Teaching Communication Skills to a Child Diagnosed with Asperger's Syndrome

Asperger's Syndrome is a milder variant of Autistic Disorder. In Asperger's Disorder, affected individuals are characterized by social isolation and eccentric behavior in childhood. Though grammatical, their speech is peculiar due to abnormalities of inflection and a repetitive pattern. They usually have a circumscribed area of interest which usually leaves no space for more age appropriate, common interests. Some examples are cars, trains, door knobs, hinges. The name "Asperger" comes from Hans Asperger, an Austrian physician who first described the syndrome in 1944.

If a child is showing symptoms of Asperger's Disorder because highly visual thinking is interfering with the ability to generate language fluently then we may have child who is suffering from a very trainable communication disorder rather than a psychiatric disease.

Children who are highly visual with communication problems can have as many as 50 symptoms that are very similar and predictable. I call these children Maverick Minds.

To begin working on improving language and communication, we start with teaching visual attention skills.

In my consulting practice I teach parents methods for improving attention, memory and communication skills to replace many of the off-target behaviors they have. Before we begin teaching attention we do an evaluation to determine if the child is naturally turning to visual attention and memory skills rather than the auditory-verbal counterparts.

When I build exercises to teach attention I use the natural strengths of each child so that each exercise is easy, fun, and successful because it is critical that emerging communication abilities feel natural and flow fluently. To see my examples of children learning to become symptom-free go to my ebrainlabs website and watch the videos in our video viewing studio. You will see parents y using a pace and methods that result in success. The goals of the exercises are to help your child improve daily and achieve at least 80% success consistently.

We evaluate the "just-right" difficulty level to begin the exercise so that we understand how your child learns best. There are only two rules for the pace of learning:

You and your child should be having lots of fun.

Your child should always be 80% correct or better.

In our seminars, we discuss how we build the visual attention system first because it is the stronger system and is often shutting down verbal development. For this reason we begin our training with very little talking, which is one step toward stopping the antagonism between the visual and verbal systems and initiate a supportive relationship. Thus, we want you to minimize your talking during the exercises. As a result, your child will be able to isolate the visual attention system and begin to load visual memory. The more you talk, the more you reduce visual memory capacity. So by talking during this training, you could reduce your child's capacity from 200 data bytes to 25.

As you work, you'll establish a tri-level sequencer. The sequencer is another important brain function that is the engine of the verbal thinking pathway and the most underused component of verbal biology. The sequencer is often very painful for autistic children so initially you teach it as a "treat," or what feels like a reward.

The parts of the sequencer are:

Continuous - After every correct answer, ping a penny into a cup. Feedback that occurs after every correct answer facilitates rapid learning.

Fixed-ratio - After every three pennies, give your child a treat such as a sticker, a raisin, or a chocolate chip. Fixed-ratio sequencers begin the process of self control.

Variable - At the end of your session, go on a treasure hunt with your child. Hide clues around the house that lead to a surprise under the pillow. Varying the elements of the treasure hunt helps your child transfer learning and generalize it to daily life.

As you work, you'll begin to vary your sequencers to increase the flexibility of this component of training. After you have used pennies, raisins and a treasure hunt, for example, you might change to printing out a picture of a desired toy and cutting it into pieces. Then, you can have your child earn pennies, stickers, and then a piece of the puzzle. Tape the piece on the wall. When the picture is complete, go to the store to buy the toy.

You can also vary the elements of each part of the sequencer, depending on your child's needs. For example, you could change the Continuous to macaroni, marbles, poker chips, or small post-it notes. You could change the Fixed Ratio to tickles, chocolate chips, pretzels, stickers, or nickels. Or you might change the Variable to coupons for privileges. The goal is to keep your child interested and challenged, and to have lots of fun.

Dr. Cheri Florance is a brain scientist with training and clinical experience in how to teach the brain to replace symptoms of communication and language disorders. In her books, Maverick Mind, (www.penquinputnam.com ) and A Boy Beyond Reach (www.simonschuster.com ), she describes how she taught her own autistic son, Whitney to replace disability with ability and become symptom-free. To learn more about her own personal journey and successful methods visit her complimentary Learning Library at http://www.ebrainlabs.com

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Teaching Children With Autism - Know Your Options

Teaching children with autism can be very challenging, but very rewarding. It definitely takes a different skill set to teach children with autism, and a supportive school system to do it well. While many public schools have excellent special education schools, many do not. This is why there are also many great private schools that exist to fill the needs of autistic children in search of a personalized education.

