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Asperger’s Syndrome

Asperger’s Syndrome is an autism spectrum disorder that is characterized by significant difficulties in social interaction, along with restricted and repetitive patterns of behavior and interests.
To the individuals challenged by the Autism Spectrum and Asperger’s Syndrome, Approach to Autism offers one guide, one smart approach…connecting individuals with instant access to the top resources. In addition, we are highlighting interesting news or articles that come along the way, just as an added feature for your perusal. If you would like for us to post anything you see valuable, please email it to us for our review. Thank you!

Autism and Online Learning

admin | Articles of Interest, Articles of Interest, Autism Spectrum | May 13, 2013

Interesting posts brought to our attention from Shaina Watson.

Education Database Online Blog

Autism and Online Learning: A Guide for Teachers

Posted on April 05, 2013

Today, one in every 88 American children is on the autism spectrum. Autism affects more than 2 million people in the U.S. and tens of millions worldwide. But it hasn’t always been this way. Statistics show a tenfold increase in autism in the past 40 years, and prevalence rates are increasing 10%-17% each year.

With autism on the rise, many schools struggle to meet the needs of autistic students. Often, autistic adults do nottake the next step to go on to college or meaningful employment, even though they may be incredibly gifted. Letting students fall behind should not be an option.

If traditional classrooms struggle to effectively educate autistic students, what can online education offer autistic learners? Tech tools and virtual learning environments present an opportunity to better serve autistic students with flexibility and resources that are well suited to guide them in learning. The more educators learn about working with autistic students, the better equipped teachers and students will be for success.

The Needs of Autistic Students

Autism represents a broad spectrum of students, from high-functioning individuals to those with significant disability. “You’ve got some kids who are brilliant in one area and can’t work at all in another area. There’s really a range,” explains autism consultant Lisa Jo Rudy. Each autistic individual is unique with their own set of needs, making it difficult for some educational programs to reach every student. But there are common characteristics that online educators should be aware of and work with, including anxiety and difficulties with attention, communication, and social interaction, as well as a need for multiple learning styles.

Strong feelings of anxiety are common among those with autism or Asperger syndrome. Researchers have found that more than 80% of children with autism have at least one anxiety disorder, and many young adults with Asperger syndrome feel intense anxiety, some to a point that requires treatment. Bullying, being put on the spot, time limits, and win-lose situations can be a source of anxiety for autistic students.

Communication abilities will vary among individual students, but all people with autism experience language and communication difficulties of some kind. Teaching Students With Autism: A Resource Guide for Schools identifies common language difficulties among autistic students, including a lack of eye contact, unusual gestures, a lack of expressive language skills, and a difficulty in changing topics.

Social interaction for autistic students can be a challenge, which makes it difficult for these individuals to participate in class discussions. Teaching Students With Autism explains that people with autism have difficulty reading body language and may not pick up on important social cues. They also typically have trouble understanding the perspectives of others.

Attention difficulties are also common among autistic students. They may find it difficult to give their attention to important concepts, instead focusing on insignificant details. A short attention span, and difficulty shifting attention from one stimulus to the next is also common.

Autistic students often need to be presented with a variety of learning styles. Stephen Edelson of the Autism Research Institute explains, “It appears that autistic individuals are more likely to rely on only one style of learning.” That means autism educators will need to offer multiple learning styles — visual, auditory, and hands-on — to discover the method that works best for each student.

Success for Autistic Students Online

The benefits of online education can be life-changing for autistic students. One 17-year-old with autism, Daniel, found success participating in massive open online courses (MOOCs) with Coursera. Daniel took a modern poetry class from Penn, thriving in the exclusively online format. He and his parents discovered that the online learning system worked well with his social skills and attention deficit, and the rigorous academic curriculum required him to stay on task. Says Daniel, “I can’t yet sit still in a classroom, so [Coursera's online offering] was my first real course ever. During the course, I had to keep pace with the class, which is unheard of in special ed. Now I know I can benefit from having to work hard and enjoy being in sync with the world.”

