BUILDING REASONING AND PROBLEM-SOLVING SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDER A STEP BY STEP GUIDE TO THE THINKING IN SPEECH® INTERVENTION JANICE NATHAN, MS, CCC-SLP AND BARRY R NATHAN, PHD Jessica Kingsley Publishers London and Philadelphia Contents Preface: Growing Up in a Family with Autism PART I: BEING ON THE AUTISM SPECTRUM Understanding Autism Spectrum Disorders PART II: AUTISM AS A LANGUAGE AND EXECUTIVE FUNCTIONING DISORDER About the Brain: Neuroscience for Understanding Autism Executive Functioning in Children with ASD Impulse Control and Emotion Regulation Implicit Learning The Thinking in Speech Model of Reasoning and Problem-Solving PART III: DEVELOPING INNER SPEECH FOR PROBLEM-SOLVING AND SOCIAL INTERACTIONS Setting the Stage for the Thinking in Speech Intervention Developing Mental State and Emotions Vocabulary Vocabulary Development for Higher-Level Use of Language for Problem-Solving 10 Answering Questions Logically 11 Mental Flexibility to Generate Multiple Solutions 12 Developing Theory of Mind 13 Teaching “Chit-Chat” PART IV: LITERACY DEVELOPMENT 14 Developing Emerging Literacy Skills 15 Understanding and Reading Textbooks 16 Note Taking, Teaching Time and Assisting with Arithmetic PART V: FINAL THOUGHTS 17 Reminders When Implementing Thinking in Speech References Subject Index Author Index Preface Growing Up in a Family with Autism1 Nine years ago—at the age of 50—my brother received a diagnosis of high-functioning autism (HFA) Up until his diagnosis, he had grown up with the label “learning disability.” When Sam was diagnosed with HFA, I went through what I call a mini-mourning period I had mixed feelings of shock, disbelief and sadness My brother was no longer someone with a learning disability, but someone with autism! I now realize that my mother was also on the autism spectrum (but that is another story for another time) As a result, I have spent the last two years revisiting my entire childhood, because the childhood I thought I had, had disappeared and was replaced by a mom and a brother who were on the spectrum I now recognize that there are three cousins on my mom’s side who are also very quirky and different, and if not actually on the spectrum, have some of the characteristics of someone on the spectrum Resolving this disconnect has helped me so much in my relationship with my brother I have always admired my brother for his quiet dignity and perseverance through the enormous challenges he has faced in his lifetime He is intellectually my superior, and one of the most generous and thoughtful people I know His diagnosis of HFA has allowed me to become much more accepting of his unique perspective on life And yet, I can still become uncomfortable sometimes when he says or does something that might be construed by others as sarcastic or lacking in empathy Growing up, my brother had severe speech, language and communication delays He was nonverbal for the first few years of his life, and would wander off in stores Whenever we went shopping, my mother would put a “child leash” on my brother as he was very inconsistent in attending to his name In fact we called him “Sammy boy,” because my mom told me that this tended to help my brother “hear” his name When Sam did begin speaking, my parents and I were the only ones who understood him I was his translator until he was nine Even after that, unfamiliar adults had trouble understanding Sam much of the time It’s hard for me to know what Sam “sounded” like when he talked, because I understood everything he said, even when others couldn’t When I look back, I realize that we didn’t engage in true back-and-forth conversation We played games together that I initiated, or I would tell him stories and he passively sat and listened Academic learning was an absolute nightmare for my brother His frustration and anger grew as he watched everyone else around him learn to read and socially interact so easily and effortlessly After he was given his label of learning disability, he was placed in the one-size-fits-all special education room that existed back then There he stayed until high school when he transferred to a vocational-technical high school and trained to become a machinist In retrospect, I believe