Print this chapterPrint this chapter

Absenteeism - Module 4

2. STRATEGIES AND TECHNIQUES

2.3. LEARNING DIFFICULTIES

People with ASD have different characteristics ones from each other, but have different learning difficulties in common, among which we can find:

  • Narrow focus: refers to the accent/stress that falls on the accent-bearing syllable of one word in the sentence and highlights the part of information that has a special meaning. Studies have shown that individuals with ASD may have difficulties in the production and comprehension of prosody, and especially of affective-emotional prosody because of difficulties in understanding mental states of other people
    • Take advantage of that strength to be the one who pays attention to the details
    • Provide a pattern beforehand, and they could complete the information and sum up when they read a text
    • When it comes to summarizing, give them clues to guide their story.
  • Language development issues: struggles with language are one of the main ways autism affects learning, and problems with language development and speech delays.

Teaching children with ASD to improve their communication skills is essential for helping them reach their full potential. The best treatment program begins early, during the preschool years, It should address both the child’s behaviour and communication skills and offer regular reinforcement of positive actions. Parents, as well as other family members, should be involved in the treatment program so that it becomes part of the child’s daily life.

    • As we said, early intervention is necessary
    • Model the use of verbal and nonverbal language
    • Support language with images
  • Poor nonverbal skills: 

Non-verbal communication disorders are prevalent such as eye communication, hand signs, body language, facial expressions, and cues. In addition, language acquisition occurs in an atypical manner, making it difficult for teachers to implement evidence-based practices to improve the non-verbal communication skills:

    • Explicitly teach the importance of non-verbal language
    • Joint attention training: coordinates interactive behaviour between two people in relation to events or objects.
    • Peer tutoring: imitation, visual communication, shared attention and understanding facial expressions. It is necessary instruction for an integrated setting.
    • Give modelling of: eye contact, accompaniment of gestures to verbal speech, proxemia

  • Narrow or restricted interests: are strong or intense interests in specific topics or objects.
    • Use these narrow interests as a jumping off point for a variety of learning opportunities.
    • They can research their particular interest and learn to manage how they communicate with others about it
  • Attention issues: they can find it really hard to focus on things that do not interest them.
    • Specific therapeutic intervention to acquire strategies to improve attention
    • Narrow down the visual space to pay attention
    • Avoid distractors: noises, number of peers, place within the class
    • Take turns
    • Distract and redirect problematic behaviour instead of saying “stop” or “no”: demonstrating what is expected or use a gesture, rather than just giving the verbal direction.