The World of the Autistic Child: Understanding and Treating Autistic Spectrum Disorders

By Bryna Siegel | Go to book overview

ask "Is it twenty-five?" To which the child can be taught the response "No, that's silly." The same sort of response can be taught to questions like "Do cows bark?" and so on. Teaching a "that's silly" response is important in the development of self-reflective thinking and judgment, and moves the child away from the tendency for minimal rote responses that terminate the language interchange as quickly as possible. Similarly, giving the child opportunities to reflect on the difference between simply saying "No" in response to a question versus "I don't know" when that is a more accurate response also minimizes rote responding.


Chapter Summary

Once a child's language has proceeded to the multi-word stage and he is using various parts of speech, language can continue to develop in the more academic contexts of reading, writing, and verbal reasoning. In the next chapter, we will cover the things children need to learn in elementary school and beyond. We'll discuss educational models for both the higher functioning, more academically oriented child with autism or PDD, as well as the more practical skills that become an increasing focus of the curriculum for those students whose mental retardation is as much a disability as their autism.

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