not having the label of autism as a child may actually have benefited Sam, in that my dad had the same expectations for him as he did for me We were both expected to clean our rooms, get up for school and homework The routine of homework for me was that I would go in my bedroom and close the door Sam’s homework routine was very different Every evening my dad would say, “Sam, it’s time to read.” Sam would begin to yell, “No, I don’t want to.” My dad would then have to drag my screaming and kicking brother to their reading spot, and Sam would have to read a Dr Seuss-type book over and over again I agree with the writer and researcher Temple Grandin that expectations should be placed on all children We need to assume that all children can learn, and then see what they can by themselves and what they need help with My brother is a living example of this philosophy Sam was a non-reader until middle school My dad saw his son as a child who was capable of learning, but needed support to achieve academic success My brother is now an avid reader who loves to read science fiction books I am fortunate in that as Sam got older, his ability to communicate with language improved Now as an adult, he is employed full time, drives and has a social network through the Advisory Board on Autism and Related Disorders (ABOARD) It is interesting how our life experiences impact our career choices I now know that growing up watching my brother struggle to succeed academically and socially shaped my decision to become a speech–language pathologist I never thought about it at the time: when I looked over the curriculum for “communication sciences and disorders,” I felt like I had come home! In graduate school, I had no idea that I would end up specializing in providing language intervention for children with autism spectrum disorders (ASD) It just sort of happened late in my career, after I moved to Pittsburgh from Arizona in 2001 I took a job at The Children’s Institute, and for the first time was seeing a significant number of children on the spectrum That’s when everything “clicked” and I realized that this is what I was meant to be doing! As an adult and a speech–language pathologist, I am very empathetic with the families who have children or siblings on the spectrum I am passionate and dedicated to helping children like my brother have easier days than he did, and empower them to believe in themselves I don’t believe that I would understand children with ASD the way that I if I had not grown up with my brother and my mom I’ve always believed that things happen for a reason My brother (and my mom) have given me the unbelievable gifts of compassion, tolerance, and having the luxury of being able to step out of the “box” that all of us neurotypicals live in, and to appreciate and enjoy the different world that “out of the box” thinkers like my brother live in every day of their lives Note: To aid readability and to avoid favoring either gender, I have alternated between male and female gender pronouns in each chapter Adapted from “Growing up in a family with autism” (Nathan, 2011) Part I BEING ON THE AUTISM SPECTRUM When young children get angry, they sometimes hit or bite or kick That doesn’t mean they’re “bad.” That’s just how they show they’re mad They don’t yet have words to tell us how they feel Fred Rogers of children’s television program, Mister Rogers’ Neighborhood CHAPTER Understanding Autism Spectrum Disorders What it’s Like to Live on the Autism Spectrum Imagine if in every situation in your day-to-day life, good or bad, happy or sad, you had difficulty expressing your thoughts or feelings Imagine what your life would be like in a classroom if your brain had difficulty retrieving the words it needed to think—to reflect on what was said, to compare or contrast it to what you already knew, to reach a conclusion or opinion, even before you were ready to express yourself verbally Imagine your feelings as these situations built up, over and over again, in a classroom situation or in a new situation Wouldn’t you get frustrated? Wouldn’t you, out of frustration, want to hit something (or someone—even someone you love and respect)? Might you want to throw something, or bang your head against the wall? This