Instructional considerations for young children with autism: The rationale for visually cued instruction

Journal/Book: J Autism Dev Disord. 1997; 27: 233 Spring St, New York, NY 10013. Plenum Publ Corp. 697-714.

Abstract: Instructional considerations for children with autism who continue to struggle with current treatment models are discussed. Specifically, the use of instructional strategies for children who may be characterized as visual learners are addressed. The discussion begins with a review of research that illuminates the learning style differences associated with autism. Next, the instructional strategies of both behavioral and incidental teaching methods are examined in light of the research. Finally, using a case study as the backdrop, the discussion concludes with a description of how visually cued instruction can be applied in various contexts.

Note: Article Quill KA, Autism Inst, POB 190, Essex,MA 01929 USA

Keyword(s): INFANTILE-AUTISM; LANGUAGE-DEVELOPMENT; TEACHING-CHILDREN; COMMUNICATION; MEMORY; DISABILITIES; ATTENTION; ABILITIES; SCIENCE; STATE

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