By Kate Silver, Paul Dobson

This totally photocopiable source deals a versatile framework for the overview and improvement of verbal exchange and considering abilities of kids with autistic spectrum issues (ASDs). utilizing sensible review sheets and curricula, it permits academics, educators and different execs to watch how young ones use and comprehend language, list their talents in an overview checklist and stick with their growth through the years.

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Extra resources for Assessing And Developing Communication And Thinking Skills In People With Autism And Communication Difficulties: A Toolkit For Parents And Professionals (Jkp Resource Materials)

Example text

Core thinking skills Attention focus: To shift attention focus from speaker to activity or activity to speaker. Choices: To make appropriate choice from two visible items. To consider alternatives when making choice (in all situations). Sequencing and planning: To predict within daily activities using visual clues where necessary. Deduction and inference: To work out what is going to happen by looking at a group of objects within a familiar situation. Problem solving: To recognise a ‘problem’ within daily situations.

How? When? S26 11. Does he clarify what he has said when you do not understand? Is this with or without prompting? S27 12. Is he an ‘active’ listener? Describe what he does when you are talking. © Autism Initiatives 2005 37 ü S28 13. How does he maintain or develop conversation? S29 S33 S30 14. How does he terminate interactions? Does he do this appropriately? Is this variable with people and context? S31 15. Does he respond appropriately when others terminate the interaction? S32 16. Describe body movements/posture/fidgeting etc.

U34 draw the main points from spoken information? U37 17. Does he understand fantasy/reality boundaries? 18. g. use of the written word, copying others, requesting clarification? 19. e. piece together information to ‘get the picture’? g. recognise an object from a series of clues – ‘it’s yellow, it’s a fruit’, ‘you peel it, you can mash it’) © Autism Initiatives 2005 35 ü Social Interaction II 1. Is he more talkative in certain situations or with certain people? S16 2. Can he recognise feelings of anger, sadness, fear and happiness in self?

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