New Zealand Autism Spectrum Disorder Guideline - Ministry of Health

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Part 3: Education for learners with ASD Part 3 early childhood years and school-aged children. All students demonstrated an increase in speech and there was some evidence of generalisation to non-intervention settings 219 220 . Using manual signs as augmentative communication are less often successful. They are often difficult for children to use because of motor planning and motor imitation difficulties. However, manual signs used by others may be useful for some children to supplement their understanding 96 213 . It is important to make a careful selection from the many resources available for the most appropriate intervention or device. Like all interventions with this population, careful assessment and planning is required. Consideration needs to be given to: • receptive and expressive communication skills • communication needs and desires • cognitive skills • sensory characteristics • abilities of the communication partner(s) • environments and their demands • environmental barriers 213 . Evaluation of the effectiveness of any resource needs to be done in a natural setting to ensure that its use has been generalised 218 . Use of visual supports and technology can effectively assist with this goal by supporting development of both expressive and receptive communication. Significantly, low-technology augmentative communication tools, such as picture systems, can be relatively simple and inexpensive to implement 96 (Recommendation 3.2.1.8). 2. Computers While there is little research on specific computer programmes for individuals with ASD, there is some evidence that computer technology may enhance motivation, increase attention, and reduce challenging behaviour in individuals across the ability range 213 . Computer-based schemes are seen as particularly valuable for literacy development 211 213 221 . 3. Literacy skills In the past, despite demonstrating skills directly related to literacy, some children with ASD have been labelled as too cognitively impaired or not ready for literacy instruction 222 . There is some evidence of situations where individuals without verbal language skills have learnt to read and write 222 . Often children and young people’s interests have been dismissed as ‘stimming’ (self-stimulatory behaviours) when they could have been used to channel the students into activities enabling them to read, write, draw and communicate about their special interest or obsession (eg, trucks), at least until the interest wanes and drifts into another 222 . Some children with ASD have hyperlexia, which is being able to read words beyond what would be predicted on the basis of cognitive and language scores. This often presents as early (at age 2 to 5 years) compulsive or indiscriminate reading of words, which develops in the absence of direct instruction. The decoding skills of these children appear to outstrip their understanding of the text. Research shows that hyperlexia in ASD tends to be associated with general receptive language difficulties rather than with reading comprehension per se. This is often combined with a lack of background knowledge about the topic due to their restricted experience of the world. Children with ASD are capable of learning to understand what they read, but it should not be assumed that they can comprehend all the words they are able to decode. Hyperlexia occurs in children with a wide range of disabilities, but disproportionately in children with ASD (up to 10%) 213 222 . Most children and young people will benefit from literacy instruction that incorporates multiple instructional strategies to teach skills such as decoding, analogy, prediction and sight words 222 (Recommendation 3.2.1.9). 100 New Zealand Autism Spectrum Disorder Guideline
Part 3: Education for learners with ASD Research into teaching literacy to children with ASD is inconclusive, but emerging themes include: • some children with ASD can sight-read words without teacher-directed rote drill • interventions that use recommended practices for children without disabilities are also useful for children with ASD • literacy-rich early childhood education service environments can promote literacy learning. The recommended intervention is a balanced one that incorporates all the processes that are known to be involved in successful literacy learning 213 . Part 3 New Zealand Autism Spectrum Disorder Guideline 101
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New Zealand Autism Spectrum Disorde
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Whakapüpütia mai ö mänuka kia k
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“I am tired of having to do 100%
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2.3 Physical well-being............
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References.........................
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Overview “It is common for me and
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Overview Overview Purpose of the Ne
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Overview Overview Executive summary
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References “It is not wrong to th
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References 29. English A, Essex J.
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References 417. Ministry of Health.
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Generic name Trade name NZ prescrib
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