Your child may not know how to use language appropriately in social situations. This undeveloped social skill can cause your child to unintentionally say harmful or rude comments to others. Even when able to say words clearly in complex sentences with correct grammar, a child still may have a communication problem – if he or she has not mastered the rules for social language known as pragmatics.
When it comes to setting the stage for learning, individuals on the Autism Spectrum need to continue their learning experiences even after school. This requires responsibility from therapists, caregivers, and parents. Each must work together to help create a learning environment in the home that continues to provide opportunity to expand the vital skills a child is working on. This includes setting up a home environment, understanding your child’s classroom setup or making suggestions at their after school program.
Here are five goals to focus on when evaluating a school-related learning environment in the home for children with Aspergers or HFA.
Since feeding involves all sensory systems (sight, smell, sound, touch, and taste), eating is the most difficult sensory task that children face. Feeding issues are especially common in children with autism, including those with Aspergers, because of difficulties with sensory processing. In many cases, this leads to eating challenges at mealtimes.
“Food chaining,” from the book by the same name, is based on the child’s natural preferences and successful eating experiences—specifically the idea that we eat what we like. Food chaining introduces new foods that have the same flavors or sensory features as foods that are already preferred by the child, increasing the likelihood that the child will like the food.
Once a child is becomes more competent in his or her ability to think multi-causally, the next focus of higher level social-emotional thinking is the capacity to understand the gray areas of life. Adolescents and young adults with Aspergers or HFA are especially prone to hitting an emotional rut when speaking in terms of “never” and “always”—hallmark terms associated with “black and white” thinking.
“He never calls on me during class” or “She always gets to play the game first” are common phrases that parents or peers hear when the speaker’s ability to think and feel in more varied degrees is constricted. Not only is this harder to negotiate socially for the partner, but it’s not a very fun state for the black and white thinker either. Such polarized patterns of thinking can lead to social isolation brought on by the extremity of the speaker’s emotional response.
Some individuals with Aspergers or HFA may engage in crisis behavior that interferes with their learning, puts themselves or others at risk, prevents them from participating in various activities, or impedes the development of relationships. Crisis behavior can range in severity from low productivity to meltdowns that involve aggression, self-injury, or property destruction.
Many individuals unfamiliar with Aspergers may believe these types of behaviors are intentional and malicious. However, it has become well known that problem behaviors often serve a function for the individual engaging in the behaviors. Additionally, deficits in the areas characterized by Aspergers may impact behavior.
Many children with sensory processing disorder or related issues can have difficulties in the school setting. Problems can arise anywhere: in the classroom, cafeteria, gymnasium, hallway, playground, and even the bus. Some of these issues can be as subtle as not eating lunch, or as difficult as destroying a classroom.
Knowing what causes these problems and how to prevent them is important for both the school and the child. This is where parents can be the best advocate for their child with Aspergers or HFA and sensory issues.
Preparing a child for school is important, but it is equally important to prepare the school for the child.
Sharing their sensory concerns with the teachers, para-professionals, principals, and others is imperative to limiting sensory difficulties in the classroom.
How do we decrease neurological stress? The following is an excerpt from my recent book titled “Visual Supports for Visual Thinkers: Practical Ideas for Students with ASDs and Other Special Educational Needs”
A research team funded by the National Institutes of Health found that, in people with autism, brain areas normally associated with visual tasks also appear to be active during language-related tasks. This provides evidence to explain a bias towards visual thinking that is common in those with autism.
Try this little activity: the following statement is about neurological processing. “Visual’s a strength, auditory ain’t.” As you say this, make goggles with your hands to cover your eyes. Then try saying it again while cupping your hands to make ear muffs over your ears. This little exercise will help your brain to remember a key statement about the preference for those with ASD for visual versus auditory learning. This understanding is the first step for taking a different course of action when responding to the behavior of those struggling with neurological stress.
Individuals diagnosed with Aspergers or another autism spectrum disorder (ASD) may be presented with many challenges throughout their lives—especially during the transitional periods.
As the individuals age and learn to use different skills in various environments, families, educators, medical professionals and the individuals themselves begin to anticipate the transition to adolescence and, eventually, to adulthood. Given the differences in abilities and behaviors that many individuals with Aspergers or HFA experience, it can often be overwhelming to plan for tomorrow much less several years later.
Reinforcement in Applied Behavior Analysis (ABA) focuses on the outcome of the behavior and increasing the likelihood of certain behaviors occurring in the future. There are two types of reinforcement: positive reinforcement and negative reinforcement.
Positive reinforcement is when a response is followed immediately by the presentation of a stimulus and, as a result, similar responses occur more frequently in the future. In other words, positive reinforcement means when a behavior has an increased likelihood of occurring again if something is given after it occurs.