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Teaching the Visually-Oriented Student on the Autism Spectrum

Despite difficulties with eye contact, most children with Aspergers and High-Functioning Autism (HFA) are visual learners. Visual learners need to see the information. The whiteboard, texts for reading, or information on the computer all help these children succeed in the classroom.

It's important to distinguish that some visual learners prefer the written form of the language (e.g., a book that explains grammar or vocabulary). This preference is similar to an “analytical approach.” Other visual learners prefer diagrams or charts that illustrate grammar or vocabulary. This preference is similar to a “global approach.” Both types of visual learners may need to write down information in order to remember it. 

Although some teachers believe notes aid memory, visual learners see notes as a prerequisite to memory. In other words, if they don't write down the information and/or draw charts and diagrams, then they won't remember the information.

Information or ideas heard may not be retained as well as if the Aspergers or HFA child had been able to take notes. Visual learners should be allowed to write notes or draw charts and diagrams in the class, perhaps with the teacher providing a minute or two after an explanation or presentation to take down the information. Longer recall times to activate the language will prove necessary if visual imagery doesn't accompany explanations.

The 7 learning styles:
  1. Aural (auditory-musical): Student prefers using sound and music.
  2. Logical (mathematical): Student prefers using logic, reasoning and systems.
  3. Physical (kinesthetic): Student prefers using his/her body, hands and sense of touch.
  4. Social (interpersonal): Student prefers to learn in groups or with other people.
  5. Solitary (intrapersonal): Student prefers to work alone and use self-study.
  6. Verbal (linguistic): Student prefers using words, both in speech and writing. 
  7. Visual (spatial): Student prefers using pictures, images, and spatial understanding.



Research shows us that each learning style uses different parts of the brain. By involving more of the brain during learning, we remember more of what we learn. Researchers using brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style. For example: 
  1. Aural: The temporal lobes handle aural content. The right temporal lobe is especially important for music.
  2. Logical: The parietal lobes, especially the left side, drive our logical thinking.
  3. Physical: The cerebellum and the motor cortex (at the back of the frontal lobe) handle much of our physical movement.
  4. Social: The frontal and temporal lobes handle much of our social activities. The limbic system also influences both the social and solitary styles. The limbic system has a lot to do with emotions, moods and aggression.
  5. Solitary: The frontal and parietal lobes, and the limbic system, are also active with this style.
  6. Verbal: The temporal and frontal lobes.
  7. Visual: The occipital lobes at the back of the brain manage the visual sense. Both the occipital and parietal lobes manage spatial orientation.

Teachers should remember the following when working with Aspergers and HFA students:


1. Flashcards with pictures and/or words are an excellent tool for visual students. If flashcards aren't available, then the child can make his own. Alternatively, when encountering new words, the child can picture the object in his/her head.

2. Listening skills are a primary component of oral communication. Extra opportunities should be given to build listening ability, with many opportunities for visual learners to hear and process the information.

3. Visual students may struggle with pronunciation, intonation, tone, register, and other aural skills.

4. The child with Aspergers or HFA tends to have the following traits:

•    Arrives at correct solutions intuitively
•    Creates unique methods of organization
•    Develops own methods of problem solving
•    Develops quite asynchronously
•    Enjoys geometry and physics
•    Generates unusual solutions to problems
•    Has good long-term visual memory
•    Has visual strengths
•    Is a good synthesizer
•    Is a late bloomer
•    Is a whole-part learner
•    Is better at math reasoning than computation
•    Is creatively, mechanically, emotionally, or technologically gifted
•    Is turned off by drill and repetition
•    Is very sensitive to teachers’ attitudes
•    Learns best by seeing relationships
•    Learns complex concepts easily, but struggles with easy skills
•    Learns concepts all at once
•    Learns concepts permanently
•    Learns whole words easily
•    Masters other languages through immersion
•    May have very uneven grades
•    Must visualize words to spell them
•    Prefers keyboarding to writing
•    Reads maps well
•    Relates well to space
•    Sees the big picture, but may miss details
•    Thinks primarily in pictures

