An Autism Spectrum Disorder (ASD) child with low visual-verbal processing abilities has difficulty recognizing and interpreting information taken in through the senses of sight and sound. Observable indicators of low visual-verbal processing in ASD children include:
- Difficulty repeating instructions back
- Difficulty reading text aloud
- Frustration during reading/writing tasks
- Problems copying off the board at school
- Difficulty recalling high-frequency words
- A struggle to follow language
ASD children who are challenged by visual-verbal tasks may display behavioral traits of frustration and a shyness to ask for help. However, there are many instructional methods that can assist ASD children to learn through sight and sound.
Most effective instructional strategies for ASD children:
- Visual and concrete objects
– Manipulative
– Word games
– Technology - Verbal instructions are presented in small chunks
- Visuals are uncluttered and minimal so that the task is the main focus
- Use of gestures
– Pointing
– Motioning with arms - Model examples of ways to complete the task two or three time
- Hand-over-hand, accompany the child’s hands while they work to complete a task (i.e. holding scissors together, helping sort game pieces)
- Incorporate interests and strengths of child
– Favorite superheroes
– Favorite school subjects - Auditory Activities: Tasks that require the child to listen to sounds
– Computer-based games that reinforce sounds and simple spelling
– Toys that “speak” letter sounds
– Build on memory processing by making information meaningful to the child and that builds on child’s prior knowledge
– Listening for sounds and having the child describe them (i.e. dog barking, fire trucks, etc.)
– Using songs to recall information (i.e. ABC’s, National Anthem, etc.) - Kinaesthetic Activities: Games that allow the child to physically interact with displayed letter sounds and chunking
– Physically move letter chunks (on blocks or beanbags) around to create words, child is encouraged to make sounds as she/he moves the bags
– Charades and role playing
– Incorporating puppets into the task
– Creating models
– Clapping or tapping on table for counting
Teaching strategies that will be effective for low visual-verbal processors should encourage the child to link and coordinate visual information (diagrams) and verbal information (text). Consistency and repetition is required in order for the child to experience success and feel encouraged to continue.