Traditional Classrooms May Not be the Best Way to Teach a Child with Autism

A lot of kids with special needs, including autism, have real problems succeeding in a traditional classroom. Very often, they will need one-on-one instruction to be able to learn. Kids with autism often are distracted by sensory issues and many other things in a traditional classroom. Frequently, they are the target of bullying, which can create self-esteem issues and, of course, greatly affect the child's concentration and learning.

Individualized Education Programs for Kids with Autism

Many autistic kids require individualized learning programs that public schools often are not able to give. Parents usually try to make public schools work for their kids before looking somewhere else, but sometimes there is no choice. Hence, the rising number of private special education schools for kids with autism.

These schools make teaching children with autism into a whole different kind of journey. They have different theories, smaller classes, and more individualized programs. There is usually a 1:1 or 1:2 student to teacher ratio. There are several kinds of special education schools, from day schools and boarding schools, autism only schools and schools that accept kids with a wide range of disabilities.

Choose a Teaching Style that Fits Your Child with Autism

Teachers in some schools will analyze a child's learning style, behaviors, strengths and weaknesses to create a teaching style that works well with that child. Other schools have a more one-size-fits-all approach, using theories of behaviorism or applied behavior analysis (ABA) for all kids, without much variation in manner in which they are used.

Specialized Autism Schools

Specialized autism schools usually include the various therapies that they offer in the price and curriculum. Such therapies can include speech, occupational and physical therapies. These therapies, as well as the individualized attention for the kids come with a hefty price tag, however. Schools can often be up to $50-$75,000 a year. However, parents can sometimes get special schools paid by their local school districts as long as they can prove that their local school is not able to meet their child's needs.

To find these schools, you may want to do an Internet search for them, or ask your local autism society. Most of the time, public schools do an excellent job teaching children with autism but it is important also to know of the other options that are out there.

Parents can often learn which schools are good and which are not from other parents. Let's face it, information from other parents can help in all areas of raising your child with autism. And a great site that has tips and suggestions for helping to raise your autistic child is the AmericanAutismSociety.org. There you can sign up for their FREE newsletter with tips and info on autism.

Article Source: http://EzineArticles.com/?expert=Craig_Kendall

Teaching Your Autistic Child Basketball

Basketball is a great sport for kids to play. It is safer, requires less physical prowess and is less complex than many other sports. It is true that it requires some depth perception and height is a key benefit, but it is a great choice at early ages, and giving your child the experience of playing a sport will be a memory they keep forever.

It is very common for autistic children to have little interest in sports related activities, for example, basketball. When they are very young, they often start out with some interest, and will join a basketball team. After some time, the child may loose interest in venturing out on to the basketball court, or eventually may not want to attend practices or games at all.

This can be very frustrating to parents, especially fathers or grandfathers that have fond memories of playing basketball and the life-long friendships they made being part of a team.

It is still possible for many autistic children, especially aspergers type, to have an interest and play basketball. What is important is that you do not have expectations that your child is going to follow of the traditional rules and expectations that most children do when joining a basketball team and learning the game.

In fact, you may have to consider strictly recreational non-team style play. If your child is not able to follow and focus on the instructions, and is not responding well to the coach or other players, it may be time to consider going a different route. It is much more important that your child is happy and feels accepted, especially by the parents than you being happy that your child is part of a basketball team.

If you find that the team style basketball play is not working, consider having a regular play at home, or at a local park. Be sure to give your child some time away from the sport before doing this as it may not be received well.

When your child starts to show some interest, be sure to keep things free-form. Do not worry about all the rules, skills, techniques and such. It is important to simply have the child enjoy the time spent with you, which happens to also be time spent holding and hopefully throwing a basketball.

You might simply try passing the ball back and fourth. Possibly bouncing the ball off a wall. Make some fun games such as try to dribble the ball three times in a row - if you succeed, the parent has to jump around like a silly frog!

Later you can slowly add little modifications such as a tip on how to pass the ball, or where to aim when throwing the ball for a layup. Again, take it slowly, and always make it positive. If you add criticism, or lots of rules, it is very likely your autistic child will loose interest quickly, and in fact may resent the sport completely.

