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Cat. No. LangRes 01 The Language of Respect shows parents, educators, and administrators how to create an environment that supports, protects and nurtures students and children. The book is organized so that the reader is afforded a neurobiological theoretical basis for learning. In conjunction with this theoretical basis, the social and cultural issues of developing language concepts are presented. The readers are provide numerous ways to shift their language from authoritarian to authoritative ways to respect the child and the child's individual learning needs. The authors have more that 60 years of combined successful work in assisting all youth in becoming positive citizens with well developed moral character. "This book is a freshing journey, full of memorable stories, technique and solid theory." "The Language of Respect interrelates cultural, social and neurobiological ways to showcase learning. Dr. Arwood and Mr. Young are truly exceptional educators . . . kind, caring and knowledgable. Their students are so fortunate." "This information gives me the additional knowledge and methods to be more effective as a language specialist." "This book validates my belief that language is the basis to learning." "I've observed Mr. Young's classroom. It's like a pseudo-family that nurtures, protects and supports each student. It feels good to be in that classroom." "Dr. Arwood is a lady before her time."

This is a "must own" for any professional's bookshelf. It is more than 400 pages of stories of success supported by theory and philosophy. Nine chapters weave nuggets of knowledge together with examples of how to honor and respect the diversity of learners, their unique constituents. Based on neurological ways that learners socialize, cultural differences between an authoritarian and authoritative classroom are offered. Arwood's ability to analyze and interpret the power of language complement Young's true to life perspective. Together, Arwood and Young offer a fresh, gentle, and kind way to set up a responsive, community classroom based on THE LANGUAGE OF RESPECT. Authors: Ellyn Arwood and Edmund Young.

Catalog Number: LangRes01

Cat. No. SemPrag 01  The publisher of this book, Aspen Publishers, Inc. of Gaithersburg, Maryland has declared this book "out-of-print." As a result, Apricot Inc. is able to offer this book to you at a savings of approximately 50% when compared to the price formerly asked by the publisher for direct sales to retail customers.

256 pages, 6 x 9 hardcover, 1991 ISBN: 0-8342-0272-7; Library of Congress Catalog Card Number: 91-15139. 1.Language Disorders in Children 2.Semantics 3.Pragmatics I. Title. RJ496.L35A779 1991 618.92'855-dc20 91-15139 CIP Copyright 1991 by Aspen Publishers, Inc. All rights reserved. Includes bibliographical references and index.

Contents: Semantic Development: The Acquisition of Meaning . . . Language Acquisition and the Development of Meaning . . . Description of Semantic Development: The Learning Process . . . Assessment and Identification Procedures: Specific Diagnosed Learning Problems . . . Assessment of the Prelanguage Child . . . Assessment of the Language Child . . . Assessment of the Language-to-Linguistic Child or Adult . . . Learning How to Behave: Remediation for Prelanguage/Language Children . . Learning How to Achieve: Remediation for Language-to-Linguistic Children and Adults . . . Learning How to Be Social: Information for Parents . . . Administration and Evaluation.

This book is a product of a unique cross-modal, multi-disciplinary vantage point. The material is extensively researched; this second edition gives you a solid theoretical basis for accurately diagnosing communication problems and developing intervention programs that really work! Based on the psychological and neurobiological processes of learning, you'll discover new ways of understanding the verbal and non-verbal language difficulties children and adults experience and you'll learn the best steps to take in helping these individuals become more effective communicators.

313 pages, 6 x 9 hardcover, 1983 ISBN: 0-89443-885-9; Library of Congress Catalog Card Number: 83-9982 1. Language acquisition 2. Semiotics 3.Speech acts (Linguistics) 4. Child Development 5. Language disorders in children. I. Title P118.A75 1983 401'.9 83-992 ISBN: 0-89443-885-9 Copyright 1983 by Aspen Systems Corporation Includes index

This book, "Pragmaticism: Theory and Application" is the theoretical basis for Ellyn Arwood's second book, "Semantic and Pragmatic Language Disorders" - (See above description)

This book, "Pragmaticism: Theory and Application" is long out-of-print. Apricot is not aware of any source to recommend to you as a place to purchase this book. Of course, you may find it in a bookstore which stocks used books. Most bookstores of this sort in major cities in North America can access a database of "holdings" of other cooperating used bookstores. For a fee of a few dollars you can request a search for a location that has a copy of the used book which you are seeking. As an additional resource, we at Apricot, Inc. have noted that such a service is available on the Internet. One major internet bookseller which offers the service is Amazon. com ( http://www.amazon.com ). If you decide to visit Amazon's web site, simply enter "arwood" as a search term. The search results will give you a clickable link to "purchase" a book search for an out-of-print book.

