How would you answer these questions?

  1. Does your child pay more attention to objects than people?
  2. Does your child have difficulty learning the social-communication skills modeled by others?
  3. Does your child receive social cues from only one person at a time?
  4. Does your child interact with objects and/or people in a rigid/repetitive/inflexible manner?
  5. Does your child form his/her own agenda and insist that others follow it?
  6. Does your child respond to other people, but rarely initiate or maintain social interactions?
  7. Does your child primarily use scripted or memorized verbal phrases for communication?
  8. Does your child have difficulty focusing his/her attention to complete a task?
  9. Does your child respond to others only when they are at a close distance?
  10. Does your child resist transitions in activities, events, locations, and/or routines?

100 Reasons to Contact Autism On Call, LLC

Does your child:

  1. Experience one behavior challenge after another?
  2. Display behavior challenges that seem to come from “out of the blue”?
  3. Seem agitated for reasons that we cannot figure out?
  4. Seem reluctant to follow directions?
  5. Have difficultly participating in groups?
  6. Display overly competitive behaviors?
  7. Avoid or become disruptive in public places?
  8. Have difficulty making friends?
  9. Have difficulty keeping friends?
  10. Seem more interested in objects or computers than people?
  11. Miss social cues?
  12. Rely on others to tell him/her what to do?
  13. Seem prompt-dependent?
  14. Have difficulty making appropriate choices when given options?
  15. Seem fixated or stuck on objects?
  16. Seem to perseverate on actions, behaviors or words?
  17. Have OCD-like or excessive behaviors?
  18. Need to participate in activities in the exact same way?
  19. Have difficulty “going with the flow”?
  20. Have difficulty going to “Plan B”?
  21. Have difficulty participating in new and different activities?
  22. Appear overwhelmed in the classroom?
  23. Have difficulty with the pace of the classroom?
  24. Have difficulty understanding classroom or social cues?
  25. Have difficulty participating in group instruction?
  26. Have difficulty sitting still?
  27. Have difficulty waiting?
  28. Have difficulty taking turns?
  29. Seem confused about where to go or what to do in school?
  30. Seem to only respond to certain teachers?
  31. Seem to be confused about assignments?
  32. Have difficulty completing assignments independently and on time?
  33. Take“ incompletes” in classes?
  34. Have difficulty completing homework?
  35. Have difficulty listening to teachers at a distance?
  36. Seem agitated and demonstrate aggression towards siblings?
  37. Talk back?
  38. Yell at others?
  39. Use inappropriate verbal behaviors towards others?
  40. Have difficulty understanding when someone likes them?
  41. Have difficulty understanding when someone is being funny?
  42. Have difficulty understanding when someone is being nice or polite?
  43. Have difficulty understanding when someone is being helpful or concerned?
  44. Have difficulty understanding how his/her actions have an effect on others?
  45. Have difficulty taking others’ perspective?
  46. Have difficulty with facial or body expressions?
  47. Seem to be unaware of personal space?
  48. Display inappropriate touching or smelling?
  49. Seem overly sensitive to suggestions or comments?
  50. Seem to have limited interests?
  51. Have difficulty with understanding causes, reasons and rationales?
  52. Seem to have little motivation to be with others?
  53. Miss the big picture?
  54. Have transition issues between rooms or places?
  55. Seem unable to pay or shift attention to important matters?
  56. Engage with others only on his/her own agenda?
  57. Set rules for others to follow?
  58. Make up arbitrary rules?
  59. Use scripted, rotely-learned language?
  60. Use echolalia?
  61. Have poor speech intelligibility?
  62. Use only simple sentence structures?
  63. Have poor or no conversational speech?
  64. Have limited topics of conversation?
  65. Not describe situations well?
  66. Not describe emotions or feelings?
  67. Have difficulty following others’ topics or conversations?
  68. Display literal use of language?
  69. Have difficulty understanding humor?
  70. Appear angry when interfered with?
  71. Seem adamant about being right?
  72. Display disruptive behavior at extended family gatherings?
  73. Seem to have disregard for hygiene?
  74. Display excessive noises or mannerisms?
  75. Get surprised easily?
  76. Not respond well in the teachable moment?
  77. Become agitated when information comes too much too quickly?
  78. Not ask for help?
  79. Not come back when called?
  80. Ask the same question repeatedly?
  81. Ask too many questions?
  82. Not understand when they are dominating the conversation?
  83. Not say “hi” or “bye”?
  84. Get bored easily?
  85. Run away?
  86. Grab others’ food?
  87. Gorge food?
  88. Get up from the table and not wait when he/she is done?
  89. Not share well?
  90. Not display fear or danger?
  91. Not collaborate with peers on school projects?
  92. Not understand nor participate well in team sports?
  93. Not take “no” for an answer?
  94. Argue incessantly?
  95. Avoid obligations and accountability?
  96. Dress or do chores independently?
  97. Demonstrate slow processing speed?
  98. Dominates topics and conversations?
  99. Display low tolerance or avoidance of the various senses?
  100. Talk too loudly, too softly, too much?

If your answer to one or more of these questions is “yes”, you might want to learn more about the learning style differences in children with autism spectrum disorder and the challenges these differences may present in the classroom, at therapy and in your home.

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LSP© provides an intervention guideline to advance children from learning style weaknesses to learning style strengths so that children may be more available for, and progress in the ASD core challenge areas (social interactions, communication, emotional regulation and behavior). LSP© seeks to address classroom and intervention challenges by prioritizing a child’s learning style as a necessary ingredient in successful instruction and intervention. LSP© reflects learning style priorities, which are to a) support a child’s independent problem-solving abilities to seek out interpersonal and environmental cues in order to actively engage and successfully participate in classroom and intervention settings, and b) use social models as a primary teaching and instructional approach.