Sima Gerber, Ph.D., CCC is a Professor of Speech-Language Pathology in the Department of Linguistics and Communication Disorders of Queens College, City University of New York. She has been a speech-language pathologist for over 40 years, specializing in the treatment of children with autism spectrum disorders and other developmental challenges. Dr. Gerber is on the faculty of Profectum Academy and the Advisory Board of the New York Zero-to-Three Network. She has presented nationally and abroad on the topics of language acquisition and developmental approaches to assessment and intervention for children on the autism spectrum. Most recently, Dr. Gerber was a visiting professor at the University of Haifa in Israel.Dr. Gerber is a Fellow of the American Speech-Language-Hearing Association.
Sima Gerber, PhD, CCC-SLP
This plenary will address the somewhat “hidden” but pervasive problem of comprehension challenges in children with autism spectrum disorders. It will address the relationship between comprehension and production of language in both typical and atypical language acquisition. The origins of language comprehension from the early development of gestures and words in context to the decontextualized comprehension of the structures and meanings of language to the understanding of written text will be explored by telling the story of one child’s language development over a 7-year period of language intervention. The correspondence between the child’s DIR model Functional Emotional Developmental Levels and developmental language stages over the course of treatment will be reviewed and the goals and strategies of DIR model informed language intervention at three points in the child’s treatment will be illustrated. Finally, the child’s use of unconventional forms of language, namely echolalia and scripting, seen as his “solution” to dealing with both comprehension and formulation difficulties and the shifting functions of these forms, will be a theme throughout the story.
This plenary will address the somewhat “hidden” but pervasive problem of comprehension challenges in children with autism spectrum disorders. It will address the relationship between comprehension and production of language in both typical and atypical language acquisition. The origins of language comprehension from the early development of gestures and words in context to the decontextualized comprehension of the structures and meanings of language to the understanding of written text will be explored by telling the story of one child’s language development over a 7-year period of language intervention. The correspondence between the child’s DIR model Functional Emotional Developmental Levels and developmental language stages over the course of treatment will be reviewed and the goals and strategies of DIR model informed language intervention at three points in the child’s treatment will be illustrated. Finally, the child’s use of unconventional forms of language, namely echolalia and scripting, seen as his “solution” to dealing with both comprehension and formulation difficulties and the shifting functions of these forms, will be a theme throughout the story.
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