Arwood, Ellyn Lucas Learning with a visual brain in an auditory world: visual language strategies for individuals with autism spectrum disorders: Ellyn Lucas Arwood, Carole Kaulitz. 1st ed. - Shawnee Mission. Kan.: Autism Asperger Pub.Co., 2007. ISBN-13: 978-1-931282-38-3 ISBN-lO: 1-931282-38-2(pbk.) LCCN: 2006940046 Includes bibliographical references and index. 1. Autistic children - Education. 2. Autism in children. 3. Visual learning. 4. Learning disabled children - Education. . Kaulitz, Carole.

Cat. No. Aut 01

Ellyn Lucas Arwood, Ed.D. and Carole Kaulitz, M.Ed.
Children diagnosed with an autism spectrum disorder (ASD) often present parents and educators with perplexing symptoms. Even though the skills of children with ASD can range from very high to very low, they have similar underlying learning systems. Knowledge about these learning systems helps provide direction for choosing effective assessment and intervention methods for helping individuals with ASD learn to behave, to perform academically, and to become socially competent.

This book is unique in that the authors are recommending strategies based on the language of the way individuals with ASD learn. Even though many scholars recognize that individuals with ASD use "visual" ways of thinking, most fail to realize that a visual mental language is different from the visual sensory system of seeing something.

The book is divided into three sections. Section One (Chapters 1-5) is about the learning system. Section Two (Chapters 6-9) connects the learning of a child with ASD to how the child performs behaviorally, academically, and socially. Finally, Section Three (Chapters 10-15) provides intervention strategies for helping a person (child or adult) with the visual brain characteristic of ASD to fit into an auditory culture. The strategies are language-based and take into consideration the complexity of the underlying biological learning system.

About the Authors:

Ellyn Lucas Arwood, Ed.D., has been a speech-language pathologist, educator, and special educator for the past 36 yea rs. She began working with children with autism in 1972. She is the author of five textbooks, numerous articles, chapters, and monographs, and has made 100's of presentations in the area of learning and language. Dr. Arwood has often been referred to as a lady before her time, as she created numerous instructional ways of helping children and adults become productive academically and socially. For example, Dr. Arwood began using drawing with nonverbal students in 1971, developing it into drawn pictures, event-based pictures, cartoons and flowcharts. Today, these types of visual materials are frequently used with children and adults with autism spectrum disorders. A professor at the University of Portland, Portland Oregon, in the School of Education, Dr. Arwood enjoys an international reputation in learning and language, especially as it relates to students with neurogenic disabilities

Carole Kaulitz, M.Ed., CCC/SLP, works part time as a speech-language pathologist for a public school system and is also self-employed as a speech-language pathologist/autism consultant. She has worked in many public school systems over the past 32 years in a variety of roles related to students with autism spectrum disorders. Her expertise centers on developing a collaboration/consultation communication model for educators working with students with autism spectrum disorders of all ages and language/learning levels with a focus on visual strategies and social communication. Carole has extensive training in multi-methodologies related to autism, and has presented numerous workshops about visual learning systems, language/learning assessments, and strategies for learning with a visual brain. Carole lives in Washington State with her husband of 32 years, Don. Her daughter Sarah and son David are learning to navigate the adult world out on their own.

Praise from their peers:

"Every parent, educator, counselor, pediatrician, and psychologist should use this book as a reference for the child who exhibits communication, learning, and behavioral challenges. This resource is invaluable for fully understanding why children, with a variety of diagnostic labels, react and interact differently. When using the visual language strategies presented here, we are challenged to set up goals and expectations based on what children can do, rather than looking and establishing goals based on deficits. Nothing succeeds like success, and these strategies set up children to succeed by working through their visual language system"
- Susan Reeves, M.Ed., CCC/SLP, Clinical Director of Pediatrics, West Texas Rehabilitation Center, San Angelo, Texas .