College student Ryan Fox has experienced similar success in online learning. For Fox, high school was distracting and stressful. He had trouble keeping up with teachers and had to start his school day all over again when he got home, relearning all of the information he didn’t understand or hear the first time around. But when Fox was introduced to an online learning environment, it made him feel “very organized, calm, and safe.” With online learning, he was able to find order and correctness, and knew what to expect, with no surprises and limited changes.

Where Fox struggled in traditional school, he thrives online. He’s able to get his schoolwork done quickly and needs almost no accommodations. Says Fox, “When I was really little, I was curious and loved to learn, but then for a while I got so frustrated I forgot what that was like. I think any student who has certain needs and wants to rediscover his or her love of learning should try online learning. I really believe that in the future everyone will learn this way! We will all be able to learn from the very smartest people on Earth, and we will do it at our own pace every day. Our abilities will matter more than our disabilities.”

 

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Parents Herald Rise in Apps

admin | Articles of Interest, Unique & Newsworthy | February 11, 2012

Parents Herald Rise in Apps to Help Treat Autism but Proof of Therapeutic Benefits Is Lacking

By Kerry DavisIDG News Feb 10, 2012 3:30 pm

With one honk, the course of Shannon Des Roches Rosa’s day abruptly changed.

“It’s my son,” Rosa announced, as she quickly removed the microphone pinned to her shirt. “I’ve gotta run,” she said, as she hurried out the door of her sprawling home in Redwood City, California. Her 11-year-old son, Leo, just home from school, must be met at the bus at the top of the driveway before coming indoors.

Once inside, Rosa immediately showed him the schedule of activities. First up: Bathroom, hand-washing, then a snack.

(Watch a video of Leo at home, here)

Working with an easy-to-understand schedule that usually includes picture icons is key for a smooth day for Leo and many autistic children. Experts say autistic children respond best to things they can see. Too often, things they hear or feel are off-putting and stimulate their senses in ways that can cause pain or irritation.

“Auditorily they have a difficult time processing something, it’s sort of like someone speaking a different language to you,” said Jennifer Sullivan, the executive director of the Morgan Autism Center, which is Leo’s school. “So from the very beginning we would draw pictures of ‘this is what you’re schedule would look like for the day.’”

But after his snack, Leo’s free time usually involves the family iPad. Rosa believes his instinctive draw toward visual learning is letting the iPad reach her son in ways no other therapy had done before. The iPad, she said, has changed Leo for the better, making him more independent. And she’s quick to point out that he’s still an 11-year-old boy who deserves to play sometimes, which he also does on the family’s iPad.

The U.S.-based organization Autism Speaks estimates there are hundreds of apps built for use on iOS devices, specifically for autism. A search of the Apple iTunes store brought more than 580 autism-related apps, while an Android Market search for autism apps yielded about 250 results.

“The more we dig, the bigger the rabbit hole is and we’re starting to think tech is a really big key for how we can develop therapies quickly,” said Marc Sirkin, vice president of social marketing and online fundraising for Autism Speaks.

However, the organization is cautious about the iPad’s popularity. Its quick ascent means no one has actually studied which apps are of therapeutic benefit. Sure, Sirkin said, parents may hear anecdotal stories of apps completely changing a child’s life, but there is no measurable proof yet that the apps really work.

“The challenge with iOS apps is a lot are developed by well-meaning parents but under no guidance with autism experts,” Sirkin said. “For us, it brings in questions as an evidenced-based organization and we’re starting to ask: Does any of this actually make any difference … the danger is that the iPad becomes a really expensive toy.”

But some parents are OK without the proof just yet. Eric Tanner, the father of an 8-year-old with autism, said what the iPad really offers is accessibility and hope that a better life is possible for his child.

“The reality is for people like us, it’s a huge amount of hope,” Tanner said.Tanner said the previous machine available for his daughter Sophia cost a couple thousand dollars and was programmable with only 20 keys to ask for specific things, like helping Sophia to say if she was hungry or thirsty. But it couldn’t help her express emotions. Just a year later, Sophia’s iPad is loaded up with a nearly $500 app built to help autistic children expand their vocabularies.

