By M. P. Everard
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This absolutely photocopiable source bargains a versatile framework for the evaluation and improvement of conversation and pondering talents of kids with autistic spectrum issues (ASDs). utilizing functional review sheets and curricula, it permits academics, educators and different execs to monitor how kids use and comprehend language, checklist their abilities in an evaluate list and stick with their growth over the years.
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Additional info for An Approach to Teaching Autistic Children
C) The Stanford-Binet Intelligence Scale A number of modifications of this scale exists. One which is commonly used is known as the Form L-M. It covers the age range from 2 years up to "superior adult" level and is frequently used by school medical officers when assessing children for special education. It is, however, particularly unsuitable for children with autism or with other kinds of language problems because so many of the items involve verbal ability (Berger and Yule, 1972). Assessment: The Role of the Psychologist 41 The scale consists of a collection of many different sub-tests grouped according to different age ranges.
Autistic behaviour may occur in association with any level of Assessment: The Role of the Psychologist 35 intelligence. Behaviour disturbances or lack of appropriate teaching may make a child appear very retarded on clinical observation but skilful testing may elicit unsuspected abilities. Specialized tests, for example of language function, should be used to explore specific problems which clinical observations suggest may be an important part of the picture. This combination of general and special assessment can help to decide appropriate educational placement and provide information for planning a programme of teaching (see Chapters 5 and 6) and behaviour modification (see Chapter 4).
From hot things, sharp things? Is he aware of the danger of heights or of deep water? Is he aware that traffic is dangerous? Does he know how to cross a road safely? (iii) How much does he have to be supervised? Could he be allowed to go into another room alone; in the garden alone; in the street outside the house; around the local neighbourhood; or further afield? Could he travel on public transport alone? XI. Sleep (i) Does the child usually stay awake till very late at night or wake up very early in the morning?
An Approach to Teaching Autistic Children by M. P. Everard