Saturday, October 12, 2013

Many parents and teachers have been known to say, "What can I do, besides medication, to help my child (student) pay attention?"

There are several reasons why children may have difficulty 'paying attention.'  Some of the following are typical reasons that have often been identified:

* is unmotivated
* is distracted
* is in sensory overload
* is in need of more sensory input
* requires a different teaching style other than sitting
* has a medical diagnosis of ADHD
* the work is too hard
* has language processing difficulties

But, in the work that I have done with students who have ASD/ADHD/LD,  I have found that many kids have deficient working memory.  Working memory can be compared to your "desk top"..... what you need to refer to, use frequently, or tuck away for a few minutes.  It's right in front of you, and you can bring it up easily when you need it.

For one reason or another, some folks' working memory is smaller than others.  If your desk top has decreased storage ability, you will most likely struggle with recalling directions, have difficulty with multiple choice question-type tests (holding each choice in your mind while deciding if another is better), following multi-step procedures to solve problems, or remembering a series of steps you are asked to do.

To compensate, provide a visual representation of the steps to be followed or a written list.  Many students can perform multi-step processes if they have this "cue" in front of them.   If the IEP or 504 says 'write AND say directions', this is most likely why.  Some kids need the visual supports to be successful when tasks are presented with auditory directions.

Working memory is just one of many executive functions!  But, it's a critical one that assists us in processing and completing many types of tasks -- from remembering the items on our grocery list to solving a math problem using the  order of operations.

Wednesday, August 28, 2013

First Day of School

For many, this is the first day of school and a new school year filled with promise!

If you have ever worked or lived with a child with autism,  you know that structure is really important.  A schedule of the day's events, prepared in advance for the young one with autism, can help to eliminate many "shifting" or transition problems, as well as melt-down type behavior. Schedules are not only useful in the school setting but also at home.  A visual representation of the various "events" of the day is most helpful, as many of our children have language impairment.  Taking a picture of the child or a recognizable peer performing the activity or going through the "event' is even more helpful.  Often, cartoon representations are used with schedule-making, but it's important that these representations make as much sense as possible to the student.

In today's classroom, much busywork can often be found on the classroom walls or even hanging from the ceiling.  Frequently, although "cute", these things can be a huge distraction for children with limited attending ability.  Schedules can become lost in this sea of visual stimuli.  A child can't attend to the schedule if  his attention is often drawn away from it!

Sometimes, it's the little things that can make a big difference for kids with autism and Asperger's!

Sunday, August 25, 2013

Many thanks to my Kiersten for getting this blog up and running!  She is one special daughter!

The journey begins!.....

Recently, at a training in Pittsburgh, I was asked the question:  "Do you think that people can recover from autism?"  My answer was and always is the same:  Autism is not an illness.  It is a life-long condition that affects each person in its own unique way.  Some individuals who were diagnosed at a young age appear to have "out grown" their symptoms by adulthood.  They are happy and productive in society.  Some will tell you that they still struggle with sensory stimuli, social interactions, etc., but have learned ways to cope effectively in their adult lives.  But there are also other individuals that continue to be very much afflicted with their disability, and they struggle daily to overcome its challenges.  
As parents and educators, it is our job to take our children to their maximum level of potential, whatever that potential may be.  We must not lose sight of their individuality, and we must always remember to treasure their uniqueness.