How do school professionals distinguish between social, communication, and behavioral differences observed in typically developing English language learners (ELLs) and those ELL students with autism spectrum disorder (ASD)? Informed consideration is necessary to avoid inaccurate identification and to ensure appropriate supports are provided;…

Explains the motivation impairment effect (MIE) hypothesis, in which deceivers who are highly motivated to succeed suffer detrimental effects on nonverbal performance yet facilitate effects on verbal performance for less motivated deceivers. Challenges this hypothesis by proposing motivation enhances verbal and nonverbal performance irrespective…

Presents a model of social confrontation (communication episodes initiated when one participant signals that the other's behavior violates a rule or expectation for appropriate conduct). Describes issues arising during social confrontation. Concludes that negotiating expectations or relational rules within a problematic situation is the crux of…

The handbook describes a method of teaching communication skills to students with severe disabilities (severely and profoundly retarded, trainable mentally retarded, autistic, deaf blind, and severely multihandicapped). In the interrupted behavior chain procedure, a routinized activity in a natural setting is interrupted and the child is taught to…

Background: Children with language impairment (LI) experience social difficulties, including conflict management. This paper is therefore motivated to examine behavioural processes guiding preschool peer conflict progression, which ultimately contributes to overall development. Aims: To describe behavioural sequences in conflicts between children…