Engaging Autism: Using the Floortime Approach to Help Children Relate, Communicate, and Think

By S. Greenspan, S. Wieder. 2006

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How researchers see this paper

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Embodiment and sense-making in autism (2013, background): “But a lot of improvement is still possible and needed, as shown by the fact that even for some of the most integrative and dynamic intervention programs, it is still difficult to bring them to those who need them, or to say why they work (see e.g., Gutstein and Sheely, 2002; Greenspan and Wieder, 20”
Individual Education Plan Goals and Services for Adolescents With Autism: Impact of Age and Educational Setting (2010, background): “This limited access to the core general education curriculum may serve to further limit skill development and may be based on assumptions that students with autism cannot learn academic skills in a useful manner (Greenspan & Wieder, 2006).”
Emotion-Based Language Instruction (EBLI) as a new perspective in bilingual education (2013, background): “The very intention is to empower every single developmental capacity, which jointly can set the basis for higher order abilities (Greenspan and Wieder 2006).”