求助！翻译丹佛模式书籍！不管是否真如《时代》杂志所说有效

vivian小猫

《时代》杂志评出2012年十大医学突破中，第五条以《逆转自闭症有了“新希望”》简单介绍了，研究者称，早期行为疗法能帮助自闭症儿童的大脑模式恢复正常。患有自闭症谱系障碍的儿童，通过参与“早期起动丹佛模式”（Early Start Denver Model，ESDM）项目，其大脑在处理人脸及其他物体时有了改变。这对自闭症儿童的父母来说，无疑是个振奋人心的消息。
该模式包括大量与儿童有关的社交和语言活动。通常，自闭症儿童在观看无生命物体如玩具的图像时，其大脑比看到人物图像更活跃，但经过两年的ESDM治疗后，出现了相反的变化，并接近于正常发展的儿童。但经过良好培训的老师也是该项目成功的关键。Rogers、Dawson和同样是MIND研究所科研人员的Laurie J. Vismara撰写了两本关于这种干预手段的图书。其中一本供专业人士阅读的书的书名是《自闭症幼童的早期介入丹佛模式：促进语言、学习和参与》（Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement），另一本是供家长阅读的，书名是《让您的自闭症子女早起步：使用日常活动帮助子女联系、沟通和学习》（An Early Start for Your Child with Autism: Using Everyday Activities to Help Kids Connect, Communicate, and Learn）。
我在亚马逊购买了供家长阅读的《Early Start Denver Model for Young Children with Autism:......》电子版书籍，不知是否有志同道合者能一起翻译一下，希望能对我们的孩子有所益处。我先把目录帖出来吧！
Contents


          Also from Sally J. Rogers and Geraldine Dawson
        Title Page
        Copyright Page
        Authors’ Note
        Acknowledgments
        Introduction

        Part I


        Getting Started


        1   Setting Up Your Child’s Early Intervention Program

        2   Taking Care of Yourself and Your Family

        3   How Your Early Efforts Can Help Your Child Engage with Others and Boost Your Child’s Learning

        Part II


        Everyday Strategies to Help Your Child Engage, Communicate, and Learn


        4   Step into the Spotlight: Capturing Your Child’s Attention

        5   Find the Smile!: Having Fun with Sensory Social Routines

        6   It Takes Two to Tango: Building Back-and-Forth Interactions

        7   Talking Bodies: The Importance of Nonverbal Communication

        8   “Do What I Do!”: Helping Your Child Learn by Imitating

        9   Let’s Get Technical: How Children Learn

        10   The Joint Attention Triangle: Sharing Interests with Others

        11   It’s Playtime!

        12   Let’s Pretend!

        13   Moving into Speech

        14   Putting It All Together

         
        Appendix: Toys, Materials, and Books for Your Young Child with Autism

vivian小猫

大家好！真没想到会有如此多的回应。今天一直很忙所以未能上来看看，因此尚未回复各位，抱歉！明天抽空发给大家电子版。因为亚马逊下载的电子书属于特殊格式，我已找人转成Word可以打开的格式，但中间仍有少部分以图片格式存在不能编辑，在此说明一下。希望大家能互通有无，分工合作一起尽快翻译出来，但愿能尽早造福于我们的星儿们！

