| Asperger's Syndrome is a milder variant of Autistic | | | | In our seminars, we discuss how we build the visual |
| Disorder. In Asperger's Disorder, affected individuals | | | | attention system first because it is the stronger |
| are characterized by social isolation and eccentric | | | | system and is often shutting down verbal |
| behavior in childhood. Though grammatical, their | | | | development. For this reason we begin our training |
| speech is peculiar due to abnormalities of inflection | | | | with very little talking, which is one step toward |
| and a repetitive pattern. They usually have a | | | | stopping the antagonism between the visual and |
| circumscribed area of interest which usually leaves no | | | | verbal systems and initiate a supportive relationship. |
| space for more age appropriate, common interests. | | | | Thus, we want you to minimize your talking during |
| Some examples are cars, trains, door knobs, hinges. | | | | the exercises. As aresult, your child will be able to |
| The name "Asperger" comes from Hans Asperger, an | | | | isolate the visual attention system and begin to |
| Austrian physician who first described the syndrome | | | | loadvisual memory. The more you talk, the more you |
| in 1944. | | | | reduce visual memory capacity. So by talking during |
| If a child is showing symptoms of Asperger's | | | | this training, you could reduce your child's capacity |
| Disorder because highly visual thinking is interfering | | | | from 200 data bytes to 25. |
| with the ability to generate language fluently then we | | | | As you work, you'll establish a tri-level sequencer. |
| may have child who is suffering from a very trainable | | | | The sequencer is another importantbrain function that |
| communication disorder rather than a psychiatric | | | | is the engine of the verbal thinking pathway and the |
| disease. | | | | most underused component of verbal biology. The |
| Children who are highly visual with communication | | | | sequencer is often very painful for autistic children so |
| problems can have as many as 50 symptoms that | | | | initially you teach it as a "treat," or what feels like a |
| are very similar and predictable. I call these children | | | | reward. |
| Maverick Minds. | | | | The parts of the sequencer are: |
| To begin working on improving language and | | | | Continuous - After every correct answer, ping a |
| communication, we start with teaching visual | | | | penny into a cup. Feedback that occurs after every |
| attention skills. | | | | correct answer facilitates rapid learning. |
| In my consulting practice I teach parents methods | | | | Fixed-ratio - After every three pennies, give your |
| for improving attention, memory and communication | | | | child a treat such as a sticker, a raisin, or a chocolate |
| skills to replace many of the off-target behaviors | | | | chip. Fixed-ratio sequencers begin the process of self |
| they have. | | | | control. |
| Before we begin teaching attention we do an | | | | Variable - At the end of your session, go on a |
| evaluation to determine if the child is naturally turning | | | | treasure hunt with your child. Hide clues around the |
| to visual attention and memory skills rather than the | | | | house that lead to a surprise under the pillow. Varying |
| auditory-verbal counterparts. | | | | the elements of the treasure hunt helps your child |
| When I build exercises to teach attention I use the | | | | transfer learning and generalize it to daily life. |
| natural strengths of each child so that each exercise | | | | As you work, you'll begin to vary your sequencers to |
| is easy, fun, and successful because it is critical that | | | | increase the flexibility of this component of training. |
| emerging communication abilities feel natural and flow | | | | After you have used pennies, raisins and a treasure |
| fluently. To see my examples of children learning to | | | | hunt, for example, you might change to printing out a |
| become symptom-free go to my ebrainlabs website | | | | picture of a desired toy and cutting it into pieces. |
| and watch the videos in our video viewing studio. | | | | Then, you can have your child earn pennies, stickers, |
| You will see parents y using a pace and methods | | | | and then a piece of the puzzle. Tape the piece on |
| that result in success. The goals of the exercises are | | | | the wall. When the picture is complete, go to the |
| to help your child improve daily and achieve at least | | | | store to buy the toy. |
| 80% success consistently. | | | | You can also vary the elements of each part of the |
| We evaluate the "just-right" difficulty level to begin | | | | sequencer, depending on your child's needs. For |
| the exercise so that we understand how your child | | | | example, you could change the Continuous to |
| learns best. There are only two rules for the pace of | | | | macaroni, marbles, poker chips, or small post-it notes. |
| learning: | | | | You could change the Fixed Ratio to tickles, |
| •You and your child should be having lots of | | | | chocolate chips, pretzels, stickers, or nickels. Or you |
| fun. | | | | might change the Variable tocoupons for privileges. |
| •Your child should always be 80% correct or | | | | The goal is to keep your child interested and |
| better. | | | | challenged, and to have lots of fun. |