Catching the Inspirational Variables for Creating Effective Learning Contribution by Children with Autism

Autism Spectrum Disorder (ASD) is a disorder of neural development which is characterized by impaired social interaction, verbal and non-verbal communication and by restricted, repetitive or stereotyped behavior. It has a strong genetic basis and the symptoms of this disorder are usually noticed in the first two years of a child’s life. There is no permanent cure for ASD and a vast majority is of the opinion that it should be treated as a difference, not as a disorder.

Applied Behavior Analysis (ABA) has effectively enhanced global functioning in preschool children and it is known for improving intellectual performance of young children. Neuropsychological reports of autistic children and the education given to them are most often found to be incompatible. The best way to conceptualize approaches to enhance social, communication and other abilities in autistic children is to have traditional behavioral approaches at one end of the continuum and the developmental, social pragmatic approaches on the other end. Discrete Trail Teaching has been successful in teaching and providing behavioral support to autistic children. It adds and supplements learning opportunities with Visual Supports strategies that collectively support more effective learning experiences. Valid research suggests that children with ASD can learn social and communication skills effectively by combining approaches suggested by Gray (1995), Wetherby (1997), Prizant &

Wetherby (1998).
 

The effectiveness of early intervention programs cannot be overlooked since they help in successful acquisition of typical skills and also extinguish atypical autistic behaviors. Learning in autism is characterized both by spontaneous mastering of complex material and an apparent resistance to learning in conventional ways. Seemingly implicit learning in autism is important since it gives an understanding of how and why autistics learn poorly. An investigation into autistic and non-autistic cognition may help in learning and advancing different aspects of knowledge.