Movement and Action in Learning and Development
Clinical Implications for Pervasive Developmental Disorders
- Ida Stockman, Michigan State University, East Lansing
Speech-language pathologists, occupational and physical therapists, psychologists, special education teachers, as well as other education and medical professionals who deal with children and adults with pervasive developmental disabilities.
- Published: March 2004
- Imprint: ACADEMIC PRESS
- ISBN: 978-0-12-671860-7
"To complement the various theoretical perspectives, this book provides detailed descriptions of the GIT (Guided Interaction Therapy) and PROMPT (Prompts for Restructuring Oral Muscular Phonetic Targets), two systems-oriented interventions for children and adults with PDD and other nonverbal and verbal disorders. These system-based approaches differ from more traditional interventions used for children with developmental delays and disorders in terms of their focus on the learning process and the sensory experiences used to achieving the desired learning outcomes. This book would be most useful to allied health professionals, particularly occupational therapists and speech therapists, in their work with nontraditional learners, such as children and adults with PDD. Strengths include the focus on the integrated learning process and the use of everyday events as training experiences." -DOODY ENTERPRISES, INC. "Movement and Action in Learning and Development has as its focus the understanding and treatment of children with pervasive developmental disorders (PDD). These children exhibit both verbal and nonverbal deficits that cannot be accounted for by visual, auditory, or motor impairments and who do not always fit the standard criteria for autism. Such children are often at the bottom of the developmental ladder. In this text the authors emphasize the role of sensory-motor experience in learning. The focus is on the process by which children learn and the specific role of action in learning. This book provides a fresh approach to the treatment of children with PDD. It is quite literally a "hands on" approach in which the clinician physically guides the child through nonverbal events and the production of speech about events. The book provides a perspective that will interest both clinicians and investigators." --Patricia Broen, Professor Emeritus, University of Minnesota "Stockman has assembled and eloquently integrated theoretical perspectives from a bevy of cutting-edge scholars and forward-thinking master clinicians to present an exciting treatise on the central role of movement, action and interaction in human development. This book is a "must read" for clinicians involved in neuro-habilitation and rehabilitation as well as for researchers and theoreticians interested in normal and abnormal human development. The ideas set forth in this volume will surely set the course for future ground-breaking advances in rehabilitation for individuals with PDD and many other specific neuro-developmental disorders and for some individuals with aphasia." —Paula A. Square, PhD, Professor, University of Toronto "Therapy based on "Interaction in Real Life Events" is the key to unlocking the mystery of successful intervention in PDD. Stockman and her colleagues have done an excellent job explaining in detail why the GIT and PROMPT approaches are working, and why traditional approaches have been so frustrating. The theories presented in this book not only make sense, they are also cost effective and reality based. Educators and clinicians need this information to re-design current treatment methodologies. Utilizing the GIT and PROMPT approaches with PDD could revolutionize clinical practice skills! This book should be required reading for any professional working with the PDD population." —Karin Bonfils-Kleinhans, OTR/L, Neuro-Rehab, Grass Valley, California and Sierra Nevada Memorial Hospital Out-Pt Center; Occupational Therapy, Grass Valley, California "This volume establishes a very beneficial framework of reference in which action, perception and cognition are closely tied together with a view to close the gapping chasm between theoretical models of child development and repeated experiences of real children in real life." —Ami Klin, Harris Associate Professor of Child Psychology and Psychiatry, Yale Child Study Center, Yale University School of Medicine