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Trouble with nonverbal cues, e.g. body language, poor coordination, clumsy
Signs and Symptoms
- Has trouble recognizing nonverbal cues such as facial expression or body language
- Shows poor psycho-motor coordination; clumsy; seems to be constantly “getting in the way,” bumping into people and objects
- Using fine motor skills a challenge: tying shoes, writing, using scissors
- Needs to verbally label everything that happens to comprehend circumstances, spatial orientation, directional concepts and coordination; often lost or tardy
- Has difficulty coping with changes in routing and transitions
- Has difficulty generalizing previously learned information
- Has difficulty following multi-step instructions
- Make very literal translations
- Asks too many questions, may be repetitive and inappropriately interrupt the flow of a lesson
- Imparts the “illusion of competence” because of the student’s strong verbal skills
Strategies
- Rehearse getting from place to place
- Minimize transitions and give several verbal cues before transition
- Avoid assuming the student will automatically generalize instructions or concepts
- Verbally point out similarities, differences and connections; number and present instructions in sequence; simplify and break down abstract concepts, explain metaphors, nuances and multiple meanings in reading material
- Answer the student’s questions when possible, but let them know a specific number (three vs. a few) and that you can answer three more at recess, or after school
- Allow the child to abstain from participating in activities
- Thoroughly prepare the child in advance for field trips, or other changes, regardless of how minimal
- Implement a modified schedule
- Never assume child understands something because he or she can “parrot back” what you’ve just said
- Offer added verbal explanations when the child seems lost or registers confusion
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