is what they experience…every day Expressing our thoughts and feelings requires language We think in speech The most important theme of this book is that the disruptive and dysfunctional behaviors we observe in children with ASD are not intentional; instead they result from the child’s language deficiencies No child wakes up determined to have a bad day Their inability to use language for reasoning and problem-solving, even for what seems to us simple problems, is frustrating And as frustrating as it may be for us as parents, teachers, friends or therapists, it is even more frustrating for the child! Children with ASD become easily and quickly overwhelmed when we require their brains to that which is most difficult for them: using language for reasoning and problem-solving Without the ability to use language for reasoning and problem-solving, that is, to think in speech, children with ASD become frustrated Without the ability to use language to help themselves organize their thoughts to stay calm, they become dysregulated; they may repeat themselves or scream or throw something These behaviors reflect their frustration; without being able to think in speech, their brains cannot help them answer a question or cope with the situation Now, recall all the times you have heard someone in the face of these dysregulatory behaviors, rather than show empathy, make a comment similar to one of the following: “Johnny can be so manipulative.” “Suzie knows what to do; she’s just choosing not to it.” “Billy is often noncompliant.” Is this fair to the child with ASD? Empathetic adults would never lecture a child who was blind for walking into them; they would not chastise a child in leg braces for not “keeping up”; and they would not make fun of child with multiple sclerosis for trouble with coordination A Day in the Life—Our Mind Is Always Making Predictions Everyone, from the moment we wake up to the moment we lie down to go to sleep, makes predictions about what will happen next We this mindlessly, without thinking about doing it When we leave one room and enter another, we make predictions about what will happen, or won’t We make these predictions based on our past experiences of entering this room before, or entering different rooms in the same house, or entering rooms like this one but in other homes The ability to predict our next moment allows us to calmly enter a room we’ve never been in Our brains make these predictions virtually automatically, often referred to as mindlessly, that is, without consciously thinking about it Similarly, when I go into a grocery store, I know what to expect because I’ve been to grocery stores before I know where the shopping carts are, I know which way to go as soon as I enter the store Even when I go into a new grocery store for the first time, I assume that the first things I will see are fresh fruits and vegetables because that’s what I’ve experienced when entering most other grocery stores In fact, if it’s not the first thing I see, I feel disoriented And it’s not until I see the fresh produce section that I relax and go about the rest of my grocery shopping, almost mindlessly Children with autism not make these predictions Their brains not automatically retrieve examples of past experiences of going into a grocery store, and even if they did, their brains not automatically compare and contrast this experience with past experiences Instead, going to the grocery store is a new experience—again This is why they can become suddenly and severely dysregulated entering a place that they have been to many, many times in the past The same is true with meeting people When my spouse and I enter the home of a new friend, we automatically make predictions about what will happen, and what won’t We make these predictions based on our past experience of visiting new friends If this is a friend of my spouse, it takes me longer to relax; my spouse has met this person in other situations before, but I haven’t At first I am comparing and contrasting this new friend with past friends to know what to say and what not to say But as this new experience unfolds in a manner similar to when I’ve met other people, I relax, and I am able to enjoy the rest of the evening mindlessly