presented by Patrick Rydell
Parents of children newly diagnosed with Autism Spectrum Disorder (ASD) and their professional intervention teams often ask: 1) Can my child with ASD be successful in school? 2) How do we best prepare my child to be successful at school? 3) What is my game plan? By incorporating our knowledge of core challenges, learning style differences and empirical research, we believe that the Learning Style Profile for Children with Autism Spectrum Disorders (Rydell, 2012) can serve as a foundation for program development as we prepare our children with autism spectrum disorders to be ready for school and avoid many of the stumbling blocks for learning once they are in school.
Dr. Patrick J. Rydell is the Founder and Director of Rocky Mountain Autism Center and the developer of Autism on Call, LLC., RMAC's Online ASD Training Program. With more than 35 years of practice in the field of Autism Spectrum Disorders (ASD), he has provided international and national training, workshops and program development to government agencies, medical facilities, universities, school districts, professionals and families. His doctorate was earned through a National Institute of Health Leadership in Autism grant (1989) and he has a double master's degree in speech pathology and special education with a program emphasis in early childhood and autism spectrum disorders. He is also a U.S. Fulbright Senior Specialist Grant recipient (2005). Dr. Rydell is the author of the Learning Style Profile for Children with Autism Spectrum Disorders® (Rydell, 2012) and co-author of the SCERTS® Model (Prizant, Wetherby, Rubin, Laurent & Rydell, 2006). Dr. Rydell has also co-authored 5 book chapters and numerous peer-reviewed research articles on topics related to autism spectrum disorders. Dr. Rydell is currently providing LSP training to medical and intervention specialists internationally in China and South America.
This chapter will discuss important questions for program development specific to a) How does the child learn?; b) What does and does not make sense to the child?; and c) Do our programs reflect our knowledge of the core challenges and learning styles of children with ASD?
This chapter will continue the discussion of “learning” and how this is the first and most important consideration in developing programs for children with ASD. The relationship between emotional dysregulation and learning style challenges will also be discussed.
This chapter will introduce the 10 Learning Style Profile components. Rationales for LSP use and application in program development will be discussed.