"Educational practices are often driven by changing belief systems that result in a swinging pendulum of educational methodologies. The authors of this unique book provide us with a theoretical framework that is solidly anchored in neurobiological language symbolization and learning; a framework that can help provide stability in our educational practices, especially for children, students and adults with an autism spectrum disorder."~
- Kitty Mulkey, M.A, CCC-SLP, Early Childhood Special Education Coordinator, Boulder Valley School District, Boulder, Colorado

"Want to know 'why' people present with autism spectrum, including Asperger Syndrome, behaviors? Want to know 'what' to do to provide services in the fastest, most efficient ways to people with neurological systems who need help living in an auditory world? Want to know 'where' to find the brain research to support teaching methods that are most effective? Want to know 'who' is more likely to benefit from 'what' you are doing to create visual contexts to support social, communicative and academic progress for your clients?
If so, READ THIS BOOK!"
- Lynn Wilcox, M.S., CCC-SLP, Speech/Language Pathologist

Catalog Number: Aut 01

Arwood, Ellyn Lucas Visual Thinking Strategies for Individuals with Autism Spectrum Disorders: the language of pictures Ellyn Lucas Arwood, Carole Kaulitz, Mabel Brown. 1st ed. Shawnee Mission. Kan.: Autism Asperger Pub.Co., c2009. ISBN-978-1-934575-50-5 LCCN: 2009929576 1. Autistic children--Education. 2.Asperger's syndrome--Patients--Education. 3. Visual learning. 4.Metacognition in children. 5.Teachers of children with disabilities--Handbooks, manuals, etc. I. Kaulitz, Carole. II. Brown, Mabel. III. Title. IV. Title: Language of Pictures.

Cat. No. Aut 02

Ellyn Lucas Arwood, Ed.D., has been a speech-language pathologist, educator, and special educator for the past 38 years and is currently a professor at the University of Portland, Portland, Oregon, in the School of Education. The author of books, articles, chapters, and monographs, and a prolific presenter in the area of learning and language, Arwood began using drawing with nonverbal students in 1971. Arwood teamed with Carole Kaulitz to create Learning with a Visual Brain in an Auditory World: Visual Language Strategies for Individuals with Autism Spectrum Disorders (AAPC, 2007).

Carole Kaulitz, M.Ed.,CCC-SLP, is a self-employed speech-language pathologist, autism consultant, and deaf/hard of hearing specialist in Vancouver, Washington. Her passion and expertise center on developing collaboration/consultation communication models for educators working with students with communication differences of all ages and language/learning levels with a focus on visual strategies and social communication. Kaulitz is co-author (with Arwood) of Learning with a Visual Brain in an Auditory World: Visual Language Strategies for Individuals with Autism Spectrum Disorders (AAPC, 2007).

Mabel M. Brown, M.A., is a learning, language, and behavior consultant, working mainly with students who have been diagnosed with autism. Through the use of the Viconic Language(Tm) methods designed by Brown, her students have made impressive gains cognitively, socially, and academically. She has co-authored four educational manuals and contributed to Learning with a Visual Brain in an Auditory World: Visual Language Strategies for Individuals with Autism Spectrum Disorders (AAPC, 2007)

"Research clearly shows that individuals with autism spectrum disorders are visual learners. However, to date, very little has been written about how to use visuals to teach skills. Instead, the emphasis has been on using this medium as schedules, boundary markers, recipe books, task cards, etc. While important, we need to go beyond these uses of visuals to facilitate learning. This book explains the visual mind of the person with autism in a comprehensive, yet easy-to-understand manner. Most importantly, the authors show us how to create visuals to teach visual learners skills that will help them reach their all-too-often unrealized potential. A must read:"
Brenda Smith Myles, Ph.D., consultant with the Ziggurat Group; recipient of the 2004 Autism Society of America's Outstanding Professional Award and the 2006 Princeton Fellowship Award; author of numerous articles and books on Asperger Syndrome and autism, including Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage, and Meltdowns (with Southwick) and Asperger Syndrome and Adoles-cence: Practical Solutions for School Success (with Adreon)