“It’s a huge learning tool, it’s massive,” Tanner said. “It’s really been one of the biggest things in her life so far.”

Still, the iPad remains just one many tools to help Sophia, who has a full weekly schedule complete with equine therapy, floor therapy, speech and occupational therapy, to name a few.

Some app builders are coming to the process by seeing a need, themselves. Karen Head is a speech therapist from Boston. She and two colleagues often talked about writing a book to help their patients, but it wasn’t until they hit on the idea of building an app that they started their business. Now, All4myChild’s packaged app called “Social Adventures” has 44 activity descriptions, nine visual cartoons that are mostly focused on social interaction skills, and a new game coming out as a separate app on Monday.

“We wanted to have a platform we could continue to add to, so families and kids could grow with the app and we could make changes” Head said, pointing out that anyone able to invest about $10,000 can have an app ready for the marketplace within six months.

Which is exactly why Autism Speaks warns parents about finding salvation in apps.

And in some ways, Head agrees there is reason to be cautious.

“The dark side of all the bells and whistles is that in some cases it’s too much, and kids get overly focused on things that jingle and jangle,” Head said. “As a therapist, we want them to listen to us.”

Sullivan seconds that idea, saying that even Leo, in particular, can get drawn to the patterns in an app rather than actually learning the content it is trying to provide.

“It’s a little bit tricky because it’s such a compelling medium for kids with autism, they want to do it intensely,” Sullivan said.

Autism Speaks is excited about two different areas of research that could use gaming consoles to teach autistic individuals how to interact in social situations and learn how to read facial features better.

but Proof of Therapeutic Benefits Is Lacking

By Kerry DavisIDG News Feb 10, 2012 3:30 pm

With one honk, the course of Shannon Des Roches Rosa’s day abruptly changed.

“It’s my son,” Rosa announced, as she quickly removed the microphone pinned to her shirt. “I’ve gotta run,” she said, as she hurried out the door of her sprawling home in Redwood City, California. Her 11-year-old son, Leo, just home from school, must be met at the bus at the top of the driveway before coming indoors.

Once inside, Rosa immediately showed him the schedule of activities. First up: Bathroom, hand-washing, then a snack.

(Watch a video of Leo at home, here)

Working with an easy-to-understand schedule that usually includes picture icons is key for a smooth day for Leo and many autistic children. Experts say autistic children respond best to things they can see. Too often, things they hear or feel are off-putting and stimulate their senses in ways that can cause pain or irritation.

“Auditorily they have a difficult time processing something, it’s sort of like someone speaking a different language to you,” said Jennifer Sullivan, the executive director of the Morgan Autism Center, which is Leo’s school. “So from the very beginning we would draw pictures of ‘this is what you’re schedule would look like for the day.’”

But after his snack, Leo’s free time usually involves the family iPad. Rosa believes his instinctive draw toward visual learning is letting the iPad reach her son in ways no other therapy had done before. The iPad, she said, has changed Leo for the better, making him more independent. And she’s quick to point out that he’s still an 11-year-old boy who deserves to play sometimes, which he also does on the family’s iPad.

The U.S.-based organization Autism Speaks estimates there are hundreds of apps built for use on iOS devices, specifically for autism. A search of the Apple iTunes store brought more than 580 autism-related apps, while an Android Market search for autism apps yielded about 250 results.

“The more we dig, the bigger the rabbit hole is and we’re starting to think tech is a really big key for how we can develop therapies quickly,” said Marc Sirkin, vice president of social marketing and online fundraising for Autism Speaks.

However, the organization is cautious about the iPad’s popularity. Its quick ascent means no one has actually studied which apps are of therapeutic benefit. Sure, Sirkin said, parents may hear anecdotal stories of apps completely changing a child’s life, but there is no measurable proof yet that the apps really work.

