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By Eric Schopler, Gary B. Mesibov

The North Carolina nation Legislature's mandate to department TEACCH has 3 significant parts. First, to supply the main updated and value­ potent prone attainable for households with autistic or related language­ impaired young children; moment, to behavior examine geared toward the higher below­ status of such devastating issues; and 3rd, to supply education for the pros had to pursue those pursuits. One point achieve those goals is to carry annual meetings on themes of unique significance to the lower than­ status and therapy of autism and related issues. as well as education execs and oldsters at the most modern de­ velopments in each one convention subject, we're publishing a chain, present matters in Autism, in line with those meetings. those books will not be, even if, easily the broadcast lawsuits of the convention papers. as a substitute, a few chapters are increased convention shows, while others come from nationwide and in­ ternational specialists whose paintings is past the scope of the convention, yet es­ sential in our test at entire insurance of the convention subject matter. those volumes are meant to supply the most up-tp-date wisdom and profes­ sional perform on hand to us on the time.

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In R. ), Language intervention strategies (pp. 193-238). Baltimore, MD: University Park Press. Johnston, J. (1982). Cognitive prerequisites: Some evidence from children learning English. In D. ), Proceedings of the Conference on Cross-Linguistic Studies in Language Acquisition. Berkeley: University of California at Berkeley Press. Karmiloff-Smith, A. (1979). Afunctional approach to child language: A study of determiners and reference. London: Cambridge University Press. , & Mulhern, S. (1975). Interactive language development teaching.

In this respect, his viewpoint is similar to that expressed by Slobin (1978). Schlesinger also suggests that concepts may develop in the process of linguistic development. He further suggests that language concepts involve linguistic categorization. As the child learns a word, then, he or she also forms the linguistic categories underlying it. In a sense, language makes a contribution to the categorization processes for the child. It seems to add another set of cues that can be used to organize the world.

The Weak Cognitive Model. The weak form of the cognitive model (Cromer, 1974, 1976) suggests that cognitive development is necessary and important for language to develop. However, it is not sufficient in itself to account for the development of language. The weak cognitive model can be discerned in Cromer's analysis, in which cognitive development provides the child with the meaning or concepts that language maps. Other, highly specific skills are needed, however, for the child to be able to learn the language system, and cognitive development does not seem to provide any significant input into these.

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