John Smitty regularly contributes to the AAIG - Autism Awareness Information Gateway web site. For more information, please visit the AAIG web site.

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Autism Intervention Teaching Strategies - Increasing Success in Your Autistic Child

As you may know there are several autism intervention strategies available to you. However, many can be a simple fad that may have seemed to work with one or two children, but because of the testimonials and the desire of parents to want to "cure" their child, they will try almost anything.

Intervention teaching strategies that have worked and continue to work are those that have been researched and proven to help many times. Can you guess what this may be? It is Applied Behavior Analysis, also known as ABA. This intervention method is based on applying the principles of behavior into teaching skills that promote behavior change to individuals with autism spectrum disorder (ASD).

This autism intervention or ABA can be used to teach many skills that are broken down into smaller sub skills. These sub skills are taught by using behavior change techniques such as positive reinforcement, fading, shaping (chaining), and prompting.

The most important and primary factor in teaching new skills is the use of positive reinforcement. Positive reinforcement is the method of providing an individual with something that will increase the probability of the behavior to occur again. Some think this is as simple as giving a reward, but what may be rewarding to one, may not be rewarding to another. An example of this autism intervention strategy is that a child may be given a piece of candy for saying, "hi" to another individual. If the child likes candy he/she may begin to say "hi" more often; if the child does not like candy, the probability of the child increasing that behavior is not likely.

It is important to have many different reinforcers (motivators) available when teaching and maintaining skills learned.

Visit http://www.autismsupportonline.com for FREE newsletters sent to your inbox relating to treating individuals with autism. Upcoming articles with detailed information on more autism intervention strategies such as positive reinforcement, fading, shaping, and prompting will be available in newsletters for registered individuals. For more information on the author, visit http://www.autismsupportonline.com

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Autistic Child Teaching

Teaching autistic children certainly presents a challenge, but it's not impossible. It's all about changing your perspective. Autistic children don't react to social situations the same manner that most children do, so it doesn't make sense to educate them in the same way.

Autism is a neurobiological disorder that affects social, physical, and language skills. It manifests itself in different ways: repeated gestures or noises, aversion (or indifference) to affection and touching, resistance to change in a routine, or a strong desire for order in their environments. It is three times more prevalent in boys than in girls, and estimations of occurrence change all the time; estimates range from 8 in 10,000 to 1 in 200. As more is discovered about autism, it is possible that even more children will be diagnosed. The idiosyncracies of autism makes it ineffective to educate autistic children in the "traditional" manner; the aim and goals of educating children with autism are different as well.

You've probably heard about the different types of learning. They include auditory, visual, and kinesthetic (tactile or hands-on). Traditionally, autistic children are visual learners. This makes sense considering the quirks of autism: autistic individuals have trouble "reading" social situations and body language; therefore, it may be difficult for them to process information aurally. Kinesthetic learning presents a challenge because of the rigid thinking patterns of autistic children; it will probably be hard (or impossible) to get them to participate in a hands-on learning activity. Even if the child were to participate, it won't be meaningful. Visual learning is the most logical of the three types: if done properly, very little will be "lost in translation." A picture doesn't have a voice, let alone a tone, pitch, and inflections to understand. (When you think about it, verbal communication is truly an art; it is easy to take for granted our ability to understand it.)

Another tried and tested technique for teaching autistic children is to make a daily schedule, post it, and adhere to it. This reduces the child's stress, confusion, and anxiety because their environment is predictable, thus making it possible to gradually introduce new concepts and lessons. You can't assume the child understands you, so you must be as precise as possible. Many experts recommend letting the child know ahead of time when an activity will begin or end, and warning them before you touch or move them. Good educators and informed parents will use the autistic child's individual strengths to tailor lessons to them.

Additionally, it is essential to know how to communicate with autistic children. Expectations should be altered in accordance with a child's abilities. For example, it is unrealistic to expect your autistic child to follow multiple-step directions. When teaching autistic children, it is necessary to be mindful of this, and break steps and lessons down in to their most basic forms. Patience is of the utmost importance; you will have to teach and re-teach the same lessons. Mastery will come with time; these milestones are exceptional when raising autistic children.

