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Autism in the Visually Impaired Child

Their behaviors (e.g., stereotypies, rituals; restrictions in play) seen as: indicative of emotional disturbance associated with sensory deprivation (e.g., turn inwardfor stimulation) related to mother-child attachment (e.g., inincubators longer; lack of eye contact so hardto read cues; m

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Autism in the Visually Impaired Child

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    2.

    4. Caveats in Diagnosing

    6. Echolalia is a positive sign in that it shows that the child is at least discriminating among phonemes, sequencing sounds, using working memoryEcholalia is a positive sign in that it shows that the child is at least discriminating among phonemes, sequencing sounds, using working memory

    7. Implications for Parents and Educators

    9. Implications

    11. Implications

    13. Implications

    15. Implications

    23. Comparing Strategies for the Blind vs. Blind Autistic Student For a blind child: Use a lot of language paired simultaneously with object exploration. Use a lot of vestibular input, tactual input. Moderate levels of extraneous noise generally will not cause distraction. For an autistic blind child: Use brief statements, moderating the pace of speech; pace of exploration of object. Control the amount & type of input so child is not over aroused, unable to attend. Be aware of impact of even subtle noise on child’s stress level and ability to attend.

    24. Comparing Strategies for the Blind vs. Blind Autistic Student (Continued) For a blind child: Provide lots of social stimulation. The child can be expected to enjoy a variety of social contacts. His sensitivity to social reinforcement, including withdrawal of attention, means that praise and “time out” will be effective motivators For an autistic blind child: Balance social time with alone time. Child may often find social experiences aversive rather than reinforcing. Social experience is generally not important to child. Praise, “time out,” are typically not effect motivators.

    25. Components of Structured Teaching

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