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There’s verbal thinking; verbal thinkers think mainly in words. Then there's visual thinking, and there's two types of visual thinking. The first type is the object visualizer.
It includes answers to questions such as who, what, when, where, and why in social situations through the use of visuals and written text. [13] Social Stories are used to teach particular social skills, [ 14 ] such as identifying important cues in a given situation; taking another's point of view; understanding rules, routines, situations ...
The social thinking methodology embraces what literature says about working directly with neurotypical and neurodivergent children, teens and adults who have social learning differences, difficulties, or disabilities (e.g., Autism Spectrum levels 1 and 2, ADHD, social communication differences or anxiety, etc. or no diagnoses) and promotes the use of a variety of curricula, visual supports ...
Critical autism studies (CAS) is an interdisciplinary research field within autism studies led by autistic people. [ 1 ] [ 2 ] [ 3 ] This field is related to both disability studies and neurodiversity studies.
Teachers give autistic students extra time to answer when they ask them a question. Autistic children take time to process information but they are listening and will respond. Schools dedicated to being autism friendly, like Pathlight School in Singapore, designed their campus to offer students "dignity" in an autism-friendly environment. There ...
A few years ago, Jason Katims, the TV writer behind shows like "Friday Night Lights" and "Parenthood," started to think about what adulthood would look like for his maturing son who is on the ...
Specifically, Divergent Thinking Fluency, the Biographical Inventory of Creative Behaviors, as well as Self-rated Creativity. Particularly strong links have been identified between creativity and mood disorders, particularly manic-depressive disorder (a.k.a. bipolar disorder) and depressive disorder (a.k.a. unipolar disorder). [16]
Williams' taxonomy is a hierarchical arrangement of eight creative thinking skills conceived, developed, and researched by Frank E. Williams, a researcher in educational psychology. [1] The taxonomy forms the basis of a differentiated instruction curriculum model used particularly with gifted students and in gifted education settings.