These are typical examples from a neurotypical person’s day But this is not what most individuals on the autism spectrum experience For many individuals with autism, the cognitive processes needed to compare and contrast a new experience with a prior one not happen automatically, and only happen after many, many experiences in the same situation or with the same person Because individuals with autism are not making moment-to-moment, second-to-second predictions about what will happen next based on their prior experiences, they experience what psychologists call anticipatory anxiety Anticipatory anxiety is the apprehension of an event before it happens.1 The apprehension is due to anticipating a negative event The “meltdown” often experienced by individuals with autism— screaming, crying, biting, hitting, and so on—is the result of their inability to calmly predict what is likely to happen based on similar situations in the past In effect, they are experiencing a panic attack due to fear of the unknown Right Diagnosis/Wrong Diagnosis Imagine a doctor taking vital signs of an individual, finding the individual’s heart rate, pulse and rate of breathing were all elevated A reasonable conclusion might be that the person is having or is about to have a heart attack; the best course of action would be to get this person to a hospital as quickly as when reading 129, 134 comprehension see reading comprehension condensed inner speech 61–62 cryptic writing 155 decision-making 41–42, 46, 82 decoding skills 35, 129–133 deductive reasoning 36 diagnosis 18–19 dialogic interaction 42, 63, 101, 158 dialogic verbalization 63–64 emotional regulation 47–49, 58–61 emotions and mental state vocabulary “chit-chat” interactions stimulating 125 as cognitive skill essential for problem-solving 65–66 developing 84–88 as essential for developing self-regulation 84 learning who are friends and who are bullies 91–92 multiple solutions 88–89 prompting negative emotions 90–91 stressful situations 83 executive functioning answering Yes/No questions 103 autism as disorder of 23 comparing and contrasting requiring 76, 95 deficits 20, 37, 44 definitions 33 descriptions 33–34, 38 disorders as common in children with ASD 56, 58 “hot” and “cool” 38, 55–56, 60 self-regulation as form of 57 vocabulary development requiring 93 working memory, fluid intelligence and cognitive ability 35–36 executive functions activated during clinical session 66 children with ASD showing problems with 20 definition 33 descriptions 33–34 impairments associated with deficits in 39–40 and problem-solving 36–38 related to attention in working memory 35 for situation selection 48 and speech-language pathology 38–40 expanded inner speech 62–63 explicit learning 51–52 external dialogue 62–63 “fast mapping” 54, 65 fiction reading 129, 133–139 fidgety child 66–67 fluid intelligence 35–36 fluid practice 81 forced-choice strategy 110 friends 17, 91–92 “Getting a Cookie” rule vs “Getting What I Want” rule 52–53 guessing 42, 98 high-functioning autism (HFA) 9, 44 hippocampus 28, 30–31 implicit learning 51–54 impulse control 41–46 impulsive system 41–42 impulsivity 42 in-depth vocabulary knowledge 63–65, 98, 125, 133 in-the-moment behavior 19 incidental learning 54 Individual Education Plan (IEP) 44 infants language development 54 vocabulary development 94–99 information, scanning for 152–154 inhibition 35 inhibition control 44–46 inner speech alignment of neurocognitive aspects with 31 definition 19 from developmental model to clinical intervention 61–64 example of development 90–91 in learning to pace oneself 168 levels of 62 out-loud self-talk as precursor to 82 private speech as precursor to 67, 114 use in reasoning and problem-solving 56–57, 66, 84 used to categorize feelings 167 insistence on sameness 44–46 IQ testing 44 James 90–91 Keller, Helen 138–139 labeling 59, 79–80, 95, 102–105 language development higher-level use 93–99 in infants 54 as insufficient for developing verbal analogy skills 44 labeling for 59 learning assumptions about interest in 170–171 explicit 51–52 as hard 59–60, 71, 87, 132, 168, 170–171 implicit 51–54 incidental 54 and inhibition control 44–46 new 40 prior 41 who are friends and who are bullies 91–92 limbic system 42, 66 