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There’s a lot of confusion about how to help “high functioning” or almost conversational kids with autism with their language skills. People ask if kids are too high functioning for ABA. Should they pull out? Should they just be included?
I’ve had quite a number of people asking me about programs or products to help kids who have higher language skills, conversational or almost conversational. And in my opinion, it goes beyond just categorizing a child or an adult as high functioning. Each individual, whether they have autism or not, have their own strengths and challenges when it comes to their learning.
Often times, we make mistakes – five to be exact – in helping kids with their verbal skills. Most of these kids’ verbal behavior are not properly assessed which I think is one of the causes of deficits in language comprehension. If not properly assessed, it will get in the way of behavior, inclusion and even self-care. Consequently, we end up programming our teaching style too much or do tit-for-tat programs that eventually sets them back instead of helping them improve.
Language comprehension doesn’t improve overnight. It takes a lot of patience, utilizing different approaches and sometimes the need of high-level collaboration with professionals. Do an in-depth language assessment of a child’s or client’s language comprehension and apply the strategies of ABA I share to help your kids reach their fullest potential.
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