Accelerating Young Minds | Autistic Approach
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Autistic Approach

Accelerating Young Minds Approach to Help Kids with Autism


The mental difficulties from hundreds of studies on reasons or fixes for autism are still not fully understood. One of the issues that rises to the top is the executive system not working properly.  The executive system does not have knowledge of its own. It grabs knowledge that is in storage from both the right and left-brain that has reached long-term memory.  It is like an airport control system that manages the flights of many airplanes; sorts their positions out and then brings them in safely to the proper runway. What knowledge that reaches long-term memory is what the brain finds needed or of interest- not much else. The brain of each child is different- no two brains think, or retain all knowledge, alike. A limit of knowledge in the brain limits what the executive system can perform. New knowledge requires first visual focus and the time for the brain to decide to retain the information or not. The importance of cognitive development is to collect and store knowledge into customized and related neurological pathways to allow efficient and fast communication output. The source of new knowledge is primarily visual which is the right brain. The right brain sends input to the left-brain where it does its work by combining with the right to send signals to the executive system where speech and writing communication is provided. Difficulties for autistic kids seem to be three issues:

  1. There is not enough knowledge in long-term storage.
  2. There has not been enough cognitive development to create efficient neurological pathways of understanding.
  3. There are weakened and blocked neurons (not absent) in the brain that are not providing efficient communications and transfer of knowledge.

Does AYM Have a Chance to Help?

We know we can create student focus for new knowledge development based on the results we have seen with thousands of students using our preschool to grade 3 learning programs. We have impressive results with ELL students and poverty families. The use of real imagery with video and photographs allows the student to self-learn by relating to the real world they live in. Our learning process is founded on the science of how the brain is attracted to and retains new knowledge. The comprehensive and unique cognitive development process we have developed ensures that the right and left-brain are working together to offer communication output. We subscribe to individual development, not standardization or one size fits all. By allowing students to understand where their greatest interests are and allow for a student and to develop mastery of the subject that is most useful to them.

Now our challenge is to see how many neurons we can activate based on individual performance for kids with autism.

Observer Information 

In general, all activities are full of real-world videos and photographs. The subjects offered are likely to be observed and seen in real life of the student. The reality and the visuals will keep the child focused and will bring about interest. The student responses will be recorded by the software in the data charts and the observer is encouraged not to provide the child with answers, but we do ask that the observer encourages the child every step of the way.

Please also see Walkthrough and Tips

How Cognitive Abilities Work

Not everything in the external and internal environments is of immediate concern to the individual. Our brain thus contains emotion and attention systems that alert us to and focus on selected immediate problems and opportunities. This integrated stimulation/focusing system is commonly called our working brain, and it certainly simplifies our cognitive load. Imagine a working brain that consciously attending to everything occurring inside and outside our brain. We don’t need a constant conscious awareness of everything, just ready access to information we need when we need it. It’s thus biologically praiseworthy for our brain to have a powerful limited-capacity cognitive processing system focused on selected immediate concerns as well as allows a person to add new knowledge. The human advantage is that we are connected to a large, easily accessed, storehouse of useful knowledge, thinking skills and abilities that affect our behavior and allows each individual to perform amazing feats.

Activity Section Summary

All activities include Visual/Audio, Vocabulary, Cognitive Development, Sequential Reasoning, Semantic Reasoning, Procedural Knowledge, Conceptual Understanding, Inductive Reasoning, Visual Intelligence Processing, Audio Intelligence Processing, Thinking Abilities, Short-Term Memory and Scientific Understanding.

Section #1

Questions 1-3

Purpose: Speaking Words

Recall & Visual Memory

Section #2

Questions 4-9

Purpose: Saying Words/Letters

Word fluency & Temporal tracking

Section #3

Questions 10-15

Purpose: Say/Order Sentence

Memory for Sentences & Recall

Section #4

Questions 16, 17

Purpose: Speaking Words/Identification of Animals

Memory for Names & Recall

Section #5

Questions 18-21

Purpose: Saying Words/Memory

Long-Term Memory & Recall

Section #6

Questions 22

Purpose: Say Numbers/Spatial Ability

Visual Spatial Skills & Recall

Section #7

Questions 23

Purpose: Speaking Numbers/Contrasting

Visual Matching & Visual Memory

Section #8

Questions 24-29

Purpose: Saying Words/Comparing

Reasoning & Figure Ground

Section #9

Questions 30-35

Purpose: Say Words/Identify Sounds

Sound Localization & Memory for Names

Section #10

Questions 36-39

Purpose: Speaking Numbers/Perception

Visual Closure & Imagery

Section #11

Questions 40-46

Purpose: Speaking Words/Memory

Meaningful Memory & Listening Comprehension