After reading many different books on autism, I've been able to narrow down a terrific resource that encompasses all of the fundamental facets of this disorder. Want to learn the ins and outs of Autism? Gain the knowledge that experts are sharing by Clicking Here!

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The Five Best Teaching Aids for Children With Autism and Special Needs

We have had over ten years experience with tutoring and teaching our daughter with an Autism Spectrum Disorder. Below is some of the Teaching Aids we used that we think were the most successful in her development and learning. These methods can be used with any child with or without an Autism Spectrum Disorder, Pervasive Development Disorder or Special Needs.

Teaching Aid 1 - Setting up a Therapy Room
In the beginning what got us going was the SON RISE program. Liz went to America to the Option Institute and did a two week course on how to cope with a child with Autism, methods for working with and tutoring a child with Autism and how to set up a therapy room for a tutoring a child with Autism and or Special Needs.

The course is not just for Parents of children with Autism, but also for children with Learning Difficulties, Pervasive Development Disorder (PDD) and children with Special Needs in general. The course also focusses a great deal on how to deal on an emotional level with the fact that your child has an intellectual disability, and there is ongoing support if you so wish.

So on Liz's arrival back home we set up a therapy room. We used a spare bedroom and painted it in bright colours. We set it up with shelves and storage drawers, play equipment, a computer and printer, a suitable child's height table and chairs for table top work and a sturdy floor covering. The basic idea was to have a room the child can identify with as a learning and fun area only, somewhere that they will in time know that when they are in there it is time to learn.

Teaching Aid 2 - Getting Through to a Child with Autism
One of the very useful things Liz learned from the SON RISE program was a method to work with Autistic children, a way to get through to them and that was to get yourself to their level. Get down on the floor and rock with them, spin objects like they do, repeat the sounds they make, enter their world. This is how we got Isy to acknowledge us, by doing just that! She began to pay attention when we entered her world and slowly we began to influence her behaviour and satisfy her thirst for learning.

Most children with or without Autism Spectrum Disorders, Pervasive Development Disorders, Learning Difficulties or Special Needs enjoy learning, they have a thirst for knowledge, it is just a matter of finding how to get through to them and making the learning fun for them and yourself.

Teaching Aid 3 - Applied Behaviour Analysis and Discrete Trial Teaching
The next step for us was getting into Applied Behaviour Analysis (ABA) and Discrete Trial Teaching (DTT). Liz also seeked out and trained therapists, including Uni students to work with Isy intensively and her progress was astounding. Isy loved to be in her therapy room learning. Each session would run for 2 hours, and she would get up to three sessions a day up to six days a week.

In a relatively short time Isy started to learn to count, spell her name, read books, ask for things, say yes and no, imaginative play, identify genders, moods, countless items, and much more. In a nutshell she began to communicate and be aware of her surroundings, we were over the moon! This stuff really works.

Teaching Aid 4 - Custom made Teaching Aids and IT Computer based Aids
After a while Liz was accumulating quite a range of Autism Spectrum Disorder related Teaching Aids, which could also be used with children with Special Needs, resources such as - picture cards, shapes, puzzles, colour cards, sizes cards, picture books, gender cards, etc. I also started to make up some IT or Computer based training aids such as Interactive Flash Cards with sound, and a personalised interactive Toilet Training Program. Around this time I was working in Antarctica and I would send Isy via the internet interactive stories of her favourite characters (Snowy and Humphrey) in Antarctica, this really went a long way in teaching her to read, she would thrash the stories!

Teaching Aid 5 - Things Children Love Doing
Another great teaching aid which I used to teach Isy language was her trampoline. She used to love jumping on the trampoline and even more so when I joined her, we would play silly games that required her to count or say short sentences. I would point up to the sky and get her to say short sentences like "touch the clouds in the sky" or "your turn" and "my turn" I would purposely lie on the trampoline until she would ask me to "get up dad" and "lets jump dad". Using a favourite activity to teach children is a very powerful teaching aid

Those early days on the trampoline where Isy was starting to learn to talk and we would jump laugh and sometimes just lie and look at the birds in the sky were without a doubt some of the best and most memorable days of my life.

These are some of the Autism Spectrum Disorder Teaching Aids we have found that really worked for us and our Daughter Isy. There are other factors involved in her progress as well such as Bio-Medical supplements, Physical activities such as Swimming and Horse riding, Music and Sound Therapy and what we believe to be a safe secure and fun home environment for all of us.

