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Research on receptive language development in typical children, especially as explicated in a classic paper by Robin Chapman, is reviewed. These findings raise three challenges for clinicians assessing comprehension in children with language disorders: (1) contrary to popular wisdom, comprehension does not always precede production in a simple step-by-step way; (2) comprehension is a private event; indicators of comprehension must be used to assess it, and these indicators can be misleading; and (3) children with subtle comprehension deficits may do well on standardized tests that are not sensitive to their difficulties with real-time discourse. Some strategies for addressing these challenges, as well as a framework for assessing comprehension, are offered.

Introduction Communication deficits are one of the core symptoms of autism spectrum disorders (ASDs). People with ASD can be slow to begin talking, or may not learn to talk at all; others may learn to produce words and sentences but have difficulty using them effectively to accomplish social interactive goals. In this chapter we will discuss the course of the development of communication in ASD and will outline how communication deficiencies in this population are identified and treated. Before we do, however, we should be clear about three important terms we will be using, which are illustrated in Figure 4.1. The term “communication” is the broadest of this trio. It refers to all forms of sending and receiving messages, not only with language, but in other ways, such as with gestures, body language, even the way we dress. Animals can also communicate by means of their vocalizations to alert others to danger, for example. That's why the largest circle in Figure 4.1 represents communication. Within the realm of communication, language represents a specific type, so it is enclosed within the larger circle of communication in the figure. Language involves the creation of a potentially infinite set of never-before-conveyed messages through the combination of words in rule-governed ways that allow the formation of sentences to express meaning to others. © Cambridge University Press, 2007 and 2009.

"In a series of influential essays that appeared in Harper's, W.D. Howells argued for literature as a vehicle for social change. Literature could and should, Howells suggested, mediate across divisions of class and region, fostering cross-cultural sympathies that would lead to comprehensive social and ethical reform." "Paul R. Petrie explores the legacy of Howells's beliefs as they manifest themselves in his fiction and in the works of three major American writers - Charles W. Chesnutt, Sarah Orne Jewett, and Willa Cather. Each author struggled to adapt Howells's social-ethical agenda for literature to his or her own aesthetic goals and to alternative conceptions of literary purpose. Jewett not only embraced Howell's sense of social mission but also extended it by documenting commonplace cultural realities in a language and vision that was spiritual and transcendent. Chesnutt sought to improve relations between Anglo readers and African Americans, but his work, such as The Conjure Woman, also questions literature's ability to repair those divides." "Finally, Petrie shows how Cather, as she shifted from journalism to fiction writing, freed herself from Howells's influence. Alexander's Bridge (1912) and O Pioneers! (1913) both make reference to social and material realities but only as groundwork for character portrayals that are mythic and heroic. The result of Petrie's exploration is a refreshing reassessment of Howell's legacy and its impact on American literature and social history at the turn of the century."--Jacket.

Louisa May Alcott (1832-1888) is arguably the most widely read 19th-century author in America. Even through the 1990s, her books continued to appear on bestseller lists and her works were made into films. She has long been a staple of children's literature courses and now also receives significant attention in American studies and women's studies classes. While her tremendous popularity has yielded numerous biographies and a growing number of critical works, very few reference books have been devoted to Alcott studies and none are particularly current or complete. This book collects in a comprehensive and reliable single volume the most important facts about Alcott's life and works.This reference surveys the basic biographical details about Alcott's family and personal life. It supplies essential information on her historical and cultural contexts, including her place in the 19th century publishing milieu, various reform movements, and major historical events, such as the Civil War. It also treats her writings, both the adult and children's works, in an accurate, informative, and accessible manner. The volume includes more than 600 alphabetically arranged entries. Each entry discusses the topic's relevance to Alcott's life and current scholarship about her. Many of the entries close with brief bibliographies, and the book concludes with a list of works for further reading.