“The challenge with iOS apps is a lot are developed by well-meaning parents but under no guidance with autism experts,” Sirkin said. “For us, it brings in questions as an evidenced-based organization and we’re starting to ask: Does any of this actually make any difference … the danger is that the iPad becomes a really expensive toy.”

But some parents are OK without the proof just yet. Eric Tanner, the father of an 8-year-old with autism, said what the iPad really offers is accessibility and hope that a better life is possible for his child.

“The reality is for people like us, it’s a huge amount of hope,” Tanner said.Tanner said the previous machine available for his daughter Sophia cost a couple thousand dollars and was programmable with only 20 keys to ask for specific things, like helping Sophia to say if she was hungry or thirsty. But it couldn’t help her express emotions. Just a year later, Sophia’s iPad is loaded up with a nearly $500 app built to help autistic children expand their vocabularies.

“It’s a huge learning tool, it’s massive,” Tanner said. “It’s really been one of the biggest things in her life so far.”

Still, the iPad remains just one many tools to help Sophia, who has a full weekly schedule complete with equine therapy, floor therapy, speech and occupational therapy, to name a few.

Some app builders are coming to the process by seeing a need, themselves. Karen Head is a speech therapist from Boston. She and two colleagues often talked about writing a book to help their patients, but it wasn’t until they hit on the idea of building an app that they started their business. Now, All4myChild’s packaged app called “Social Adventures” has 44 activity descriptions, nine visual cartoons that are mostly focused on social interaction skills, and a new game coming out as a separate app on Monday.

“We wanted to have a platform we could continue to add to, so families and kids could grow with the app and we could make changes” Head said, pointing out that anyone able to invest about $10,000 can have an app ready for the marketplace within six months.

Which is exactly why Autism Speaks warns parents about finding salvation in apps.

And in some ways, Head agrees there is reason to be cautious.

“The dark side of all the bells and whistles is that in some cases it’s too much, and kids get overly focused on things that jingle and jangle,” Head said. “As a therapist, we want them to listen to us.”

Sullivan seconds that idea, saying that even Leo, in particular, can get drawn to the patterns in an app rather than actually learning the content it is trying to provide.

“It’s a little bit tricky because it’s such a compelling medium for kids with autism, they want to do it intensely,” Sullivan said.

Autism Speaks is excited about two different areas of research that could use gaming consoles to teach autistic individuals how to interact in social situations and learn how to read facial features better.

 

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New medical-legal partnership

admin | Articles of Interest, Articles of Interest, Asperger's Syndrome, Autism Spectrum | December 27, 2011

New medical-legal partnership will help families after autism diagnosis
Asbury Park Press
JASON TOWLEN/STAFF PHOTOGRAPHER

December 2011

Almost one out of every 94 children born in New Jersey is diagnosed with Autism Spectrum Disorder.

Autism Spectrum Disorder becomes apparent in early childhood.

Those affected process information and perceive the world around them in a different way.

Autism is not caused by emotional disturbance or bad parenting, according to research.

Its root causes remain undiscovered.Dr. Gary McAbee is the director of pediatric neurology at the New Jersey Neuroscience Institute at the JFK Medical Center in Edison.

Dr. Gary McAbee, director of pediatric neurology at the New Jersey Neuroscience Institute at the JFK Medical Center in Edison, is heading an effort to create a medical-legal partnership designed to help patients and families sort through the various legal matters that follow a diagnosis.

McAbee also is a lawyer. He said this has made him aware of issues that are legal and not medical in nature.

These issues provide their own challenges and physicians may not be equipped to advise patients.

“The concept for (a medical-legal partnership) came out of Boston University about 25 years ago and was based on the philosophy that doctors are not going to solve all problems for patients,” he said. “There are many problems that patients have which are not medically driven, but economically and legally driven. There are actually about 100 medical-legal partnerships nationally, but only one in New Jersey at Beth Israel, as of right now.”

The partnership that he is developing will be more specific in nature, he said.