literacy decoding skills 129–133 gaining insight into 80–81 reading comprehension 133–139 understanding and reading textbooks 141–154 literature reading 138–139 Mary 130–133 “math finger” 160–163 meltdown 17–19 memory and brain 25, 30–31 as impairment associated with executive function deficit 40 long-term 43, 46, 54, 61, 132 rote 44, 144 working 35–36, 43, 46, 61 mental flexibility clinical intervention 110–114 developing 109–110 mental state vocabulary see emotions and mental state vocabulary mentalizing system 29–30 mirror neuron system 29–30 modal model of emotion regulation 47–48 monologic verbalizations 63, 101, 119 multiple solutions emotions and mental state vocabulary 88–89 limited ability to generate 40 mental flexibility to generate 109–114 negative emotions 83, 90–91 negative reinforcement 170–171 neuroscience applied to autism 28–29 brain functioning 25–26 neural basis of social interactions 29–30 neurological functions 30–31 neurons and neurotransmitters 26–28 new learning 40 non-fiction reading see textbooks note taking 155–158 open-ended questions 121–125 openness to opportunity 81 pause and reflect 41–43, 65, 73, 97–98, 114, 125 people-pleasers 171 pragmatics 39 predictions 16–18, 45–46, 48 predictive impairment in autism (PIA) 39, 45 prefrontal cortex logical processes activated in 66 medial 30–31 problem-solving system of 42 reflective system activated in 41 previously learned knowledge (using) assumptions about 169–170 as cognitive skill essential for problem-solving 64–65 comparing and contrasting 103–104, 110, 114, 125 examples of 91–92, 97–99 hippocampus retrieving 30 importance of 84 private speech 57–58, 61–63, 67, 91, 114 problem-solving asking for help as part of 168 and choice-making 76, 88, 158 complex 62–64, 133, 139 description 36 developing process 113–114 dialogic 63 dos and don’ts when teaching 169–171 executive functions 36–38 as “goal-directed” cognitive activity 55 higher-level use of language for 93–99 as impairment associated with executive function deficit 40 inability to use language for 15–16, 63 prompting negative emotions to develop 90–91 readiness to engage in 71–72 recognition of situations 30–31, 58–59, 79–80 relation to self-regulation 19, 38 social 37–38, 55, 57–58, 92 strategies for building ability 110 Thinking in Speech model for developing 64–67 three steps 37 use of inner speech 56–57, 62 problem-solving strategies guessing as 42, 98 helping to use independent 58–61 impulsive question answering 73 realization of 60 talking to brain 82 verbalizing 61 proprioceptive skills 80 questions, answering difficulties for children with ASD 101–102 logically 104 open-ended 121–125 What questions 105–106 When questions 108 Where questions 106–108 Why questions 108 Yes/No questions 102–104 reading comprehension complex 136–139 decoding words 129–133 factors involved in 129 finding important words in sentences 134–136 “Reading Finger” 133–134 understanding characters’ intent, motivation and emotions 136–138 use of reading literature 138–139 reasoning deductive 36 as impairment associated with executive function deficit 39 inability to use language for 15–16 vs rote memory 44 Thinking in Speech model of 55–67 use of inner speech 56–57 vocabulary development for 93–95 reflect see pause and reflect reflective process 43 reflective system 41–42 reflective system activation choice-making 42–43 inhibition control and learning 44–46 response modulation 49 reverse internalization 62 Sally 105–108, 137–138 scanning for information 152–154 self-monitoring 34–35 self-regulation emotions and mental state vocabulary for 84 and inner speech 19, 56, 61 and problem-solving 38 social problem-solving applied to one’s self 57–58 situation modification 48 situation selection 48 social interaction with “hot” executive functioning 56 as impairment associated with executive function deficit 39 neural basis of 29–30 requiring problem-solving 55 teaching the why behind 52 social problem-solving 37–38, 55, 57–58, 92 “Sorry” rule 117–118 speech-language pathology 38–40 “squeeze box” 48 staying on task 35 “stimming” 42, 45–46, 49, 79, 101 stress in diagnosis 18–19 getting “stuck in set” 63 guessing as strategy to reduce 98 indicator of 19 interventions 84–89, 123, 170–171 