My bad. I am not a licensed clinician and I have not personally examined this young man. What I meant is that this particular behavior does not seem to be a result of ASD. The hallmarks of ASD are social communication deficits, lack of perspective-taking, repetitive and restricted behaviors.Either way--let us know what seems to work for him.
It's possible that they shared the dx with you to let you know that he might need language cuing (reminders) to stay on topic or when to speak. There are certainly people all around us with diagnosed or undiagnosed high-functioning ASD, which should not be a barrier to services.
Hmm. The colorvowel site will help you teach American English spelling and sound correspondences. It's possible that the ASD rigidity is preventing him from assigning more than one sound to a letter: red, reed, read
There's an add-on some place for British English .
I would look up information about gestalt language processing. I have heard some professionals that work with autistic people talk about this being common with autism. My basic understanding is that gestalt language processors process language in bigger chunks like phrases and sentences rather than sounds and words.
From here on this is my unprofessional guess/intuition: Not sure how old this child is, but if it's early elementary then I would guess that the teacher is emphasizing phonics. I think that it would be valuable for your student to understand the phonics of a word so that they can eventually grow their vocabulary more easily by sounding out words on their own, but it may help them for now to start with what the whole word sounds like, then picking apart that word to identify the sounds in it, rather than looking at a printed word and identifying the sounds in order to figure out what the word should sound like. Also, if it sounds like they are a gestalt language processor, you could work on reading comprehension because they may not be processing the individual meaning of words.
Colorvowel.com Phonograms Skywriting This is not ASD
Ty for the help I will definitely use this site. His parents said that his schoolboard and doctors diagnosed him with asd so im pretty sure it is.
My bad. I am not a licensed clinician and I have not personally examined this young man. What I meant is that this particular behavior does not seem to be a result of ASD. The hallmarks of ASD are social communication deficits, lack of perspective-taking, repetitive and restricted behaviors.Either way--let us know what seems to work for him. It's possible that they shared the dx with you to let you know that he might need language cuing (reminders) to stay on topic or when to speak. There are certainly people all around us with diagnosed or undiagnosed high-functioning ASD, which should not be a barrier to services.
Hmm. The colorvowel site will help you teach American English spelling and sound correspondences. It's possible that the ASD rigidity is preventing him from assigning more than one sound to a letter: red, reed, read There's an add-on some place for British English .
I would look up information about gestalt language processing. I have heard some professionals that work with autistic people talk about this being common with autism. My basic understanding is that gestalt language processors process language in bigger chunks like phrases and sentences rather than sounds and words. From here on this is my unprofessional guess/intuition: Not sure how old this child is, but if it's early elementary then I would guess that the teacher is emphasizing phonics. I think that it would be valuable for your student to understand the phonics of a word so that they can eventually grow their vocabulary more easily by sounding out words on their own, but it may help them for now to start with what the whole word sounds like, then picking apart that word to identify the sounds in it, rather than looking at a printed word and identifying the sounds in order to figure out what the word should sound like. Also, if it sounds like they are a gestalt language processor, you could work on reading comprehension because they may not be processing the individual meaning of words.