By Northumberland County Council Communication Support Services UK
More and more, lecturers are anticipated to spot areas of difficulty and aid young ones with ASD to alter or deal with their habit adequately. This e-book deals off-the-shelf aid to academics and comprises: worthy categorization of areas of difficulty; suggestions that permit lecturers to aid childrens quickly and successfully; suggestion on surroundings IEP ambitions; and photocopiable assets.
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Extra info for Autistic Spectrum Disorders: Practical Strategies for Teachers and Other Professionals
Sample text
5, Comprehension). Give the child sufficient processing time so that he can respond appropriately. Break down spoken language into smaller chunks if you suspect there may be an auditory memory difficulty contributing to apparently irrelevant responses. e. most meaning is conveyed through body language, gesture, facial expression and tone of voice. Most children learn this instinctively and can recognise when someone is agitated, angry, depressed, sad, upset or hurt etc. They can often tell when someone is lying because their body language may send a different message to that of their words.
Introduce a reward scheme for good carpet time behaviour. 15 Autistic Spectrum Disorders Class 8 Following own agenda A frequent comment made about children with ASD is that, for many, all interactions are on their own terms and that the children operate according to their ‘own agendas’. This need to control situations arises out of fear of the unpredictable and unknown. Adult autistics describe how ‘rules’ learned in one situation are not transferred to other situations because the situations are never exactly the same.
They seem to crave more of everything and will often repeat actions and noises which appeal. These children need to stimulate their balance system by rocking, rolling, fidgeting and continually moving or they don’t know where they are in space. They may walk by sliding their feet on the floor to help their balance, and touch doors and walls as they move around. They may lick and taste unusual items to gain more information. They love tactile experiences and like to touch and experience different surfaces and textures.