realizing strategy to ease 60 recognition of 58–59, 80 reverse internalization 62 stress reactions 41–42, 83 stressful situations 37–38, 46, 57–59, 79–80, 167–169 “stuck in set” 63 Sullivan, Anne 138–139 sustaining over time 35 Suzy 91–92 switching 35 taking things personally 170 textbooks components chapters 149 glossary 152 headings 148–149 index 152 introduction 151 subheadings 149–151 table of contents 146–148 difficulties for children with ASD 141 introducing concept of 142–154 scanning for information 152–154 teaching how to use 145–152 Theory of Mind (ToM) reading literature to develop 138–139 “Sorry” rule 117–118 teaching 117 understanding 115–117 therapy room 74–75 thinking in speech 15–16, 19–20, 56–57 Thinking in Speech as cognitive-language intervention 19–20 for developing problem-solving ability 64–67 from developmental model to clinical intervention 61–64 helping to develop and use independent problem-solving strategy 58–61 inner speech 56–57, 61–64 as model of reasoning and problem-solving 55 preparation for 71–82 self-regulation 57–58 what not to 169–171 what to 167–169, 171 time teaching use of 159 teaching vocabulary of 160–161 tiredness, recognizing 167–168 “underconnectivity” 28–29, 71 ventral striatum 41, 45 verbal analogy skills 44 verbal thinking 56–57 verbalization dialogic 63–64 of feelings 167, 171 monologic 63, 101, 119 of problem-solving strategy 31, 61, 67 responding via 43, 66–67 vocabulary in-depth knowledge 44, 63–65, 98, 125, 133 development complex category 95–99 cow representation 93 for early learners 94–95 emotions and mental state 65–66, 83–92, 125 of time 160–161 What questions 105–106 When questions 108 Where questions 106–108 Why behind social interaction 52 questions 108 working memory (WM) definition 35 as executive function 20, 34, 55 executive functions related to attention in 35–36 explicit articulation of strategy as important for 61 pull from long-term memory 43, 46 Yes/No questions teaching “No” 103–104 teaching “Yes” 102–103 Yvonne 133–137 Author Index Abott, B B 45 Akbar, M 56–57 Albert, M L 63 Alderson-Day, B 19 Alexander, M P 38, 56 American Psychiatric Association 28, 45 Anderson, S W 34 Anderson, V 38, 56 Aro, T 65 Ashwin, E 65 Baddeley, A D 61 Baddia, P 45 Baldo, J V 20, 57 Banich, M T 33 Barkley, R A 57, 61 Barneveld, P S 44 Baron-Cohen, S 60, 65, 67 Barrett, L R 36 Basar, K 42 Bashir, A S 65 Bean, A 65 Behan, B 41 Belmonte, M K 28 Benton, A 34 Berninger, V W 35 Bialystock, E 58 Bishop, D 59 Boucugnani, L L 63 Bowler, D M 19–20, 56–57 Brandimonte, M A 37 Brewer, W F 64 Burack, J A 38, 55–56 Burchina, M R 44 Burgess, G C 35 Capps, L 65 Chan, L 47–49 Channon, S 36, 55, 60 Chartrand, T L 30 Chiu, P H 28 Chuderski, A 35 Cohen, R A 34 Cordes, J A 34 Courchesne, E 28 Crawford, S 60 Cullum, K M 34 Dalley, J W 41 Damasio, A R 59 Dapretto, M 28 de Rosnay, M 60, 66–67 Diamond, A 44 Diller, L 37, 55, 58 Dinstein, I 28 Dunbar, K 20 Durkin, K 56–57 D’Zurilla, T J 37, 55 Elliott, R 33 Engle, R W 36 Everitt, B J 59 Fahy, J K 33–34, 38, 40, 60, 65, 67 Fernyhough, C 19, 42, 56–57, 61–63 Frith, U 60 Gallup, G G 38, 56 Galotti, K M 60 Garavan, H 41 Gershkoff-Stowe, L 65 Gillespie-Lynch, K 65 Golan, O 65 Goldstein, F C 36, 55 Goldstein, G 28 Goschke, T 20, 57 Grandin, T 48, 52 Graves, R E 34 Gray, K M 44 Gross, J J 47, 49, 57 Gruber, O 20, 57 Hadjistavropoulos, T 34 Hahn, H R 65 Harris, P L 60, 66–67 Hennessy, J J 37, 55, 58 Herry, C 45 Hill, E L 20, 37, 64 Hodges, J R 34 Hoskyn, M 61 Hrabok, M 57, 59 Humphreys, K 28 Jacobsen, K 65 Jarrold, C 19–20, 56–57 Jenkins, M A 34 Johnson, M D 44 Jones, R W 63 Just, M A 29, 58 Keller, T A 29 Kerns, K A 57, 59 Klinger, L G 37, 51–52, 54 Klinger, M R 37, 51–52, 54 Lakin, J L 30 Landry, S H 59 Lee, K 44 Leslie, A M 60 Levin, H S 36, 55 Lezak, M D 34 Loomis, R 56–57 Luria, A R 36, 55 Malloy, P F 34 Mateer, C A 36 Mayberry, M T 56–57 Maydeu-Olivares, A 37, 55 McCabe, D P 33–34 McCarthy, G 28 McClure, S M 41 McDonald, S 38, 56 McGregor, K K 65 Metcalfe, J 38, 56 Miller, C A 60, 67 Minshew, N J 28 Mischel, W 38, 56 Miyake, A 58 Mohandas, E 29 Morris, J P 28 Müller, U 38, 56 Nathan, J Nȩcka, E 35 Ochsner, K N 57 O’Hearn, K 20 Ozonoff, S 20, 38 Paul, R 56–57 Pellicano, E 60, 67 Pelphrey, K A 28 Pennington, B F 20, 