5. The child with Aspergers or HFA tends NOT to have the following traits:

•    Attends well to details
•    Can show steps of work easily
•    Can sound out spelling words
•    Can write quickly and neatly
•    Develops fairly evenly
•    Excels at rote memorization
•    Follows oral directions well
•    Has auditory strengths
•    Has good auditory short-term memory
•    Is a step-by-step learner
•    Is an analytical thinker
•    Is an early bloomer
•    Is comfortable with one right answer
•    Is well-organized
•    Learns by trial and error
•    Learns in spite of emotional reactions
•    Learns languages in class
•    Learns phonics easily
•    Learns well from instruction
•    May need some repetition to reinforce learning
•    Progresses sequentially from easy to difficult material
•    Relates well to time
•    Thinks primarily in words

==> Teaching Students with Aspergers and HFA

The Autistic Brain: Malfunction or Human Evolution?

Are you aware that Autism prevalence figures are growing rapidly? According to recent statistics, Autism now affects 1 in 54 male children. More young people will be diagnosed with Autism this year (male and female) than with AIDS, diabetes and cancer combined.

Autism is the fastest growing “developmental disability” in the U.S. – and the only disorder dramatically on the rise (with mental retardation, Down syndrome, and cystic fibrosis remaining roughly the same). Earlier Autism prevalence figures were much lower, centering at about 0.5 per 1,000 during the 1960s and 1970s, and about 1 per 1,000 in the 1980s.

The reported spike in the prevalence of Autism raises questions about whether this dramatic increase is factual, or a byproduct of greater awareness that has led moms and dads, educators, and professionals to see symptoms of Autism in kids who would not have received the diagnosis 20 years ago.

The increase in Autism prevalence figures suggests several possibilities (here are just a few):
  • some relatively recent changes in the environment may be responsible
  • the diagnosis may be applied more broadly than before as a result of the changing definition of the disorder
  • there may be more complete pickup of autism (i.e., case finding) as a result of increased awareness and funding (e.g., attempts to sue vaccine companies may have increased case-reporting).
  • this is the way the human brain is developing

Human evolution is characterized by a rapid increase in brain size and complexity. Decades of research have made important strides in identifying the unique features of the human brain. But it has become possible only very recently to examine the genetic basis of human brain evolution. Through “genomics” (i.e., the study of the genomes of organisms), tantalizing insights regarding human brain evolution have emerged.

Metabolic changes responsible for the evolution of the human brain’s unique cognitive abilities indicate that it may have been pushed to the limit of its capabilities. Research adds weight to the theory that some neurological disorders are a costly by-product of human brain evolution.

The idea that certain neurological disorders are by-products of increases in metabolic capacity and brain size, which occur during human evolution, has been suggested before, but now researchers have access to new technical approaches to really put the theory to the test.



The human brain is unique among all species in its enormous metabolic demand. If researchers can explain how the human brain sustains such a tremendous metabolic flow, they will have a much better chance to understand how the brain works – and why it sometimes “malfunctions.” But is it truly a “malfunction” (i.e., functions badly)? Or is the human brain on its evolutionary path to “hyper-functioning” (i.e., functioning above and beyond the norm)?

Making Sense of Sensory Sensitivities in Kids on the Autism Spectrum

Many children with Aspergers and High-Functioning Autism (HFA) have difficulty processing everyday sensory information (e.g., sounds, sights, smells). This is called “sensory sensitivity,” and it can have a profound effect on a child’s life.

Most “neurotypical” children (i.e., kids without the disorder) process sensory information automatically without needing to think about it much. However, children with sensory sensitivities have difficulty processing everyday sensory information. Those who struggle to deal with all this information are likely to become stressed or anxious, and possibly feel physical pain. This can result in difficult behavior. If the Aspergers or HFA child gets sensory overload, he may just “shut down.” He experiences what is known as “fragmentation” (similar to being tuned into 20 TV channels at once).