Louisa May Alcott (1832-1888) is arguably the most widely read 19th-century author in America. Even through the 1990s, her books continued to appear on bestseller lists and her works were made into films. She has long been a staple of children's literature courses and now also receives significant attention in American studies and women's studies classes. While her tremendous popularity has yielded numerous biographies and a growing number of critical works, very few reference books have been devoted to Alcott studies and none are particularly current or complete. This book collects in a comprehensive and reliable single volume the most important facts about Alcott's life and works.This reference surveys the basic biographical details about Alcott's family and personal life. It supplies essential information on her historical and cultural contexts, including her place in the 19th century publishing milieu, various reform movements, and major historical events, such as the Civil War. It also treats her writings, both the adult and children's works, in an accurate, informative, and accessible manner. The volume includes more than 600 alphabetically arranged entries. Each entry discusses the topic's relevance to Alcott's life and current scholarship about her. Many of the entries close with brief bibliographies, and the book concludes with a list of works for further reading.

Louisa May Alcott (1832-1888) is arguably the most widely read 19th-century author in America. Even through the 1990s, her books continued to appear on bestseller lists and her works were made into films. She has long been a staple of children's literature courses and now also receives significant attention in American studies and women's studies classes. While her tremendous popularity has yielded numerous biographies and a growing number of critical works, very few reference books have been devoted to Alcott studies and none are particularly current or complete. This book collects in a comprehensive and reliable single volume the most important facts about Alcott's life and works.This reference surveys the basic biographical details about Alcott's family and personal life. It supplies essential information on her historical and cultural contexts, including her place in the 19th century publishing milieu, various reform movements, and major historical events, such as the Civil War. It also treats her writings, both the adult and children's works, in an accurate, informative, and accessible manner. The volume includes more than 600 alphabetically arranged entries. Each entry discusses the topic's relevance to Alcott's life and current scholarship about her. Many of the entries close with brief bibliographies, and the book concludes with a list of works for further reading.

Louisa May Alcott (1832-1888) is arguably the most widely read 19th-century author in America. Even through the 1990s, her books continued to appear on bestseller lists and her works were made into films. She has long been a staple of children's literature courses and now also receives significant attention in American studies and women's studies classes. While her tremendous popularity has yielded numerous biographies and a growing number of critical works, very few reference books have been devoted to Alcott studies and none are particularly current or complete. This book collects in a comprehensive and reliable single volume the most important facts about Alcott's life and works.This reference surveys the basic biographical details about Alcott's family and personal life. It supplies essential information on her historical and cultural contexts, including her place in the 19th century publishing milieu, various reform movements, and major historical events, such as the Civil War. It also treats her writings, both the adult and children's works, in an accurate, informative, and accessible manner. The volume includes more than 600 alphabetically arranged entries. Each entry discusses the topic's relevance to Alcott's life and current scholarship about her. Many of the entries close with brief bibliographies, and the book concludes with a list of works for further reading.

Louisa May Alcott (1832-1888) is arguably the most widely read 19th-century author in America. Even through the 1990s, her books continued to appear on bestseller lists and her works were made into films. She has long been a staple of children's literature courses and now also receives significant attention in American studies and women's studies classes. While her tremendous popularity has yielded numerous biographies and a growing number of critical works, very few reference books have been devoted to Alcott studies and none are particularly current or complete. This book collects in a comprehensive and reliable single volume the most important facts about Alcott's life and works.This reference surveys the basic biographical details about Alcott's family and personal life. It supplies essential information on her historical and cultural contexts, including her place in the 19th century publishing milieu, various reform movements, and major historical events, such as the Civil War. It also treats her writings, both the adult and children's works, in an accurate, informative, and accessible manner. The volume includes more than 600 alphabetically arranged entries. Each entry discusses the topic's relevance to Alcott's life and current scholarship about her. Many of the entries close with brief bibliographies, and the book concludes with a list of works for further reading.

