Marie Kondo’s Netflix show Tidying Up has become a sensation. Her organizational method, KonMari, has inspired people to rethink how they organize their homes and workspace. Kondo asks people to hold the things in their hands and ask themselves, “Does this spark joy?” If it no longer does or is not useful in your life, she encourages you to part…
Here is something I hear quite frequently – “My child has been placed on a waiting list for assessment. We have to wait several months before someone will see my child. Is there something I can do in the meantime to help my child before a diagnosis is given?”
Anxious parents don’t want to wait to start intervening if they suspect something is amiss. If a diagnosis of autism is suspected, there is much that can be done even before an official diagnosis is given. If suspicions turn out to be incorrect, the help given will not have been harmful in any way. I was in this waiting position with my own son, seeking a diagnosis for him at 10 months of age. The diagnosis did not happen until 2 years later even though I was persistent. In the meantime, I felt helpless as I watched Marc lose what few words he had, become increasingly frustrated, and his challenging behavior escalated. I wanted to do something but didn’t know where or how to start.
Answer: People on the autism spectrum tend to learn best using visual supports rather than through auditory input. Seeing it, rather than saying it, helps the person retain and process information. Temple Grandin, the most famous woman in the world with autism, describes being a visual thinker in her excellent book Thinking in Pictures.
Teaching independence is a baby steps process that starts at an early age. When working with children with autism on any skill, you have to think it forward. How will this look and function at age 5, 10 or 18? Imagining where you want this person to be as an adult is a good motivator to teach independence skills. It gives a framework to set goals. This post looks at the small, gradual ways you can help your child to build independence.
A visual support can be anything that shows a student what to expect and/or what is expected on the student. The image itself may take any one or a combination of forms: objects, photographs, line drawings, printed words. The benefits of using visual supports with students with ASD are well established and can be obvious to even the casual observer in a classroom, home or community setting.
People on the autism spectrum tend to learn best using visual supports rather than through auditory input. Seeing it, rather than saying it, helps the person retain and process information. Temple Grandin, the most famous woman in the world with autism, describes being a visual thinker in her excellent book Thinking in Pictures.
Visual supports can be used to: create daily/weekly schedules, show sequential steps in a task such as a bedtime routine or getting dressed, demonstrate units of time, make a “to do” list, or to aide communication.
I have a friend in the