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Communication can either be verbal or non-verbal. Children with autism require intensive intervention to learn how to communicate their intent. Communication interventions fall into two major categories. First, many autistic children do not speak, or have little speech, or have difficulties in effective use of language. [68]
The emphasis on individualization means that TEACCH does not distinguish between people with very high skill levels and those with learning disabilities. Strategies used are designed to address the difficulties faced by all people with autism, and be adaptable to whatever style and degree of support is required. [2]
This theory does not apply to younger children with autism. There is some evidence that frequency of self-injurious behavior can be reduced by removing or modifying environmental factors that reinforce the behavior. [129]: 10–12 Higher rates of self-injury are noted in socially isolated autistic people.
According to the organization Autism Speaks, "speech-language therapy is designed to coordinate the mechanics of speech with the meaning and social use of speech". [64] People with low-functioning autism may not be able to communicate with spoken words.
Some Autistic people may be hypersensitive to changes in sight, touch, smell, taste and sound; The sensory stimulus could be very distracting or they could result in pain or anxiety. There are other people who are hyposensitive and may not feel extreme changes in temperature or pain. Each of these has implications for making an autism-friendly ...
Relationship Development Intervention (RDI) is a trademarked proprietary treatment program for autism spectrum disorders (ASD), based on the belief that the development of dynamic intelligence is the key to improving the quality of life for autistic people. The program's core philosophy is that autistic people can participate in authentic ...
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]
Test results were similar across all age groups, that significant differences between TD and autistic participants are found only in spatial memory, not verbal working memory. [9] Gabig et al. [40] discovered that children with autism, regarding verbal working memory and story retelling, performed worse than a control group of TD children. In ...