"Hurray! Finally! I have waited for this book for 18 years!
Never again can a teacher, parent, or provider say, 'I tried visuals and they didn't work: The authors take you into the fascinating world and mind of the visual thinker. Temple Grandin taught us that people with autism think in visual concepts. Carol Gray brought us Social Stories and Comic Book Conversations. Now Visual Thinking Strategies for Individuals with Autism Spectrum Disorders - The Language
of Pictures connects the missing pieces and teaches us how we can have true understanding and communication with someone on the autism spectrum. This is a must-read for anyone who lives or works with a person with autism and is bound to become a classic. This important book is to be celebrated!"
Tabitha Orth, author of Visual Recipes, A Cookbook for Non-Readers

"As a professional in the field of autism and a person with autism, I am often called upon to help solve an array of behaviors displayed by those on the autism spectrum. Occasionally, unwanted behaviors are 'solved' by adjusting the kinds of visuals used. In one case, by adding the child to each of his schedule pictures so he appeared in the picture with each instructor/therapist, the result was ultimately no more tantrums at times of transition, thus 'fixing' the behavior problem. At times like this, I have been unable to explain to others why an intervention works. For myself, I know that the sound and movement of the colors inside me matched with the child and that it was that match that caused me to know what would work. My neurology is set up to think in pictures. Along the way in life, I have taught myself how my thinking in pictures works for me. Visual Thinking Strategies for Individuals with Autism Spectrum Disorders - The Language of Pictures has not only given me the words to know and explain why some of my interventions for children with autism work, it has also allowed me to understand my own way of thinking better:"
Judy Endow, MSW, autism consultant and author of Making Lemonade: Hints for Autism's Helpers, Paper Words - Discovering and Living with My Autism, The Power of Words (DVD), Outsmarting Explosive Behavior: A Visual System of Support and Intervention for Individuals with Autism Spectrum Disorders and the 2010 Hidden Curriculum One-A-Day Calendar for Older Adolescents and Adults

"While it is generally agreed that most people on the autism spectrum are visual thinkers, few of us have thought explicitly about how to use visuals to help our students think. In this groundbreaking book, Arwood, Kaulitz, and Brown explore and explain how persons at different levels of sensory and cognitive functioning need visual information presented differently to facilitate their individual thinking and learning. This information helps us all (parents and professionals) to shift our perspective away from using visuals that make sense to us, to creating visuals that are designed to facilitate the student's understanding. This book clearly demonstrates the 'science' behind the art!"
Michelle Garcia Winner, speech-language pathologist and social cognitive specialist; and author of multiple books, including Think Social! A Social Thinking Curriculum for School-Age Students and Thinking About YOU, Thinking About ME

"Visual Thinking Strategies for Individuals with Autism Spectrum Disorders - The Language of Pictures begins where other visual strategy approaches leave off. Prepare for a deeper understanding of how many individuals with ASD process their world. You will find concrete ideas to help identify stages of cognitive de-velopment that inform ways to facilitate learning in the classroom and the social environment. The authors provide the key to unlocking our understanding of how to use visual materials for students with ASD who struggle with social language and critical thinking. My own son's cognition has grown by leaps and bounds through his exposure to this approach. This book is a must-have for the libraries of everybody who cares about ways to effectively teach individuals who need visual thinking strategies:"
Lisa A Lieberman, MSW, LCSW, parent of a young adult with ASD, counselor, national speaker, and author of A Stranger Among Us: Hiring In-home Support for a Child with Autism Spectrum Disorders and other Neurological Differences

"It is well established that individuals with ASD tend to be visual learners, but this book brings to light multiple styles of visual learners and provides methods for identifying them and strategies for addressing their unique needs. As a professional, this is an intriguing notion to me, and as a mom, it gets my wheels turning considering how to better meet the learning needs of my own children by identifying their unique visual learning style. Recommended!"
Kristi Sakai, parent of three children with ASD, counselor, national presenter, and author of Finding Our Way: Practical Solutions for Creating a Supportive Home and Community for the Asperger Syndrome Family, winner of the 2006 Autism Society of America Literary Work of the Year

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