“We’re going to have one that is specialized to the autistic population, and to our knowledge, this would be the first in the country. We are partnering with the Legal Services of New Jersey, which is funded by the state. We also are going to partner with the Eden Autism Services group, an organization that deals with community-based services and educational services for the autistic population.”

Dr. Thomas McCool, Eden’s chief executive officer, said that this new partnership is important due to the crucial window of time that follows a diagnosis.

“Eden is an organization that works with children with autism at a very early age, almost from six months of age, because we recognize that early intervention services are the most important these children can get,” he said. “They often can’t wait until an official diagnosis, so Eden is called in by pediatricians and families who even suspect that the child may have autism.”

 

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The Drake Institute of Behavioral Medicine in southern California has applied a new neurofeedback technology in the treatment of Autistic patients

admin | Articles of Interest, Autism Spectrum, Unique & Newsworthy | December 24, 2011


Dr. David Velkoff of the Drake Institute of Behavioral Medicine

Dr. David Velkoff – Drake Institute of Behavioral Medicine

Quote startIt is very exciting and gratifying to see these autistic children make such gains in 2-4 months.Quote end

Irvine, California (PRWEB) December 23, 2011

The Drake Institute of Behavioral Medicine in southern California has applied a new neurofeedback technology in the treatment of Autistic patients that is enabling Autistic patients to achieve more rapid and comprehensive improvement. The deficits that Autistic children suffer are linked to functional disconnections within and between different regions or networks in the brain. Advanced neurofeedback treatment protocols are derived from an analysis of the patient’s quantitative EEG brainmap. As many as 19 areas of the brain can be treated simultaneously to create more functional connections in the brain to improve social communication, language, and emotional stability.

The Drake Institute has been able to help Autistic patients for over a decade utilizing neurofeedback. Previously, only 1 or 2 areas of the brain could be treated simultaneously, but patients still experienced significant improvements. The new technology, applied clinically, greatly accelerates and expands their improvements. By training all 19 areas of the brain simultaneously, the child is processing much greater information enabling the brain to develop to more normalized functioning.

Dr. David Velkoff, the medical director of the Drake Institute, states that “It is very exciting and gratifying to see these autistic children make such gains in 2-4 months”.

About The Drake Institute:
The Drake Institute of Behavioral Medicine was founded in 1980. Originally it focused on treating stress related disorders and diseases using the mind body connection with biofeedback treatment methods. By 1992 it began to use neurofeedback technology and brain mapping to treat Attention Deficit Disorder. Gradually the Drake Institute began to apply its treatment methods to help

 

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Tips From Stars…

admin | Articles of Interest, Articles of Interest, Asperger's Syndrome, Autism Spectrum | December 12, 2011

Green Holiday Tips from the Stars at Autism Speaks Event

Ecorazzi - ‎Dec 8, 2011‎
Holly Robinson Peete, Sarah McLachlan, JK Simmons, Sinbad and a few other celebrities helped make the inaugural Blue-Tie Jean Ball a success. The ball, held at the House of Blues in LA, raised approximately $250000 for Autism Speaks, a non-profit 

Stars support Autism Speaks, share green holiday tips

Mother Nature Network - ‎Dec 7, 2011‎
The inaugural Blue Tie-Blue Jean Ball, held at the House of Blues in LA, raised roughly $250000 for Autism Speaks, the world’s largest autism science and advocacy non-profit. Sarah McLachlan headlined the 

 

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Dogs & Autism

admin | Articles of Interest, Asperger's Syndrome | July 23, 2011

The following is re-printed with the Compliments of Autism Asperger’s Digest    March/April 2011 issue
 

“Autism & Asperger’s: The Way I See It,” by Temple Grandin, Ph.D., is an exclusive column in every issue of Autism Asperger’s Digest. This article appears in the March/April 2011 issue and is reprinted by permission of the editor.”