vivian小猫

我试着先贴一部分上来，内容太多了
                                                   Introduction

If you are a parent of a child recently diagnosed with autism, you are not alone. A 2009 study by the U.S. Centers for Disease Control and Prevention in Atlanta, Georgia, found that autism spectrum disorders (ASD) affect 1 in 110 children in the United States, meaning that hundreds of thousands of parents have learned that their child has an ASD. This year, more children will be diagnosed with ASD than with cystic fibrosis, AIDS, and cancer combined. Children from all economic and racial backgrounds are affected equally. You are not alone in the chaos of feelings, questions, and concerns that you have now. Please be assured, however, that, equipped with solid knowledge and skills, parents of a child newly diagnosed with ASD can put the pieces in place to have satisfying and happy lives. Children with ASD can lead meaningful, productive, and fulfilling lives. This book will help you take action right now that will put you and your child on the road to that kind of life.
        The goal of this book is to provide parents1 like you, and the other people who love and care for your child, with tools and strategies to help your child move onto a positive developmental path as soon as possible. No matter how difficult life may seem right now, there are things you can do starting tomorrow that will, over time, make a tremendous difference in your child’s future. You can teach your child to interact with you and others, communicate, enjoy social exchanges, and play. You can be hopeful that your child can learn, engage, and relate to others.
        We know that many parents are left to fend for themselves for quite a while after their child has received a diagnosis of ASD. Either trained therapists are not available in their area, or there are long waiting lists to get into intervention programs. We know you are eager to begin helping your child. So to ease your frustration and worry while you wait for intervention to start, or to enhance the intervention your child may be receiving now, in this book we offer information, tools, and strategies that you can use immediately, on your own. The strategies described here are designed to be used during your everyday interactions with your child—playing, changing, dressing, bathing, meals, outings, book time, and even household chores. They can transform your day-to-day experiences with your child into enriched learning opportunities, and they can also give your child’s treatment a boost as you continue to use them once intervention begins.
        With these strategies in hand, we are confident that you will help your child learn, communicate, and play. You will likely see changes in your child day by day, week by week. As you begin to use these strategies, you will see how effectively you can help your child with ASD and how responsive your child can be to new learning opportunities. We hope that some of your feelings of fear and frustration will be replaced with a sense of hope, determination, and confidence in yourself as a parent, in your family, and in

vivian小猫

We hope that some of your feelings of fear and frustration will be replaced with a sense of hope, determination, and confidence in yourself as a parent, in your family, and in your child.
        This book is based on our extensive and ongoing work with families like yours, using the Early Start Denver Model to help children become active, curious, and engaged learners in the world. The strategies you’ll learn come from formal scientific studies that show children’s accelerated development when the Early Start Denver Model is delivered combined with parents’ use of these skills. Although children with ASD benefit from and need intensive early intervention services from trained professionals, we believe that parents and other family caregivers can make an enormous difference in their child’s learning.
        We three authors of this book have all worked for many years directly as clinicians teaching families how to promote engagement, learning, and communication during the daily routines that naturally occur with children. We have found that parents are as effective as therapists in teaching core skills affected by autism. They can use these strategies to make every interaction with their child count toward learning. Parents also have the opportunity to teach skills or behaviors at home that children may not learn elsewhere or may not have much opportunity to practice in other settings.
        The Early Start Denver Model supports parents’ relationships with their children. It helps parents develop learning opportunities via simple games, communicative interactions during caregiving, and fun exchanges during other daily routines. No special background or prior knowledge is required. The strategies described here are designed to help parent–child interactions become more fun, more emotionally rich, and more meaningful, while at the same time providing children with more learning opportunities. We hope that parents from many different walks of life and many different backgrounds will find the strategies helpful for developing richer learning experiences for their children from the everyday activities involving playing with toys, bathing, eating meals, grocery shopping, or other activities in their daily lives.
        We also understand that each child with ASD is unique, with a personal set of special gifts and challenges. As someone once said, “If you have met one child with autism, you have met one child with autism.” Like each typically developing child, each child with ASD has a unique personality, set of likes and dislikes, talents, and challenges. But all young children with ASD, by definition, have trouble relating and communicating with others and playing with toys in a typical way.
          Areas in Which Most Children
with ASD Have Difficulties


        • Paying attention to other people
        • Using social smiles
        • Taking turns and engaging in social play
        • Using gestures and language
        • Imitating others
        • Coordinating attention (eye gaze) with others
        • Playing in typical ways with toys