Children with ASD can be over-sensitive (i.e., hypersensitive) or under-sensitive (i.e., hyposensitive) in any of the following seven areas:

1. Sight—

Situated in the retina of the eye and activated by light, our sight helps us to define objects, people, colors, contrast and spatial boundaries. Children on the autism spectrum may experience the following differences:

Hyposensitive:

•    A central object is magnified, but things on the periphery are blurred.
•    Central vision is blurred, but peripheral vision quite sharp.
•    Objects appear quite dark or lose some of their features.
•    Poor depth perception – problems with throwing and catching; clumsiness.

Hypersensitive:

•    Distorted vision: objects and bright lights can appear to jump around.
•    Easier and more pleasurable to focus on a detail rather than the whole object.
•    Images may fragment.

2. Sound—

This is the most commonly recognized form of sensory impairment. Hearing impairments can affect a person’s ability to communicate as well as his balance. Children with Aspergers and HFA may experience the following differences:

Hyposensitive:

•    May not acknowledge particular sounds.
•    May only hear sounds in one ear, the other ear having only partial hearing or none at all.
•    Might enjoy crowded, noisy places or bang doors and objects.

Hypersensitive:

•    Inability to cut out sounds – notably background noise, which often leads to difficulties concentrating.
•    Noise can be magnified and sounds become distorted and muddled.
•    Particularly sensitive to sound and can, for example, hear conversations in the distance.

3. Touch—

Touch is important for social development. It helps us to assess the environment we are in and react accordingly. It also allows us to feel pain. Children on the spectrum may experience the following differences:

Hyposensitive:

•    Enjoys heavy objects (e.g., weighted blankets) on top of them.
•    Has a high pain threshold.
•    Holds others tightly - needs to do so before there is a sensation of having applied any pressure.
•    May self-harm.

Hypersensitive:

•    Difficulties brushing and washing hair because head is sensitive.
•    Dislikes having anything on hands or feet.
•    Only likes certain types of clothing or textures.
•    Touch can be painful and uncomfortable; child may not like to be touched, and this can affect his relationships with others.

4. Taste—

Chemical receptors in the tongue tell us about different tastes (e.g., sweet, sour, spicy, etc.). Children with Aspergers and HFA may experience the following differences:

Hyposensitive:

•    Eats everything (e.g., soil, grass, Play-dough, etc.). This is called “pica.”
•    Likes very spicy foods.

Hypersensitive:

•    Certain textures cause discomfort; some children will only eat smooth foods (e.g., mashed potatoes, ice-cream).
•    Finds some flavors and foods too strong and overpowering because of very sensitive taste buds; has a restricted diet.

5. Smell—

Chemical receptors in the nose tell us about smells in our immediate environment. Smell is the first sense we rely upon. These young people may experience the following differences:

Hyposensitive:

•    Some kids may lick things to get a better sense of what they are.
•    Some kids have no sense of smell and fail to notice extreme odors (can include their own body odor).

Hypersensitive:

•    Dislikes people with distinctive perfumes, shampoos, etc.
•    Smells can be intense and overpowering. This can cause toileting problems.

6. Balance (vestibular)—

Situated in the inner ear, our vestibular system helps us maintain our balance and posture, and understand where and how fast our bodies are moving. Children with Aspergers and HFA may experience the following differences:

Hyposensitive:

•    A need to rock, swing or spin to get some sensory input.

Hypersensitive:

•    Car sickness.
•    Difficulties stopping quickly or during an activity.
•    Difficulties with activities like sport, where the child needs to control his movements.
•    Difficulties with activities where the head is not upright or feet are off the ground.

7. Body awareness (proprioception)—

Situated in the muscles and joints, our body awareness system tells us where our bodies are in space, and how different body parts are moving. Children with Aspergers and HFA may experience the following differences:

Hyposensitive:

•    Hard to navigate rooms and avoid obstructions.
•    May bump into people.
•    Stands too close to others, because they cannot measure their proximity to other people and judge personal space.