As I travel around the country and talk with parents of individuals with ASD, more of them are asking whether they should get a service dog for their child with autism. The use of service, or assistance, dogs with spectrum children is gaining popularity. However, this is a complicated issue. Unlike other autism interventions that can be more easily started and stopped, embarking on the journey to find an appropriate service dog for a child is a long-term commitment on the part of the entire family. A service dog is much more than a well-trained pet.

The first question I ask is, “Does your child like dogs?” If the family does not already own a dog, I suggest they see how their child will react to a friend’s friendly dog first. There are three kinds of reactions the child can have. The first is an almost magical connection with dogs. The child and the dog are best buddies. They love being together. The second type of reaction is a child who may be initially hesitant but gets to really like dogs. The child should be carefully introduced to a calm, friendly dog. The third type of reaction is avoidance or fear. Often the child who avoids dogs has a sensory issue. For instance, a child with sensitive hearing may be afraid of the dog’s bark because it hurts his ears.

When I was a small child, the sound of the school bell hurt my ears like a dentist drill hitting a nerve. To a child with severe sound sensitivity, a dog may be perceived as a dangerous unpredictable thing that can make a hurtful sound at any moment. For some individuals, the smell of a dog may be overpowering, although keeping the dog clean may alleviate this issue.

I also ask parents if they are willing and able to make the time, financial, and emotional commitment of having a service dog. This is a family affair, with everyone in the family involved. Waiting lists can be two years or more, and fees for the trained dog can run $10,000 or more initially, and several thousand dollars each year thereafter.

Types of Service Dogs

There are three basic types of service dogs that are most likely to be used with individuals with autism. They are therapy dogs, a companion dog, or a safety dog. A therapy dog is owned by a teacher or therapist and is used during lessons to facilitate learning. A companion dog lives with the family and spends most of its day interacting with the individual with autism. The dog can assist with social, emotional, behavioral and sensory challenges in the child. These dogs also serve as a “social ice breaker” because other people are often attracted to a dog and will interact more readily with the child. Some individuals with autism really open up and interact with a dog. Therapy dogs and companion service dogs must have basic obedience training plus training for public access. Companion dogs usually receive additional training that focuses specifically on the needs of the child for whom it has been matched. For more information on training standards, visit the International Association of Assistance Dog Partners’ website, iaadp.org.

The third type of service dog is the safety dog. These are highly trained dogs used with individuals with severe autism who tend to run off. The child is tethered to the dog and the dog becomes a protector of sorts for the child. Safety dogs have to be used carefully to avoid stressing the dog. These animals need time off to play and just be a dog. A dog’s mind has categories of behavior. He is trained that when the service dog vest is on, he is working. When he is not working, the vest is taken off.

Dogs that are chosen to be assistance/service dogs should be calm, friendly, and show absolutely no signs of aggression toward strange people. They have to be trained for good manners in public such as not jumping on or sniffing people, and not barking. This level of basic training is the absolute minimum any therapy or companion service dogs should obtain; advanced training to become familiar with the behaviors of people with ASD is preferable. (See companion article online at autismdigest.com, “Questions to Ask When Selecting a Service Dog Provider.”)
There are many different groups who train companion and service dogs. One of the best ways to find a respectable source is through referrals from satisfied people who have service dogs.

Continue reading on Examiner.com Service Dogs and Autism – National Special Needs Parents | Examiner.com http://www.examiner.com/special-needs-parents-in-national/service-dogs-and-autism-1#ixzz1SxBCjFoi

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Asperger’s Syndrome

admin | Asperger's Syndrome | May 6, 2011

Simple Ways to Improve Your Child’s Language Skills

Excerpted from the article, “Breaking the Language Barrier” by Karen Emigh that appears in the March/April 2011 issue of Autism Asperger’s Digest magazine. Reprinted with permission.


Language and communication – we use them to get our needs met, express ourselves and bond with others. Except, that is, if your child is on the autism spectrum. The one comment I hear most from other parents of children with ASD is that they just wish their child could communicate “better.” However, given the structure of the English language, this is not an easily learned skill. Our language is filled with prepositions, adjectives, adverbs, pronouns, idioms and metaphors, clichés – all pretty foreign concepts to our kids who think in literal terms and tend to learn specific to general, rather than the other way around, as do typical kids.

