´They know how to spell!
´A modality that teaches a non speaker the motor skills necessary to point to letters to spell to communicate. Speaking is fine motor planning problem where as Spelling on the letter boards is gross motor planning.
´Letterboards to keyboard spelling also involve supporting regulation so they can be successful at the motor skill to communicate.
´We use verbal and gestural cues to teach the motor planning and sometimes adapt the boards to meet the specific need of the student.
´We use lessons broken down into short paragraphs with questions. The questions are not a test but give the student cognitive engagement as well as words to spell.
´The type of questions begin with simple one word known answers but progress to multiple choice, prior knowledge and eventually open. Open is a term used to describe the student’s communication of their own ideas.
´There is a definite balance between motor skill and cognitive engagement especially when first learning. Increase motor skill decrease cognitive.
Understanding Apraxia
´Intentional movement happens as we grow and develop. It takes a conscious idea or motivation. I want to move in that direction, my limb or my body or speech. It starts out awkward and with coaching, sensory feedback, practice it gets to be a smooth coordinated movement.
´The developed cerebral cortex brain has a motor and sensory area that work together. If the brain sends out a motor effort to catch a ball for example it is the sensory system that give feedback as to whether the ball hit the hand or missed. Sensory is eyes, feeling, where the body is in space etc…..
´Autisitc persons have unique and sometimes distorted motor/sensory system that does not always provide the feedback and coordination needed for easy motor planning success. Even with an intact sensory/motor systems most motor skills take time and lots of practice to master. Walking, riding a bike, playing the piano, writing, driving a car…. Are all examples of a learned motor skill.
Understanding Regulation
´The primitive reptilian brain can hijack or override purposeful motor when a conscious or unconscious emotion of fear or stress is triggered. This creates a state of FIGHT or FLIGHT…. Adrenaline stress hormones gets released. The tendency to flee, act out, engage primitive reflex patterns and behaviors will happen.
´You can only be in one brain or the other… the new intentional cerebral cortex or the primitive one. The key to regulation is to do what you can to keep yourself and the student calm, safe, expectations realistic / predictable, routine, reasonable, enjoyable, respectful and presume they can do it!
´Remember that your state of energy is translated unconsciously to the student. It is ok to feel inadequate and even nervous in the beginning but those feelings will often be felt by the people around you including the student. Be honest, open and patient with yourself and them as you both navigate a new skill together. Be curious as to how it progresses between you rather than rigid in your expectations as to how fast you get there or if you even get there. It is a new skill for both student and each new practitioner to find the right balance of skill and support that the student needs.