Hypersensitive:

•    Moves whole body to look at something.
•    Difficulties with fine motor skills: manipulating small objects (e.g., buttons, shoe laces).

Note: “Synaesthesia” is a rare condition which some Aspergers and HFA kids experience. A sensory experience goes in through one system and out through another. So the child might hear a sound -- but experience it as a color (i.e., they will 'hear' the color blue).



*** How Parents and Teachers Can Help ***

Here are some ways you may be able to help a child with Aspergers or High-Functioning Autism with sensory sensitivities:

Sight—

Hyposensitive:

•    Increase the use of visual supports.

Hypersensitive:

•    Create a workstation in the classroom (i.e., a space or desk with high walls or divides on both sides to block out visual distractions).
•    Reduce fluorescent lighting. Use deep-colored light bulbs instead.
•    Use blackout curtains.
•    Wear sunglasses.

Sound—

Hyposensitive:

•    Use visual supports to back up verbal information.

Hypersensitive:

•    Create a workstation.
•    Listen to music.
•    Prepare the child before going to noisy or crowded places.
•    Shut doors and windows to reduce external sounds.
•    Wear ear plugs.

Touch—

Hyposensitive:

•    Use weighted blankets or sleeping bags.

Hypersensitive:

•    Allow the child to complete activities themselves (e.g., hair brushing and washing) so that they can do what is comfortable for them.
•    Gradually introduce different textures. Have a box of materials available.
•    Remember that a hug may be painful rather than comforting.
•    Warn the child if you are about to touch him; always approach him from the front.

Taste—

Some kids on the spectrum are hyper- or hyposensitive to taste, and may limit themselves to bland foods or crave very strong-tasting food. As long as the child eats a bit of a varied diet, taste sensitivity isn't necessarily a problem.

Smell—

Hyposensitive:

•    Use strong-smelling products as rewards and to distract the child from inappropriate strong-smelling stimuli (e.g., feces).

Hypersensitive:

•    Use unscented detergents or shampoos, avoid wearing perfume, and make the environment as fragrance-free as possible.

Balance—

Hyposensitive:

•    Encourage activities that help to develop the vestibular system. This can include using rocking horses, swings, roundabouts, seesaws, and games like catching a ball or practice walking smoothly up steps or curbs.

Hypersensitive:

•    Break down activities into small, more easily manageable steps; use visual cues (e.g., a finish line).

Body awareness—

Hyposensitive:

•    Use the “arm's-length” rule to judge personal space. This means standing an arm's length away from other people.
•    Put colored tape on the floor to indicate boundaries.
•    Position furniture around the edge of a room to make navigation easier.

Hypersensitive:

•    Do “fine motor” activities (e.g., lacing boards).


*** How Sensory Sensitivities Affect Behavior ***

Sometimes, children with Aspergers and HFA may behave in a way that you wouldn't immediately link to sensory sensitivities – but they may be the underlying cause. Here are some examples of how a child’s behavior may result from sensory sensitivities, and how parents can help:

Picky eater:

•    Possible reasons: sensitive to taste or texture, or unable to feel food around the mouth.
•    Possible solutions: change the texture of food (e.g., purée it). Slowly introduce different textures around the child’s mouth (e.g., a toothbrush, some different foods). Encourage activities that involve the mouth (e.g., whistles, bubble wands).

Chews on everything (e.g., clothing, objects):

•    Possible reasons: may find this relaxing, or enjoy the sensation of chewing on the item.
•    Possible solutions: offer latex-free tubes, straws or hard sweets.

Smearing:

•    Possible reasons: may like the texture of feces or not be very sensitive to smells.
•    Possible solutions: try and introduce things (e.g., jelly, corn flour, water) to handle instead; introduce alternative strong-smelling items.

Refuses to wear certain clothes:

•    Possible reasons: may dislike the texture or pressure of clothes on his skin.
•    Possible solutions: turn clothes inside out so there is no seam, remove any tags or labels, allow the child to wear clothes he’s comfortable in.

