the case of the dream and of the dream-thoughts to which the analysis leads us and of which traces are to be found in the dream itself, we shall be left in no doubt that the dream- work has carried out a work of compression or condensation on a large scale. It is impossible at first to form any judgement of the degree of this condensation; but the deeper we plunge into a dream-analysis the more impressive it seems. For instance, I once had a dream of a sort of swimming-pool, in which the bathers were scattering in all directions; at one point on the edge of the pool someone was standing and bending towards one of the people bathing, as though to help her out of the water. The situation was put together from a memory of an experience I had had at puberty and from two paintings, one of which I had seen shortly before the dream. In the first place, there was the episode from the time of my engagement of which I have already spoken. But behind this recent recollection there lay concealed an exactly similar and far more important scene from the time of our engagement, which estranged us for a whole day. The intimate laying of a hand on my knee belonged to a quite different context and was concerned with quite other people. This element in the dream was in turn the starting-point of two separate sets of memories and so on. The material in the dream-thoughts which is packed together for the purpose of constructing a dream- situation must of course in itself be adaptable for that purpose. The dream-work then proceeds just as Francis Galton did in constructing his family photographs. The common element in them then stands out clearly in the composite picture, while contradictory details more or less wipe one another out. This method of production also explains to some extent the varying degrees of characteristic vagueness shown by so many elements in the content of dreams. On Dreams 1067 If a common element of this kind between the dream-thoughts is not present, the dream-work sets about creating one, so that it may be possible for the thoughts to be given a common representation in the dream. The most convenient way of bringing together two dream-thoughts which, to start with, have nothing in common, is to alter the verbal form of one of them, and thus bring it half-way to meet the other, which may be similarly clothed in a new form of words. A parallel process is involved in hammering out a rhyme, where a similar sound has to be sought for in the same way as a common element is in our present case. A large part of the dream-work consists in the creation of intermediate thoughts of this kind which are often highly ingenious, though they frequently appear far-fetched; these then form a link between the composite picture in the manifest content of the dream and the dream-thoughts, which are themselves diverse both in form and essence and have been determined by the exciting factors of the dream. The analysis of our sample dream affords us an instance of this kind in which a thought has been given a new form in order to bring it into contact with another which is essentially foreign to it. It may seem strange that the dream-work should make such free use of verbal ambiguity, but further experience will teach us that the occurrence is quite a common one.

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