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的是患孤独症孩子的总体症状，他们在理解和使用语言进行交际方面存在困难。从第二段反复出现的communication一词可以判断[B] Communication Issues为这一部分小标题。2. E. 这一部分讲的是教室环境应该为患孤独症孩子提供有趣和有激励效果的活动和材料，同样也要让孩子有选择的机会，这样他们就更有可能投入到这些活动中去。所以选Motivational Issues。3. [A] 这一部分开始更详细地探讨指导方法。离散式的试验式训练证明是一种有效的指导形式。另外还有基于活动的指导，有分组指导，因此选指导形式（Instructional Formats）。4. [C] 患孤独症的孩子行为方式被动，有时还会表现出分裂性或破坏性的行为。以前对这类行为的应对方法是惩罚、压制和阻止。现在一种更好的方法被称为积极行为支持(PBS)。所以选C。5. F. 这一部分分别讨论了对不同年龄层次的孩子的指导方法。该部分第二段讲对幼儿的指导。第三段讲对小学阶段孩子的指导。第四段讲对中学阶段孩子的指导。因此不同年龄段的孩子指导侧重点有所不同。----------------------------------------1、Effective communication with people of different cultures is especially challenging. Cultures provide people with ways of thinking-ways of seeing, hearing, and interpreting the world. Thus the same words can mean different things to people from different cultures, even when they talk the "same" language. (1)When the languages are different, and translation has to be used to communicate, the potential for misunderstandings increases.Stella Ting-Toomey describes three ways in which culture interferes with effective cross-cultural understanding. First is what she calls "cognitive constraints". (2)These are the frames of reference or world views that provide a backdrop that all new information is compared to or inserted into.Second are "behavior constraints". (3)Each culture has its own rules about proper behavior which affect verbal and nonverbal communication. Whether one looks the other person in the eye or not; whether one says what one means overtly or talks around the issue; how close the people stand to each other when they are talking-all of these and many more are rules of politeness which differ from culture to c
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