Common learning strengths in people with autism
In my experience, people with autism have strengths in at least three main areas of learning:
Visual
People with autism are usually visual thinkers. They understand and remember things they can see. Visual details and images are much easier for remember (compared to things they just hear). I’ve known people with autism who can re-watch entire videos in their minds.
Musical/Rhythmic
Lots of people with autism enjoy and respond to music and rhythm. They remember things that have a rhythm or are set to a melody. Some autistic people can remember entire songs after hearing them just one time.
Body/Movement
People with autism learn well when they have hands-on experiences. Moving and using their bodies makes a difference to what they learn and remember.
Autism is a different way of experiencing and understanding the world. Each person has challenges. But each person also has learning preferences and strengths.
Common learning strengths in people with autism
In my experience, people with autism have strengths in at least three main areas of learning:
Visual
People with autism are usually visual thinkers. They understand and remember things they can see. Visual details and images are much easier for remember (compared to things they just hear). I’ve known people with autism who can re-watch entire videos in their minds.
Musical/Rhythmic
Lots of people with autism enjoy and respond to music and rhythm. They remember things that have a rhythm or are set to a melody. Some autistic people can remember entire songs after hearing them just one time.
Body/Movement
People with autism learn well when they have hands-on experiences. Moving and using their bodies makes a difference to what they learn and remember.
Autism is a different way of experiencing and understanding the world. Each person has challenges. But each person also has learning preferences and strengths.
Introduction to Self-Regulation
What is self-regulation?
Highlights & critical information
What is self-regulation?
Self-regulation is the ability to control and adjust your behavior, thinking and emotions in appropriate ways. It involves learning to be flexible in how you think and behave. It means learning to know when and where you need to control yourself and when you can let go.
Good self-regulation is the foundation for learning and living. Children can become more independent, motivated and flexible so they use abilities more effectively.
Self-regulation means that children learn to consciously control their executive functions. So what are executive functions?
Video/Audio
Watch this video of Dr. Adele Diamond, Canada Research Chair Professor in Developmental Cognitive Neuroscience at the University of British Columbia. Dr. Diamond has studied executive functions for over 30 years and is the leading expert in developmental cognitive neurosciences.
Highlights & critical information
Executive functions are associated mainly with the frontal lobes. They're just behind your forehead.
In our self-regulation programs, we focus on five key executive functions:
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Planning and organizing – thinking ahead to plan your behavior, thinking and emotions.
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Inhibitory control – slowing down or stopping behaviors, thoughts and emotions that aren’t appropriate or needed, stopping yourself from ‘doing the same old thing’ when it isn’t helpful.
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Working memory – is temporary storage of information so you can think about it, figure out what it means and how it's like other things you know.
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Self-monitoring – checking to see if your behavior and thinking are what you wanted to do, looking for mistakes and fixing them.
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Cognitive flexibility – changing what you’re doing, thinking or feeling, adapting to different situations and people.
Executive functions turn ideas and thoughts into actions
The short animation below shows how you have a thought or intention. This activates the executive functions. Then the thoughts are transformed into actions.
Video/Audio
Highlights & critical information
Look at the maze below and how someone is trying to complete it. Their goal is to draw a line from the beginning to the end without running into walls. You can see that they're not doing the best planning - they start and then have to go backwards to find a clear path. Also their inhibitory control isn't working well - they don't stop themselves from going into a blind alley. Working memory isn't too important in this activity unless they do it again and want to improve the way they do it. The person is using self-monitoring to tell themselves that they need to back up and try again. Their cognitive flexibility is pretty good - they don't just get stuck - they can back up and try another route if they run into trouble.
Interested in your own executive functions?
Check out your executive function profile by printing and completing this survey.
Remember, it's rare for someone to have strengths in all executive functions. Most of the time we have some strengths and some areas of need.
© 2020 by Dr. Heather MacKenzie