: Brain Processing and Implications for Learning- (1.5 BCBA continuing education units available)

Inherent in the definition of autism is a clear description of a processing disorder which is the underlying challenge for students with autism. While many professionals working with students with autism can competently develop skill acquisition based on goals and objectives, many lack the understanding of how an individual with autism is or is not processing information. This workshop will share a practical analysis of processing that impacts speech and learning, with discussion on remedial strategies to overcome these deficits. “Autism is a brain disorder that significantly impairs the assimilation of information and manifests itself in disturbances in communication, learning, and behavior.” Inherent in this definition of autism is the description of a processing disorder which is the underlying challenge for individuals with autism. Unfortunately, all too often, educators overlook these underlying deficits and focus solely on specific skill acquisition. While establishing goals and objectives that are skill based is critical to educating students with autism, understanding how a student with autism is or is not processing information will significantly assist in the learning process.  

One of the significant processing difficulties that many students with autism attempt to overcome is apraxia of speech. Apraxia impacts the precision and consistency of movements underlying speech in the absence of neuromuscular deficits. Strategies to break through apraxia must address this core issue which is more complex than sound imitation.  

In addition to apraxia, many students with autism struggle with information processing as it relates to attention, discrimination, organization, and memory. Attention meaning the automatic activation of the brain, discrimination relating to the ability to identify from a field of competing stimuli, organization impacting how the brain categorizes information for storage and retrieval, and memory which is the storing and retrieving of information. When one or all of these functions are impaired, learning is impacted. As with apraxia, goals and objectives must address these core elements of processing.