Background: Impairments in spatial processing show themselves not only in gnosis and praxis, but also in the language domain. Such deficit is a characteristic feature of so-called semantic aphasia. The impaired comprehension of semantically reversible constructions in those patients can be explained by a disorder of the common spatial neuropsychological factor grounded in the temporal-parietal-occipital (TPO) regions of the brain. Aims: The aim of the present study was to experimentally test the possibility that individuals with semantic aphasia experience specific difficulties in extracting spatial relations from a linguistic form and rely instead on basic sensorimotor stereotypes to interpret reversible linguistic constructions. Methods & Procedures: Six individuals with semantic aphasia, 12 people with motor aphasia, 12 people with sensory aphasia, and 12 non-brain-damaged individuals performed a sentence-picture matching task; all participants were native speakers of Russian. Two types of reversible sentences were tested, each representing a direct and an inverted word order: prepositional (The boy is putting the bag in the box vs. The boy is putting in the box the bag) and instrumental (The grandmother is covering the scarf with the hat vs. The grandmother is covering with the hat the scarf). Irreversible sentences (The boy is putting the apple in the bag) served as control stimuli. Outcomes & Results: Each group of participants performed better on irreversible than on reversible sentences. Within reversible sentences, an interaction between word order and construction type was found in individuals with semantic aphasia only. They performed more accurately in prepositional constructions with direct word order and in instrumental constructions with inverted word order-both are related to sensorimotor stereotypes reflecting interaction with objects in the real world. Although no such clear dissociation was found in other aphasia types, correlation analysis revealed the same effect in some participants with motor and sensory aphasia. Conclusions: The findings confirm the importance of situational context for linguistic processing. First, if knowledge of the real world supports the unique interpretation of grammatical markers, it enhances processing in all tested cohorts of participants. Second, people with semantic aphasia consistently use sensorimotor stereotypes to compensate for their linguistic deficits. Since this was also found in some participants with other aphasia types, such a sensorimotor strategy might depend not on the damage to TPO areas as such, but on the intactness and overuse of left premotor regions suggested to be critical for motor and symbolic sequential processing.

The Good Behavior Game is a behavioral procedure aimed to change the behavior of all members of the student group through an interdependent group contingency. Since the middle of 60s years of XX century the Game is used in primary school and preschool groups, as well as in the secondary and high school, in different cultural contexts and in the context of inclusive education also. In presented paper the following points are reflected: the history of the development of the procedure, typical options for conducting, possible categories of participants, types of the aimed behavior, studies of the effectiveness of the Game usage and the factors influencing it. The paper includes step-by-step description of the one of the possible ways of conducting the procedure. Special attention is paid to the issue of using the Game in groups, which include students with autism. The existing precedents are analyzed. The theoretical perspectives for conducting the Game in such conditions are discussed including methodological base and the match between the procedure and cognitive features, which are often found in people with ASD.

The Good Behavior Game is a procedure aimed to change the behavior of all members of the student group through an interdependent group contingency. The issues regarding maintenance and generalization of the changes, produced by the Game, including possible support tactics and generalization tactics are discussed in present paper. The cross-cultural aspects of the application of the procedure are also described, as well as the information about what kind of reaction the application of the procedure evokes in teachers and what changes occur in their behavior. Some possible modifications of the procedure are presented, among which are the Caught Being Good Game, the Good Inclusion Game and the Good Student Game.