38 Perry, R J 34 Piaget, J 56 Pliszka, S R 28 Pohlig, R L 37, 51–52, 54 Polk, M 34 Pons, F 60, 66–67 Rajmohan, V 29 Rath, J F 37, 55, 58 Reber, A S 54 Redcay, E 28 Richard, G J 33–34, 38, 40 Richland, L E 44 Royall, D R 34 Salthouse, T A 33–34 Sandson, J 63 Shaheen, S 65 Siegel, D J 28 Sigman, M 65 Silliman, E R 35 Singer, B D 65 Sinha, P 44–45 Sohlberg, M M 36 Sparks, S D 28 Spunt, R P 29 Stone, A 41 Stuss, D T 38, 56 Sussman, D 20 Thompson, R A 47 Thomson, K 47–49 Tonga, B J 44 Tranel, D 34 Troyer, A K 34 Tugade, M M 36 Tuokko, H 34 Vosniadou, S 64 Vygotsky, L S 19, 56–57, 61–62 Ward, S 65 Weiss, J A 47–49 Whitehouse, A J O 56–57 Williams, D M 19–20, 56–57 Woodcock, R W 44 Yirmiya, N 65 Zelazo, P D 38, 56 Zenko, C 56, 58 Join our mailing list We pride ourselves on sending useful and relevant information to the members of our mailing list You can unsubscribe at any time www.jkp.com/mailing This book is dedicated to our brother and brother-in-law, Samuel Bushnick, whose generosity is boundless and who inspires us every day Figure 2.1 used with permission of George Boeree Table 3.2 is reproduced from The Source: Development of Executive Functions, Second Edition (p.11), by Jill K Fahy and Gail J Richard, 2017, Austin, TX: PRO-ED Copyright 2017 by PRO-ED, Inc Reprinted with permission No further duplication allowed Figure 6.1 reprinted from New Ideas in Psychology, 22, Charles Fernyhough, Alien voices and inner dialogue: towards a developmental account of auditory verbal hallucinations, Pages 49–68, Copyright 2004, with permission from Elsevier First published in 2018 by Jessica Kingsley Publishers 73 Collier Street London N1 9BE, UK and 400 Market Street, Suite 400 Philadelphia, PA 19106, USA www.jkp.com Copyright © Janice Nathan MS, CCC-SLP and Barry R Nathan, PhD 2018 Front cover image source: iStockphoto® The cover image is for illustrative purposes only, and any person featuring is a model All rights reserved No part of this publication may be reproduced in any material form (including photocopying, storing in any medium by electronic means or transmitting) without the written permission of the copyright owner except in accordance with the provisions of the law or under terms of a licence issued in the UK by the Copyright Licensing Agency Ltd www.cla.co.uk or in overseas territories by the relevant reproduction rights organization, for details see www.ifrro.org Applications for the copyright owner’s written permission to reproduce any part of this publication should be addressed to the publisher Warning: The doing of an unauthorized act in relation to a copyright work may result in both a civil claim for damages and criminal prosecution Library of Congress Cataloging in Publication Data A CIP catalog record for this book is available from the Library of Congress British Library Cataloguing in Publication Data A CIP catalogue record for this book is available from the British Library ISBN 978 84905 991 eISBN 978 78450 390 of related interest The ASD Feel Better Book A Visual Guide to Help Brain and Body for Children on the Autism Spectrum Joel Shaul ISBN 978 78592 762 eISBN 978 78450 627 Autism and Everyday Executive Function A Strengths-Based Approach for Improving Attention, Memory, Organization and Flexibility Paula Moraine ISBN 978 84905 725 eISBN 978 78450 089 A Practical Guide to Happiness in Children and Teens on the Autism Spectrum A Positive Psychology Approach Victoria Honeybourne ISBN 978 78592 347 eISBN 978 78450 681 Understanding Sensory Processing Disorders in Children A Guide for Parents and Professionals Matt Mielnick ISBN 978 78592 752 eISBN 978 78450 568 .. .BUILDING REASONING AND PROBLEM- SOLVING SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDER A STEP BY STEP GUIDE TO THE THINKING IN SPEECH® INTERVENTION JANICE NATHAN, MS, CCC-SLP AND BARRY R NATHAN,... language for reasoning and problem- solving Without the ability to use language for reasoning and problem- solving, that is, to think in speech, children with ASD become frustrated Without the ability... to drag my screaming and kicking brother to their reading spot, and Sam would have to read a Dr Seuss-type book over and over again I agree with the writer and researcher Temple Grandin that expectations