“I love video games and science, ” states the 11 year old with Asperger syndrome. A characteristic of Asperger syndrome special interests can be used to facilitate language and provide career options. Using special interests in speech-language therapy is a way to motivate clients to practice skills until mastered. Continue reading “Facilitating Language Using Asperger Syndrome Special Interests”
Could it be?
Auditory Processing Disorder (APD)
When working with a client, I often do research to see what is new in the field or go back to refer to diagnostic criteria. Continue reading “Could it be?”
“Lock & Loll” : That Pesky “R”
Steve spoke perfect English except for /r/. Steve’s first language was German, but he grew up speaking English, as well, but could never seem to get /r/. Continue reading ““Lock & Loll” : That Pesky “R””
Visualization
Creating Pictures from Words: “Along the road stood many spindly trees…”
Visualization or mental images we create in our mind help us see and plan for our future, convey a story, and to comprehend. Continue reading “Visualization”
Language is Everywhere
We have all had exhausting days as parents when all we want to do is get home, but at the same time when opportunity knocks its important to seize the moment to teach our children. Continue reading “Language is Everywhere”
Autism many parts different whole
One theory regarding autism is that many of the symptoms are the result of problems in the brain integrating language and the senses.
Management = Communication Leader
A primary role of management is communicating effectively with your team. Tom is management at his company. He is working on a deal with a senior manager and two junior level managers. One of the junior level managers is not performing to expectations. Continue reading “Management = Communication Leader”
Speaking of Futons: An Awkward Conversation
“You. . . . .can come . . . . pick . . . up the . . . chair at . . . any time . . . . .tomorrow.” This was part of a conversation I had yesterday while trying to arrange pick up of a futon. Continue reading “Speaking of Futons: An Awkward Conversation”
Why doesn’t anyone see!
I recently had a parent come to me and say. “I feel all alone because I think my child is having problems processing language, but her school doesn’t understands.” Continue reading “Why doesn’t anyone see!”
Foundation of Language: Non-verbal Communication
Two toddlers share a ball. An infant looks into his mother’s eyes and smiles, and his mother smiles back. A baby screams because he is hungry or wet, and his father consistently responds to his cries by giving him his bottle or changing his diaper causing the baby to associate his cries with getting his needs met. This is the beginning of non-verbal communication the framework of our language system.
What happens if the non-verbal framework necessary for all other language development does not progress? A mother looks into the babies eyes and the baby looks away, or the baby doesn’t cry when its hungry or wet. The parents learn to anticipate the babies needs not realizing that the first forms of communication are missing. Ultimately without this reciprocal early communication the verbal system that develops will lack the foundation of communication, reciprocity.
People assume that everyone is starting with the same nonverbal framework, and so it is often difficult for parents, friends, and professionals to understand that the intent behind the communication of a child on the autism spectrum lacks the core of reciprocity. In addition, their communicative intent is not motivated by the drive to have relationships but by other factors that are not always completely understood. The smarter the child and the more able they are to mimic the norm; the more people are unable to understand and tolerate the disability.
One of the greatest frustrations when working with people on the autism spectrum is how to help others see and understand the disability. It is easy to dismiss the behaviors as irritating or odd and to therefore dismiss the person. People who are close to the person can sometimes see not always, but people less familiar with the person and “autism” such as teachers, administrators, parents, friends, and distant family are often unable to see, understand. Therefore, what happens in these cases is that the child or adults are judged harshly, dismissed from jobs, and denied services in school and beyond that would help them acquire the framework they need to succeed. Autism is a disability where deficits in verbal and non-verbal communication present significant deficits that impact all areas of a person’s life.