Earlier, itwas stated that children with autism have a desire to learn. Some would likely dispute that statement if they have worked with ‘difficult to motivate’ children with autism. Research into ways to appeal to and interest people with Introversion-Sensing-Thinking-Judging (ISTJ) preferences, conducted by Quenk (1993, 2000), provides us with some insight into motivating children with autism.
Things that motivate and energize children with autism closely follow their Learning Preferences and Strengths. Think about Introverts and their need for warm-up time, Sensers and their preference for gathering detailed information through their senses, Thinkers and their valuing logic and analytical approaches to making decisions, and Judgers and their preference for predictable settings and finishing tasks. Visual-Spatial learners are energized by use of visual images that are clear and precise. Musical-Rhythmic learners are motivated by songs, melodies and rhythms.
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The Learning Preferences and Strengths (LPS) model is comprised of three key components: structure, content and process. Excellent teaching is the fine art of connecting and integrating these key components for each child.
The individual child’s preferences and strengths are at the heart of this model, guiding the structure, content and processes of his program. When there is a match between Learning Preferences and Strengths and program structure, process and content, a synergy is created that is greater than the sum of the parts. When the child’s Learning Preferences and Strengths are engaged, his learning can be optimized and used in tandem to enhance other areas of preference and strength.
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Children with autism would exhibit strengths in the areas of Visual-Spatial, Musical-Rhythmic and perhaps Bodily-Kinesthetic modalities. This view was based on years of work with children with autism.
Each of these learning strengths will be reviewed and their relationship to autism will be discussed below.
A person with Visual-Spatial strength, as a means of learning and making sense of the world:
• readily understands, retains and remembers information he can see
• is able to create visual experiences
• shows sensitivity to color, line, shape, form, space, and relationships among them, often noticing minute details
• prefers orderly, tidy environments.
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Lets find out the relation between learning preferences with Introversion-Sensing-Thinking-Judging (ISTJ) type and
the key characteristics of autism. Examination of each preference is presented below and examples within the realm of autism will be highlighted.
A person with an Introversion preference, as an energy source:
• is slow to warm up to new settings, people, information, and activities
• feels more comfortable receiving input than initiating contact and is generally selective about sharing thoughts Read the rest of this entry »
Below are seven learning strengths:
1. Verbal Linguistic
Verbal-Linguistic learning strengths are seen in the learner’s ability to think in words, to use words to express what is on his mind and to understand language. He may use his abilities in reading, writing and/or speaking. He enjoys playing with language, manipulating the sounds, words and structure with relative ease. Listening tends to be a strength and he can easily understand, interpret and remember what has been said or read. His ability to communicate clearly and precisely with others is strong both verbally and in writing. The person with Verbal-Linguistic strengths likely learns other languages with relative ease.He is interested in language and strives to refine and enrich his language skills.
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