Difficulties getting to sleep:

•    Possible reasons: may have difficulty shutting down his senses, in particular sight and hearing.
•    Possible solutions: use blackout curtains or weighted blankets; listen to music to cut out external sounds.

Finds it difficult to concentrate in the classroom:

•    Possible reasons: too many distractions (e.g., noise, talking, bells, chairs scraping the floor, etc.) or visual stimuli (e.g., people, pictures on the wall, etc.). May also find holding a pencil uncomfortable (it may feel hard or cold).
•    Possible solutions: position the student away from doors and windows so there are fewer distractions. If possible, use an individual workstation with some screens around it or use classroom furniture to create a distraction-free area for the student. Try different textures to make the pencil more comfortable.



*** How Professionals Can Help ***

1.    Music therapists use instruments and sounds to develop the child’s sensory systems, usually their auditory (hearing) systems.

2.    Occupational therapists design programs and often make changes to the environment so that adults with sensory difficulties can live as independently as possible.

3.    Speech and language therapists often use sensory stimuli to encourage and support the development of language and interaction.

4.    Sensory rooms can help to stimulate, develop or balance the child’s sensory systems. Some specialist schools, local services and hospitals have them, as well as some nurseries. You may also come across sensory gardens. Some families create a sensory room in their house (or adapt a corner of a room, perhaps screening it off with a curtain).

Sensory rooms might include:
  • bubble tubes
  • disco lights 
  • equipment that is activated by switches, movement, sound or pressure so that children learn about cause and effect
  • fiber optics 
  • mirror balls 
  • projectors 
  • soothing music 
  • tactile walls 
  • vibrating cushions 
  • water beds

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My child has been rejected by his peers, ridiculed and bullied !!!

Social rejection has devastating effects in many areas of functioning. Because the ASD child tends to internalize how others treat him, rejection damages self-esteem and often causes anxiety and depression. As the child feels worse about himself and becomes more anxious and depressed – he performs worse, socially and intellectually.

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How to Prevent Meltdowns in Children on the Spectrum

Meltdowns are not a pretty sight. They are somewhat like overblown temper tantrums, but unlike tantrums, meltdowns can last anywhere from ten minutes to over an hour. When it starts, the Asperger's or HFA child is totally out-of-control. When it ends, both you and your child are totally exhausted. But... don’t breathe a sigh of relief yet. At the least provocation, for the remainder of that day -- and sometimes into the next - the meltdown can return in full force.

Click here for the full article...

Parenting Defiant Teens on the Spectrum

Although Aspergers [high-functioning autism] is at the milder end of the autism spectrum, the challenges parents face when disciplining a teenager on the spectrum are more difficult than they would be with an average teen. Complicated by defiant behavior, the teen is at risk for even greater difficulties on multiple levels – unless the parents’ disciplinary techniques are tailored to their child's special needs.

Click here to read the full article…

Older Teens and Young Adult Children with ASD Still Living At Home

Your older teenager or young “adult child” isn’t sure what to do, and he is asking you for money every few days. How do you cut the purse strings and teach him to be independent? Parents of teens with ASD face many problems that other parents do not. Time is running out for teaching their adolescent how to become an independent adult. As one mother put it, "There's so little time, yet so much left to do."

Click here to read the full article…

Parenting Children and Teens with High-Functioning Autism

Two traits often found in kids with High-Functioning Autism are “mind-blindness” (i.e., the inability to predict the beliefs and intentions of others) and “alexithymia” (i.e., the inability to identify and interpret emotional signals in others). These two traits reduce the youngster’s ability to empathize with peers. As a result, he or she may be perceived by adults and other children as selfish, insensitive and uncaring.

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Highly Effective Research-Based Parenting Strategies for Children with Asperger's and HFA

Become an expert in helping your child cope with his or her “out-of-control” emotions, inability to make and keep friends, stress, anger, thinking errors, and resistance to change.

Click here for the full article...