Autistic Approach
Issues
Despite the hundreds of studies on the subject, the reasons for the mental difficulties attributed to autism and the treatments to mitigate the effects or cure autism are still not fully understood. The brain of each child is different- no two brains think, or retain all knowledge, alike. One of the issues that has been identified in studies of autism is that the brain’s executive system is not working properly. The executive system does not have knowledge of its own. It pulls knowledge that is in long-term memory storage from both the right and left sides of the brain. 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. New knowledge requires visual focus first, and then the time for the brain to decide whether to retain the information. The knowledge that reaches long-term memory is basically what the brain determines is needed or of interest. A limit of knowledge in the brain limits what the executive system can perform. The source of new knowledge is primarily visual, which is a right side brain function. The right side of the brain sends input to the left side of the brain where it combines with the right side to send signals to the executive system where speech and writing communication is provided. The importance of cognitive development is to collect and store knowledge into customized and related neurological pathways to allow efficient and fast communication output. Difficulties for autistic children seem to center on three issues:
- There is not enough knowledge in long-term storage.
- There has not been enough cognitive development to create efficient neurological pathways of understanding.
- 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. AYM programs are built on individual development, not standardization or one size fits all. Our programs allow students to understand where their greatest interests are and to develop mastery of the subject that is most useful to them.
We have impressive results with ELL students and students from low-income families. The use of real imagery with video and photographs allows the student to self-learn by relating to the real world in which they live. 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 sides of the brain are working together to offer communication output. Using this process, coupled with the individual performance approach, AYM has taken on the challenge of activating as many neurons as possible for children with autism. We have already seen some exciting results.
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 the 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. AYM suggests that the observer encourage the child every step of the way but should never provide the child with answers, as that defeats the efforts to develop the neurons.
Please also see Walkthrough and Tips
How Cognitive Abilities Work
Not everything in the external and internal environments is of immediate concern to an individual. Our brain contains emotion and attention systems that alert us to and focus us on selected problems and opportunities that are of immediate concern. This integrated stimulation/focusing system is commonly called our working brain, and it certainly simplifies our cognitive load.. We don’t need a constant conscious awareness of everything, we just need to have ready access to information when we need it. In other words, our brains have a powerful limited-capacity cognitive processing system that can focus just on selected immediate concerns thereby also allowing a person to add new knowledge. This means that as individuals we not only have ready access to a storehouse of useful knowledge, but we also have the thinking skills and abilities to learn new things and affect our behavior.
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