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Children need to learn to reference their parents, share emotions and use experience-sharing language to build a close and trusting relationship where they can learn and cope with the uncertainty of life. The six objectives of RDI are to improve the following: [2] Emotional referencing: learning from the subjective and emotional experiences of ...
Children on the autistic spectrum typically have trouble picking up the emotional states of others so emotions are exaggerated by the adult. These are often accompanied by verbal labeling; e.g., "See how happy I am!" Other strategies in the developmental social-pragmatic model include:
The social thinking methodology embraces what literature says about working directly with neurotypical and neurodivergent children, teens and adults who have social learning differences, difficulties, or disabilities (e.g., Autism Spectrum levels 1 and 2, ADHD, social communication differences or anxiety, etc. or no diagnoses) and promotes the use of a variety of curricula, visual supports ...
The Social Thinking Methodology is a developmental, language-based and thinking-based (metacognitive) methodology that uses visual frameworks, unique vocabulary, strategies, and activities to foster social competence for children ages 4 – 18 years old. The methodology has assessment and treatment components for both interventionists and ...
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.
Play-based learning offers numerous benefits for children with various types of disabilities. It supports cognitive and language development, particularly for children with autism spectrum disorders. [54] Play-based learning also promotes emotional and social development by fostering positive interactions and cooperation among students. [54]
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