Publisher's Synopsis
This book examines new research on the acquisition of pre-speech communication skills by normally developing infants and applies this to children with severe learning difficulties or language-delayed children who function at the sensori-motor stage of cognition. While most of the latter will be school-age children, the approaches described are also appropriate to adults with communication impairment who operate at the senori-motor level. The authors present ideas derived from theory and research but that are developed for classroom practice. The chapters follow a developmental sequence from affective communication of emotions to communication of meanings.
