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The purpose of the Affect-Language Curriculum (ABLC) is to provide families, therapists and teachers a systematic, intensivee program based on both new insights and tradional knowledge of the development of communication and language. The curriculum utilizes affect and engagement with pleasurable back-and-forth reciprocal interactions as the foundation for the development of imitation, pragmatics, and receptive and expressive language.


By Stanley Greenspan, MD and Diane Lewis, SLP-CCC
  • Spiral-bound: 380 pages
  • Publisher: Interdisciplinary Council on Development and Learning; 2 edition (April 2005)
  • Language: English
  • ISBN-10: 0972892591
  • ISBN-13: 978-0972892599




The slyly funny, sweetly moving memoir of an unconventional dad’s relationship with his equally offbeat son—complete with fast cars, tall tales, homemade explosives, and a whole lot of fun and trouble John Robison was not your typical dad. Diagnosed with Asperger’s syndrome at the age of forty, he approached fatherhood as a series of logic puzzles and practical jokes. Instead of a speech about the birds and the bees, he told his son, Cubby, that he'd bought him at the Kid Store—and that the salesman had cheated him by promising Cubby would “do all chores.” While other parents played catch with their kids, John taught Cubby to drive the family's antique Rolls-Royce. Still, Cubby seemed to be turning out pretty well, at least until school authorities decided that he was dumb and stubborn—the very same thing John had been told as a child. Did Cubby have Asperger’s too? The answer was unclear. One thing was clear, though: By the time he turned seventeen, Cubby had become a brilliant and curious chemist—smart enough to make military-grade explosives and bring federal agents calling. With Cubby facing a felony trial—and up to sixty years in prison—both father and son were forced to take stock of their lives, finally accepting that being “on the spectrum” is both a challenge and a unique gift.
 
 
 

 
ICDL Recommended Books

This section contains a list of recommended books, by members of the ICDL Advisory Board and the DIR® Faculty, that are not available through our online bookstore.  If the books are available through Amazon.com, we have included a direct link to the Amazon page where you can purchase the book.  When you use this link, ICDL will receive a percentage of the proceeds from the sale.  It’s a free, safe, and easy way to support ICDL.

View ICDL recommended books by clicking here.

Books in other Languages

Featured Free Downloads

Understand and Working With Perseveration and Repetition: There’s Often A Wish or Desire Behind the Repetition by Stanley I. Greenspan, MD. April 2007.

Initiative:  A Floortime Essential and a Must for Children’s Emotional and Intellectual Growth by Stanley I. Greenspan, MD. June 2007

Floortime: What it really is and what it is not by Stanley I. Greenspan, MD

Floortime on the Playground  by Stanley I. Greenspan, MD

Floortime at the Park or Playground By Stanley Greenspan, MD

The Developmental Approach to Family Functioning  by Stanley Greenspan, MD Source: Web-radio show, July 2007


CDC/ICDL Collaboration Report on a Framework for Early Identification and Preventive Intervention of Emotional and Developmental Challenges,November 2006

By the Centers for Disease Control and Prevention (CDC) and the Interdisciplinary Council on Developmental and Learning Disorders (ICDL) Work Group on Early Identification and Preventive Intervention:

José Cordero, M.D., M.P.H., Stanley I. Greenspan, M.D., Margaret L. Bauman, M.D., T. Berry Brazelton, M.D., Geraldine Dawson, Ph.D., Barbara Dunbar, Ph.D., Peter C. Mundy, Ph.D., Ruth Perou, Ph.D.,Keith G. Scott, Ph.D., Stuart G. Shanker, D.Phil., and Ruth E. K. Stein, M.D.

The framework presents newly formulated indicators to identify at-risk children in the first and second years of life, components for a comprehensive evaluation of infants and children determined to be at risk, and essential elements of a successful early intervention program for ASD and other developmental disorders. The CDC-ICDL framework is based on current understanding of healthy developmental patterns and is designed to detect all possible deviations from those patterns. It uses risk indicators designed to detect a lack of mastery of age-expected emotional, social, and cognitive milestones during a child’s first 2 years of life.

TO DOWNLOAD A FREE COPY OF THE REPORT, CLICK HERE


Other ICDL Publications
The following are links to free copies of key ICDL Publications

Diagnostic Manual for Infancy and Early Childhood (ICDL-DMIC) URL

Clinical Practice Guidelines

Web Radio Shows: A collection of audio files recorded by Dr. Greenspan URL

CDC/ICDL Collaboration Report on a Framework for Early Identification and Preventive Intervention of Emotional and Developmental Challenges URL

DIR Reader  (document password: dir1315)

Journal of Developmental Processes

Journal of Developmental and Learning Disorders

Human Development Journal

Functional Emotional Assessment Scale

The Functional Emotional Assessment Scale by Stanley Greenspan, Georgia DeGangi, & Serena Wieder enables clinicians, educators, and researchers to observe and measure emotional and social functioning in infants, young children, and their families. Historically, the complexity of emotional functioning has been difficult to measure and assess. The FEAS meets this longstanding need of the field. The FEAS conceptualizes, operationalizes, and measures in a reliable and valid manner:
  • The full range of emotional functioning of infants, young children, and their families.
  • Naturally occurring emotional interactions between infants, children, and caregivers in a variety of settings, including home and school.
  • Both easily observable emotional behaviors and the subtle, more difficult to measure, deeper levels of emotional functioning.

Purchase the Book and Score Sheets

Download the Book and Score Sheets (free):


Clinical Practice Guidelines: Redefining the Standards of Care for Infants, Children, and Families with Special Needs

Increasing numbers of young children are presenting with non-progressive developmental disorders involving compromises in the capacity to relate, communicate, and think. These disorders involve many different areas of developmental functioning, ranging from planning motor actions and comprehending sounds to generating ideas and reflecting on feelings. New research and clinical observations are making it possible to more fully identify these functional developmental capacities and, thereby, characterize each child and family according to their unique profile. Most important, these new observations enable clinicians to individualize assessment and intervention approaches in response to the child- and family-specific question, "WHAT IS THE BEST APPROACH FOR A GIVEN CHILD AND FAMILY?"

Over the years, the disciplines that work with developmental disorders have constructed a large body of research and clinical experience on the functional developmental capacities that are impaired in disorders of relating, thinking and communicating.  This knowledge, however, needed to be brought together and organized.  In response to this need, The Interdisciplinary Council on Developmental and Learning Disorders (ICDL) launched an initiative to systematize current clinical knowledge, including both research and the clinical experience of disciplines such as speech pathology, developmental pediatrics, neurology, occupational and physical therapy, psychology, social work, special education, and child psychiatry.  The result of this effort is the ICDL CLINICAL PRACTICE GUIDELINES.

To promote the widest possible use of the Clinical Practice Guidelines for the benefit of infants, children, and families with special needs, any information from this volume may be downloaded and disseminated without charge.

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