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The Makaton Language Programme uses a multimodal approach to teach communication, language and, where appropriate literacy skills, through a combination of speech, signs, and graphic symbols used concurrently, or, only with speech with signs, or, only with speech with graphic symbols as appropriate for the student's needs. [3]
Auditory integration training (AIT) is a procedure pioneered in France by Guy Bérard. Bérard promoted AIT as a cure for clinical depression and suicidal tendencies , along with what he said were very positive results for dyslexia and autism , although there has been very little empirical evidence regarding this assertion.
Core tenets of the TEACCH philosophy include an understanding of the effects of autism on individuals; use of assessment to assist program design around individual strengths, skills, interests and needs; enabling the individual to be as independent as possible; working in collaboration with parents and families. [3]
The revised assessment of basic language and learning skills (ABLLS-R) is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities.
A 2007 meta-analysis of 55 studies of school-based social skills intervention found that they were minimally effective for children and adolescents with ASD, [74] and a 2007 review found that social skills training has minimal empirical support for children with Asperger syndrome or high-functioning autism. [75]
The social impairment may include, but is not limited to, the use of body language, play skills, understanding emotions, and social communication ability. [10] There is a great emphasis placed on the importance of teaching social skills to individuals with an ASD as it has been identified as one of the best indicators of positive long-term ...
Some speech and language impairments have environmental causes. A specific language impairment, for example, may be caused by insufficient language stimulation in the environment. If a child does not have access to an adequate role model, or is not spoken to with much frequency, the child may not develop strong language skills.
Early intervention in nonspeaking autism emphasizes the critical role of language acquisition before the age of five in predicting positive developmental outcomes; acquiring language before age five is a good indicator of positive child development, that early language development is crucial to educational achievement, employment, independence during adulthood, and social relationships. [2]