Story
Most infants and children follow a natural trajectory of development. Milestones have been identified as a child acquires skills along this path. It is a trajectory that leads to learning readiness and successful school outcomes. It includes the social competence needed to navigate uncertain and unpredictable exchanges with peers and community members. It is a shared set of customs that are agreed upon as acceptable within a culture. Encompassing an essential skill set, it makes lifelong independence and survival possible.
A person with autism may not be inclined to follow this same trajectory. The strength and variety of autistic features unique to that person may result in a developmental path that veers in a different and unique direction from the start. As development continues the path may become increasingly different and in some cases limiting.
Perhaps the most helpful intervention strategy would be to identify missing and delayed milestones and attempt to replicate the natural learning experiences that might lead to acquisition. Autism friendly lessons and activities could be tailored to accommodate a person's unique learning style and sensory needs. The following are my observations and ideas for possible interventions. They are offered here for discussion only and not as recommendations for treatment.
Framework: Memory
Memory plays a role in all of the frameworks. We must remember what we already know, remember new ideas, and recall information related in some way to the current situation. We must remember the language that describes this information and the context in which something has occurred. We must remember the stories in which an event has occurred and the events place in the sequence of each narrative. Our memories allow us to engage in dialogue, desire social interaction, and function independently, safely, and successfully in the world.
Information Processing, Language, Context, Story, Social Interaction
- As we take in information, we must recall related information quickly and accurately. New information must be reconciled with old information in real time and used to respond if necessary.
- An item of information must be described accurately. A rich and large vocabulary is essential. This language must be remembered and then recalled quickly when needed.
- An item is connected in many ways within the context in which it is viewed. Each connection to words and events becomes a pathway to recall when related information is needed.
- Narrative is the vehicle that carries the physical aspects, cause/effect relationships, similarities, absurdities, and temporal sequences of events and ties them together. As a person's repertoire of stories grows, so do the number of connections made within and among the narratives. These connections are the pathways to efficient, accurate recall.
- Social interaction requires an ability to engage in dialogue. Rapid recall of information is needed with each exchange to formulate interesting, pertinent, purposeful, and novel responses. Memory is needed for accurate assessment of mental states. Recall is also needed for problem solving and good decision making.
Strategies for Activities, Lessons, and Materials:
- Memory develops in conjunction with the other framework areas. Suggestions in those areas will be helpful for memory development.
A person with autism or other developmental delay might:
- have a diminished repertoire of stories.
- be slow to respond due to difficulty recalling information.
- be preoccupied with sensory sensitivities.
- lack assumed skill levels in related areas.
User Friendly Strategies for Activities, Lessons, and Materials:
- Memory develops in conjunction with the other framework areas. Suggestions in those areas will be helpful for memory development.
- Observe and detect sensory sensitivities to materials and environment and alter as necessary.
- Observe carefully to detect competencies in order to know what they don't know.
