Instructional considerations for young children with autism: the rationale for visually cued instruction.
Instructional considerations for children with autism who continue to struggle with current treatment models are discussed. Specifically, the use of instructional strategies for children who may be characterized as visual learners are addressed. The discussion begins with a review of research that i...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 27; no. 6; pp. 697 - 715 |
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| Autor principal: | |
| Formato: | case study Journal Article |
| Publicado: |
Springer Nature
Dec1997
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Instructional considerations for children with autism who continue to struggle with current treatment models are discussed. Specifically, the use of instructional strategies for children who may be characterized as visual learners are addressed. The discussion begins with a review of research that illuminates the learning style differences associated with autism. Next, the instructional strategies of both behavioral and incidental teaching methods are examined in light of the research. Finally, using a case study as the backdrop, the discussion concludes with a description of how visually cued instruction can be applied in various contexts. |
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