Children on the spectrum have weak neurological connections between the different brain centers, rendering the processing of multiple information simultaneously, very difficult. It makes it difficult to integrate the various brain centers to maximize brain functioning. One of these integrative functions is integrating the left brai...n (logical, analytical, detail/factual) with the right brain (intuitive, creative, social/emotional relating). For people with autism, it is well known that they are weak in the area of social referencing, perspective taking, reading nonverbal communication, and emotion sharing; all which are important in social relating. Not only is social relating compromised, but much of our early learning is through “social learning”; learning by referencing others for information, imitating, and following the lead of others. Most early learning occurs through this relating with others. For children on the spectrum, they do not learn by taking the perspective of others, and learn by following their lead. They have to learn by individual exploration; missing out on all the “learning through others” that most child thrive on.
The recent brain research in the area of “brain plasticity”, has shown that the brain is constantly rewiring itself through experience. With each new experience, and repetition of experiences, the brain creates new neurological pathways. The brain can develop stronger neurological connections thorugh repeated experiences that pave the way. Given this, it is important that we provide the child numerous exposure, through normal daily activities, to “experience sharing” with others, especially the primary caregiver (parents). This does not mean more rote social skills training (teaching discrete social scripts), or throwing the child into social groups and overloading them with trying to regulate with multiple peers. This is too confusing and overwhelming to them. Teaching the child “relating skills” occurs through the one on one, daily interactions with the primary caregiver (parents). These social, relating, pathways develop by but doing things together, sharing the experiences together, which sets the stage for children to (1) reference you for information, (2) sharing emotion together, (3) referencing your perspective, and (4) co-regulating, staying coordinate, in activity together. This joint attention and experience sharing with another can occur through “shared” engagement” in normal daily activities.
By “doing it together” in We-Do activities (see photo presentation on We-Do activities); we incorporate this essential learning into all daily activity. By “doing together” and learning through relating, we bring into play the parts of brain responsible for “relating” and develop stronger neurological pathways to those regions. We bring into play the right side of the brain, that needs further strengthening. Also, by changing from “praising” performance to “celebrating” doing it together (see three step social reward) we are developing social reciprocity (the social dance of sharing an experience). This learning through “sharing” an experience with others, provides constant exposure and activation of these neurological pathways, creating stronger social/emotional relating. While we are teaching essential life skills, by doing it together, we are also teaching social referencing, emotion sharing, and relating skills. The child is learning “through” doing with you, referencing your guidance, feeling competent learning through you. It builds stronger emotional attachment, greater relating skills, and stronger social learning skills.
So, build “relating” into your normal daily routine activities with your child, by doing them together, helping each other out, and becoming an essential element in their activity. In addition, move from praising task performance to “celebrating” doing it together, with three step social reward (physical contact, gesture, and declarative statements). By doing so, you are bringing the “social areas” of the brain into play, and developing greater neurological pathways through these experiences. For specific guidance in building these experiences and skills, please see the photo presentations on “Emotion Sharing”, “Reciprocal Interaction”, “Co-regulating interaction”, “Experience sharing” and “We-Do activity.” Start developing these right brain functions by strengthening the neurological pathways in these areas.
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