The purpose of this study is to provide a microanalysis of differences in adaptive functioning seen between well-matched groups of school-aged children with autism and those diagnosed as having Pervasive Developmental Disorder-Not Otherwise Specified, all of whom functioned in the mild to moderate range of intellectual impairment. Findings indicate that the major area of difference between children with autism and those with Pervasive Developmental Disorder-Not Otherwise Specified, was expressive communication; specifically, the use of elaborations in syntax and morphology and in pragmatic use of language to convey and to seek information in discourse. Linear discriminant function analysis revealed that scores on just three of these expressive communication item sets correctly identified subjects in the two diagnostic categories with 80% overall accuracy. Implications of these findings for both diagnosis and intervention with children with Autism Spectrum Disorders will be discussed.

Fluvio-lacustrine sediments of the Hadar and Busidima Formations along the northern Awash River (Ethiopia) archive almost three million years (3.4 to <0.6 Ma) of human evolution, including the earliest documented record of stone toolmaking at 2.5-2.6 Ma. This paper brings together sedimentologic and isotopic evidence for the paleoenvironmental context of early hominids from both formations, but with particular emphasis on the setting for the early toolmakers. The pre-2.92 Ma record (Hadar Formation) is characterized by low-gradient fluvial, paludal, and lacustrine deposition in an undissected topography most analogous to reaches of the modern middle Awash River near Gewane. The Gona area experienced repeated deep dissection and aggradation by the Awash River, starting between 2.92 and ca. 2.7 Ma and continuing through the top of the record at <0.6 Ma (Busidima Formation). Each aggradational succession is 10-20 m in thickness and fines upward from well-rounded conglomerates at the base to capping paleosols at the top. During this period the ancestral Awash represented by these fining upward sequences was dominantly meandering and flowed northeast, as it does today. Smaller channels tributary to the axial Awash system are also extensively exposed in the Busidima Formation. Compared to the axial-system conglomerates, the tributary channels transported finer, less mature volcanic clasts mixed with abundant carbonate nodules reworked from adjacent badlands. Stone artifacts (Oldowan; 2.6-2.0 Ma) at the oldest archaeological sites are only associated with the axial Awash system, in the bedded silts or capping paleosols of the fining upward sequences. The implements were made from rounded cobbles from the channels, but manufacture and use of the tools was always away from the channel bars, on the nearby sandy banks and silt-dominated floodplains. Archaeological sites higher in the record (Acheulian; <1.7 Ma) occur in similar axial river contexts, as well as along tributary channels further removed from artifact raw material sources. Mature paleosols in the Hadar and Busidima Formations are mostly pale to darkbrown Vertisols typified by abundant clay slickensides, pseudo-anticlinal and vertical fracturing, and carbonate nodules. Such calcic Vertisols are common in the region today, demonstrating that the paleoclimate over the past 3.4 m.y. has been semi-arid and strongly seasonal. Carbon isotopic results from pedogenic carbonates in the Vertisols allow reconstruction of the proportion of C3 plants (trees and shrubs) to C4 plants (grasses) through time. The δ 13C results from the Hadar Formation prior to 2.9 Ma range from -9.3‰ to -4.1‰, indicating a dominantly forested environment but with locally substantial (average 34%) grasses on the Awash floodplain. The δ13C values from soil carbonate in the lower Busidima Formation (2.7-1.6 Ma) increase (-6.5‰ to -2.7‰) in floodplain paleosols, indicating ∼ 50% average grass cover. Vertisols of the upper Busidima Formation (< 1.6 Ma) formed on gently sloping alluvial fans adjacent to the Awash floodplain and display even more positive δ13C values, up to -1.8‰, showing that grassland dominated the margins of the active Awash floodplain. © 2004 Geological Society of America.

The organization is often the overlooked level in social work's ecological perspective. However, organizational realities exert a profound influence on human development and well-being as well as the nature and quality of social work practice. This article describes a model of teaching organization theory and practice which requires master's social work students to assess their school of social work as well as their field placement agencies. Teaching organization theory and practice experientially may help students understand how organizations influence practice and empower them to see organization practice as a legitimate and important aspect of their work.