To see the relevant photo's and links related to this article visit:

http://isybeeautism.com/autism-teaching-aids/best-teaching-aids-for-children-with-autism-and-special-needs/

Hi, my name is Henry, I am Isy Bee's father

My wife and I originally started Isabella's Autism Pages and Isybee Autism web pages to help other parents in similar circumstances, and to give recognition to other people and organisations who have helped them help me.

We hope to cover a lot of ground writing articles and providing information and resources for families and persons affected by Autism Spectrum Disorders (ASD).

Please visit our website for more information and resources:

http://isybeeautism.com - Autism information and resources.

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Overview of Typical Effective Teaching Strategies - Childhood Through Young Adulthood

Children with autism are individuals, first and foremost. Each one of them comes to us with an array of cognitive abilities, learning styles, sensory irritants and impairments, need for routine, visual or auditory preferences, movement disturbances, varied and intense communication disturbances, and difficulties with social interactions. One or more commingling conditions such as obsessive compulsive disorder, hyperactivity, opposition defiance disorder, psychosis, acute anxiety, post traumatic stress syndrome - the list goes on-may also exist. No one program will best meet the needs of all children. Intuition, flexibility and a willingness to use a variety of approaches will best insure progress of each individual child.

A teacher or parent may choose to use a combination of incidental teaching, child-directed activities, and discrete trial format. Errorless teaching, prompting where necessary to keep the child from floundering keeps the child engaged and comfortable. Backward chaining of desired sequences-teacher or parent motors the child through most of the sequence and lets the child complete the last step. Then it is the last two steps and so on. Motored and visual prompts are ramped down as acquisition of skills develops. Communication, social skills and behavior should be taught during all activities, dependent on the child's communicative level and individualized motivational factors.

Start by addressing attending behaviors. Attempt to make a connection with the child in hopes of establishing a relationship. Elect to take a submissive role in an attempt to show the child that he has influence over his environment and that action creates reaction. Allow the child to use you as a tool; or, mirror his activity. Any attempt to interact or have his needs met should be rewarded.

Continues to analyze what changes to make to increase attention. Is there too much environmental stimulation? Are sensory irritants overwhelming? What can be done to make the child more comfortable? Can he attend to preferred activities? Can he attend during one-on-one interaction? Is he having difficulty switching attention? Does music help? Can a particular toy to engage him? What suggestions do his parents have? Keep asking questions! If a strategy is ineffective, remain flexible and try again.

Can the child imitate? If he is unable, attempt to determine why. Is it a problem of attention? Is it a movement problem? If it were a problem of attention, go to a quiet space devoid of sensory distraction. If it were a movement problem, attempt to have someone motor the child from behind during gross and fine motor activities, again ramping prompts down. Do the same when expecting the child to perform actions with objects. I would Mirrored his movements and entice him to mirror yours.

Evaluate communication. Does the child demonstrate communicative intent? What is his communication mode? Does he demonstrate verbal capability? Does he respond to visual strategies? Does he respond to signs? Is he able to imitate them? When appropriate, incorporate either PECS (Picture Exchange System) or prerequisite adaptations.

How are the child's social skills? Is the child seemingly aware of others? Does the child interact? Does he only give rote replies? Are his responses echolalic? The parent or teacher should initially use themselves as the initial interacting agent so necessary prompts can be given.

Movement is a large component. Sensory input facilitates an organized use of the body. An organized body leads to an organized mind; even language is dependent on motor skills. Exercise should be a combination of free play and motored prompts of designated body postures. Exercises that cross the mid-line and engage both brain hemispheres have added benefit.

Nature walks force the child to attend to his environment as they follow trails, on uneven terrain, attempting to avoid or conquer nature's obstacles. The sights and sounds of nature appear to have a calming effect - as opposed to the artificial sights, sounds, noise, and smells of the home or classroom environment.

Plays skills vary depend on the level of interaction with toys and peers. Does he interact with toys? Does he use them appropriately? Does he participate in parallel play? Does he engage in a shared activity? Parents and teachers should serve more as a facilitator than a teacher in these interactions.

As the child gets older, it is important to see how he operates in a home, school or community, and in vocational and recreational environments. It is important for teachers and agencies to provide information on guardianship, financial planning, advocacy, outside therapies, peer relationships and counseling. The ASA (Autism Society of America) is a valuable resource.