Some easy ways I discovered to improve communication with (my son) Brett follow. You can use them with your child with autism, no matter where he or she falls on the spectrum. These techniques are not, in themselves, end products. They are actions meant to be adjusted and played with, so they become relevant for your child.

Attention
First and foremost, before you try to communicate with your child, before you try to teach him anything, get his attention. This may be as simple as calling his name, or you may have to physically move your child’s face to look you in the eye. Children give indications of attention in different ways, and for some kids with ASD, eye contact is not it. You know your child best. It’s not important how you get his attention just as long as you get it. Every time. Otherwise, you are probably just wasting your breath.

Show and Tell
Children with ASD are very visual. Use this strength in teaching them language. Expand their vocabulary by bringing their attention to people, places and things, giving them names as you point them out. The grocery store is a great place to do this. If your child is not yet ready for the grocery store, start at home. But don’t just take your child by the hand and lead him around giving names to everything in sight. This makes it seem too much like work. Make it fun. Be creative! Sing the words sometimes for a change of pace.

For some kids, show and tell is best started with labeling items around the house. Again, these kids are visual and the added benefit of seeing the word in addition to hearing the word can go a long way toward better understanding. Plus, it helps the very concrete learner understand that the word is a representation of the solid object, setting the stage for better reading skills. Point out the things that are going into the shopping cart, into your pot of soup, or a few pictures in a magazine or video. There are opportunities all around you. When the child is familiar with people, places and things you can move on to more abstract language, like verbs and pronouns. Point out someone running in the park and say, “She is running” or a child swinging and say, “He is swinging.” Encourage him to repeat after you. Also, most of us have icons, or flash cards around our homes. Here’s a simple game you can play with them. When you first get in the car show your child an icon of someone on a bike, say, “bike” or “man on a bike” and then see who can find it first. This will also help him generalize concepts if he has only been relating to himself, his things, his home. The bike icon can now mean other bikes, as well as his bike.

All For One and Fun For All
Children are obviously more receptive to fun than work, and this is true at any age. Word games can be fun. They can be simple or more complex, yet are effective in teaching important language concepts along the way. The following games can help your child learn “who”, “what”, “where”, “when”, “why”, and “how” questions.

Adult   “When do you turn on the lights? When you ride your bike?“
Child   “No” (answer for him if he doesn’t know, i.e. model for him)
A        “When it gets cold outside?”
C        “No.”
A        “When it gets dark?”
C        “Yes!”
A        “Yes, you turn on the lights when it gets dark. Great job!”

A        “Why do you brush your teeth? Because the dog barked?”
C        “No.”
A        “Because you’re hungry?”
C        “No.”
A        “Because you need to clean your teeth.”
C        “Yes!”
A        “Yes, you brush your teeth because you need to clean them. Good job!”

Games like this will help your child connect “when” with a time or an event, “why” with a reason, etc. Use your imagination and have fun. Kids love it when their parents act silly. You can even pretend you don’t know the answer; when your child figures it out he’ll be thrilled.

Another word game you can play uses prepositions such as in, over, behind, under, after, and between. Here are a few examples:

When you are making the bed throw the blanket over your head and tell your child you are under the blanket. Take it off and say, “I’m not under the blanket.” Let him try, too. After all, that is the fun part! Have him help load the washing machine and say, “Put the socks in, put the pants in, etc. When the clothes are all washed and dried have him help take the clothes out: pants out, shirts out, socks out. On a nice day you can go for a walk and find things to walk around. Tell him you are walking around a tree, around a bush, around a rock, around a corner. When you are repeating things over and over, say them in an exaggerated or sing-song way to make it a little more fun. It might seem boring to you, but lots (lots) of repetition helps.
To peruse the entire article go to : http://www.potamusprefers.com/2011/04/writer-offers-language-skills-tips.html


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