The ASA's 39th National Conference on Autism Spectrum Disorders of ASA

The Westin Kierland Resort & Spa, Scottsdale, AZ

http://www.autism-society.org/
For a complete author index with session numbers, please click here
Thursday, July 10, 2008: 12:30 PM-1:45 PM
Miami 2
#3673- 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.

Presenters:Anne S. Holmes, M.S., CCC, BCBA, Eden Autism Services, Chief Clinical Officer - Anne Holmes is Chief Clinical Officer for The Eden Family of Services. She is an adjunct faculty member of the College of New Jersey, and is on the Autism Society Panel of Professional Advisors. Ms. Holmes has written numerous papers and articles and is the primary editor of Eden’s curriculum.

Nina Finkler, M.Ed., LDT/C, BCBA, Eden Family of Services, Director of Outreach and Support Services - Nina Finkler is the Director of Outreach and Support Services for the Eden Family of Services. She has worked in the field of autism for 18 years, including extensive practical application of Applied Behavior Analysis, curriculum development, parent training, consultation and assessment.

 
“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.

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