Receptive and Expressive Language in Students With Autism

Some students with autism have challenges with receptive and/or expressive language skill acquisition. Understanding how this affects the dynamics of communication can be crucial when teaching or interacting with individuals on the spectrum. While every person with autism is unique, here are some guidelines when it comes to this:
"If I don't respond, it doesn't mean I don't understand."
Making the assumption that 'not responding' indicates 'not understanding' can be misleading. If an individual has challenges with expressive language, he may very well understand what you are asking him, or stating to him, or saying in his presence.
"It doesn't help when you say it louder."
Barring any auditory challenges the individual may have, speaking in a louder tone of voice will most likely not illicit a different response from them - and it is usually considered inappropriate.
"I can say, "Thank you" in different ways."
If you know someone with autism who has expressive language challenges, you will learn to pick-up on their more subtle responses. Work on helping him develop more language, but also learn to understand and accept these communications as well.
"I may be able to...if you ask me the right way."
Many skills and activities do not require a verbal response if the learner is directed in the appropriate manner. When working on Math, for instance, asking a student, "Show me which number is larger" or "Write down the larger number" can be more effective than, "Tell me which number is larger." The latter way of asking requires a verbal response from the student, which could be much more difficult than the math problem itself.
While it is important to work on developing a student's receptive and expressive language skills, it is also important to understand, and react appropriately to, the individual's current ability level in this area. There is always a fine line between requiring language from a student (to help them develop the skill) and accepting their approximations. Knowing how to balance these considerations will create a more effective teaching environment and help avoid frustration.

Mr. Jeffrey Young is the President and Founder of Innovative Piano, Inc. Mr. Young has published over 17 books dealing with music and autism. To learn more about the author and the program please visit http://www.innovativepiano.com/
Innovative Piano, Inc. - Offering piano lesons for students with autism - Nationwide! http://www.innovativepiano.com/

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ABA Therapy Teaches Lifelong Skills in the Classroom

When you are an educator faced with teaching students with autism spectrum disorder, it is easy to become frustrated. Most school systems do not provide the required training and skills necessary to properly teach behaviors and concepts to these students, and standard methods of reprimand and punishment do nothing to curb negative behaviors. Because of this, many autistic children are improperly labeled as "bad" or even removed from the standard classroom environment. Employing ABA therapy within your school system offers teachers a better way to teach autistic students while equipping them with skills they will use for the rest of their lives.
Applied Behavior Analysis is the term given to a method of teaching that involves repetition, rigorous data collection and analysis, and prompting to teach children with autism and other developmental disorders how to understand basic behaviors and concepts. In essence, the mind of a child with autism processes ideas, concepts, and behaviors differently and therefore requires a different method of teaching. With ABA therapy, students are taught through prompting and repetition the proper way to behave in a certain situation as well as how to complete both simple and complex tasks.
While ABA is certainly beneficial for helping children learn to integrate into a standard classroom setting, it cannot be overlooked that the treatment is also essential for teaching life skills. By teaching children the appropriate response to certain external situations or stimuli, you form a pattern of positive behavior that the individual will be able to follow for life. Learning how to interact with others is a necessary life skill, and for autistic children it is certainly one that is best taught through Applied Behavior Analysis. Providing educators with the skills necessary to offer ABA therapy can open a number of doors for children with autism spectrum disorder.
While personal training and symposiums that teach ABA fundamentals are often too costly for school systems, it is important to realize that they are not the only option. ABA courses can be found that operate through a series of instructional DVDs as well as accompanying materials that are used for teaching educators and for teaching students. These programs enable school systems to educate limitless teachers for only a single price, making them cost effective. Teaching kids skills that will provide real world application for the rest of their lives is essential, and ABA therapy proves time and again to be the very best educational tool for students with autism.

Garrett Butch is the father of a 6 year old with autism and the founder of Maximum Potential Group.
Maximum Potential has developed courses that train parents and school systems how to work with children with autism.
http://www.maximumpotentialkids.com

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