Keep reassessing! Are his goals still effective or should they be changed to suit current needs? Do his classes have long-term significance? Does his participation enhance social relationships? Does he have friends or social activities outside of school? How are issues being dealt with? Is the pace and scope of instruction adequate? Are sensory issues, motor adaptations, interfering communication challenges, transition and generalization issues being addressed in all environments. Are his social and emotional needs being met? What are his needs for predictability, repetitions, direct instruction, and generalization? What are his strengths and weaknesses? In short, what changes and adaptations need to be made?

Visualize where you would like to see him at 21. Match the work environment to his needs and style. Determine the level of support he will need and who will be responsible. Each individual is a unique blend of strengths and weaknesses. It is not easy to find the right fit. Remain flexible and keep trying. If the child is not suited for a typical work environment, continue to advocate for stimulating experiences to insure that he will be a life-long learner

Summary

1. Make sure the child is comfortable.

2. Let him know he is safe.

3. Address movement and sensory issues.

4. Form a relationship with the child.

5. Engage him in activities of joint attention and cause and effect.

6. Teach him to imitate, motor him when necessary.

7. Set up situation that encourage him to initiate.

8. Provide visual strategies.

9. Continually reassess behavior, learning rate and style
10. Stay flexible

I have served as a teacher of individuals with autism of different ages and abilities.

I have served as a teacher of individuals with autism for 18 years. What they have taught me was to be sure of nothing, and open myself to the extraordinary. It has been and continues to be a remarkable ride.

Mary Ann Harrington

http://web.mac.com/maharrington

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Autism - Teaching Verbal Communication To Free Your Child

Autism - Teaching autistic children the art of verbal communication can be very challenging for parents with an autistic child.

Are you a parent or guardian who suffers from the roller coaster of emotions associated with this disorder?

It's no surprise as 1 out of every 110 children born today are stricken with autism.

Many autistic children deal with serious problems when it comes to verbal communication. Autism presents many frustrating roadblocks for autistic children and their parents. The speech challenges can be difficult to overcome.

Communication Breakdown - What You Should Look Out For...

Verbal communication between a child and the people around him or her can vary greatly from one child to the next. A child's intellectual development and social development can be quite different from one case to the next. Some children have no problems carrying on extensive conversations while others can hardly speak a word at all. And in worst case scenarios, some children who suffer from autism express themselves with inappropriate language and violent physical outbursts.

Some autistic children speak incoherently, mumbling words or phrases with no meaning. And some will repeat their words or phrases over and over; this is called echolalia. There is also a version called delayed echolalia in which an autistic child will respond to a question at a much later and time, completely out of context or connection with his or her surroundings.

Conquering Autism - There Is No Magical Cure, BUT There Is A Solution...

On the bright side, there are many options today for concerned parents to help their child improve their communication skills.

One of the first steps you can take is to consult with a speech pathologist to evaluate your child's degree of development and capacity for learning and speaking. A professional consultation can often yield a variety of alternatives to target your child's needs.

The challenges with aspergers can be overcome. However, at the present time, no single person can determine a universal therapy that can yield the same results for ALL autistic kids. Autistic children, like ALL children, vary greatly in personality and personal make-up. The best thing you can do to ensure your child's success is to get autism therapy, start early, and maintain a regular schedule of evaluation to get feedback on different therapies and their results. Every child will have different needs and demands.

Music Soothes The Savage Beast...

It might astound you to know that music therapy can have an enormous effect on your son or daughter's ability to communicate. This is because development of the senses regularly helps to improve the child's capability to interact to sensory information, and thus helps him or her comprehend what she or he is listening to by way of musical stimulation and seeing the world through both verbal and non-verbal communication.

In addition, you can ensure your little one's success by providing the proper diet and supplementation program. Regular therapy and feedback can dramatically improve your child's verbal skills. With the proper plan in place, autism can be conquered. Watching your child develop and become the best version of themselves is what every parent or guardian desires and deserves.

To learn how you can improve the life of an autistic child, make sure to check out the #1 guide for parents of autistic children... The #1 Autism Teaching Guide is available to you today... see below.

Finally, you can discover the #1 resource to improve your child's communication skills and conquer autism once and for all: Autism Teaching Guide: CLICK HERE!

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