From decades of research on early development and intervention in children with ASD, we have learned a great deal about the kinds of difficulties that young children with ASD have. It can be hard for them to pay attention to the people around them—including others’ language and activities. It is often hard for them to share their feelings—happiness, anger, sadness, frustration—with other people by sending emotional messages to others through their facial expressions, gestures, and sounds or words. They experience a full range of emotions but may not share them in a way that is easy to understand. They may not be very interested in playing with other children and may not respond very well to other children’s efforts to play with them. They often do not use many gestures to communicate and don’t seem to understand the gestures of others. They are less likely to imitate others readily, so it can be hard to teach them by showing them how to do something and expecting them to copy it. Many children with ASD enjoy toys, but they often play with them in unusual ways, and their play can be very repetitive. Developing speech, and responding to others’ speech, can be very difficult for many children with ASD, even for those who learn how to repeat other people’s words. It is also not unusual for children with ASD to have some “challenging behaviors.” These challenging behaviors are often seen in other young children as well, but young children with ASD do not respond to the typical ways parents try to teach children how to behave. They may throw tantrums, hit or bite others, destroy objects, and sometimes hurt themselves (this is called self-injurious behavior).
        This book will teach you strategies for helping your child in each of these areas. Many studies, including studies we authors have conducted ourselves, have shown that early intervention can be tremendously helpful for children with ASD, resulting in significant gains in learning, communicating, and social skills. Some children even lose their diagnosis of ASD as a result of early intervention; others may still have challenges but are able to participate well in regular classrooms, develop friendships, and communicate well with others. Still others may continue to have significant challenges requiring ongoing special services, but early intervention will help them progress.
        Most of the research on early intervention has focused on studies in which the treatment is delivered by trained therapists. The research on parent-delivered early intervention is still at an early stage. However, studies show that parents and other caregivers can learn to use many treatment strategies as well as trained therapists, and that when parents use these strategies, the quality of their interactions with their children improves and the children become more socially engaged and learn to communicate better with others. We have helped many parents learn to use these strategies at home with their young children, and they have told us again and again how helpful these approaches are for teaching their children to learn, interact with others, communicate, and play in more typical ways. In our work with many children over the years, we have discovered that every single child with ASD can learn to communicate, improve social interactions with others, and increase play skills. We are confident that these techniques will help you feel more effective as a parent, a playmate, and a first teacher for your child. And as you use the techniques and see your child learn from them, you will experience a sense of parental pride and pleasure that comes from seeing your child achieve and knowing that you are part of your child’s successes.
        This book is designed for parents of young children with symptoms of ASD who are in the infant through preschool years/kindergarten. You can use it whether you only suspect your child has ASD or your child has already been diagnosed. It will provide you with step-by-step instructions and examples through which you can use your typical everyday activities to help your child become more engaged, communicative, and interactive with you and with your family.

vivian小猫

抱歉，有大段文字是以图片格式存在的，还是无法全部贴上来！有176MB，不知能不能放在哪里，大家共享，一起翻译出来。

vivian小猫

小叶子521，yuweigang，cynthiawp，xiongzizhan，我已经按照你们给的邮箱，把书的全文电子版发过去了，请查收！我们一起来努力，希望有好消息。

vivian小猫

下面引用由[U]binfeng2000[/U]发表的内容：

对于没有翻译过自闭症文章的人来说,最好先把一些专业名词先贴出来,这样可以尽可能地找到大家熟悉和接受的中文翻译,否则你翻出来的东西,很可能别人看了看不明白.

binfeng老师，你的提议很对，可是我自闭症方面的专业知识有限，不知你能不能提供一下这方面的资料，和我们大家共享一下，也以免我们在翻译中出错。谢谢！[EM14][EM01]

vivian小猫

bonyblue1111、PECS、qflxxwn、丑丑妈我已经将电子版的书发到你们各自的邮箱了，请查收！同时，我自作主张已经安排了你们翻译一个章节，请与我联系。非常感谢！
我也想在呼吁一下，希望有一定英文水平的星儿父母们，大家能共同参与到翻译工作中了，让我们有机会、让我们的星儿有机会，尽早验证是否能产生神迹！

vivian小猫

谢谢大家的参与，我已建立了一个QQ群（群号：293451030），大家可以加入进来讨论翻译书中的相关问题。