Recognition of Strengths

The starting point for teaching and learning new skills is to give recognition to the young person’s strengths.  As advised by Brenda Myles it is important to “Teach to the level of critical mass, uber generalisation”. To watch Brenda Myles Keynote video please click here. See Building Independence section. “We need to be prepared to allow them to reach their limitless potential.”

How? After carefully evaluated observations, parents and educators should work together to give recognition and appreciation to the skills already attained by the child or young person. This is the starting point for teaching and learning new skills, whether this be in communication and conversation or any other social skill. The recommendation would be then to use deliberate practice, see Brenda Myles Keynote video, where the advice is to: 

1. Teach the skills,
2. Teach how to apply the skill,
3. Offer the relevant opportunities to practice,
4. Allow student to internalise, making it his or her own
5. Thereby use the skills effectively – this may link to Vygotsky (1978), as well as Piaget (1964) assimilation, accommodation, and equilibration.

Ros Blackburn also suggests, “Although role-play is a very valuable tool, nothing can beat the real scenario, so use it to teach the person with autism the correct way, the real way, rather than the artificial or ‘autistic friendly’ modified way. I have had to learn everything from table manners to keeping my clothes on in public, to visiting people’s houses, greeting people appropriately and so on. I have got it wrong on numerous occasions. I cannot help getting it wrong. That is all part of being autistic, but it is no excuse”

Thus, Brenda Myles advises, that we teach slowly, build slowly, clearly outline connections to allow for greater opportunities for having the right skill in the right environment. Thereby supporting the achievement of Critical Mass.  For further information on Critical Mass please click here.