verbal linguistic learner

Verbal-Linguistic Learner

Part 7 of 8 in our Blog Series on Howard Gardner’s Theory of Multiple Intelligences

Verbal linguistic learning style is contained in Howard Gardner’s theory of Multiple Intelligences as one of the 8 different learning styles. Those who have this learning style excel at reasoning, solving problems, and learning using language.

The verbal-linguistic learner prefers a style that involves both the written and spoken word. Those who have this learning style find it easy to express themselves, both verbally and in the written form. Simply put, they love reading and writing.

They would rather solve a math word problem than solve an equation. Math isn’t really their thing anyway though, they would much rather be absorbed in a written project, speech and drama classes, debates, journalism, and language classes.

A verbal-linguistic learner likes to eat up words in all of their many uses, such as in tongue twisters, rhymes, and limericks. This type of learner digs deep beneath the surface to discover the meaning of many words, and are obsessed with learning new words to add to their vocabulary.

This type of learner is naturally fascinated by words and language, so even if a verbal-linguistic learner is not being pushed hard enough in school you can find them pushing themselves in other ways. Usually in the form of poetry or songwriting.

One of the traits of this type of learner is using recently learned words and phrases they have picked up, in conversations with others. They are good listeners and have a great ear for picking up and recalling new information, especially if that new information has to do with words.

Teaching a Verbal-Linguistic Learner

  • Make Everything More Verbal: If you are teaching a verbal-linguistic learner, you should only be using techniques that involve written or verbal communication. Whenever possible, find ways to add more speaking and writing when performing routine techniques. 
  • Show and Tell: If you’re showing a verbal-linguistic learner how to do something, it would help them if you talked yourself through the various steps; including what you’re doing, why you’re doing it, and why it is being done in that order.
  • Understand Their Learning Style: The number one thing you can do as a teacher is take the time to understand each individual child’s learning style. As a result, he or she may have some career options in mind that are different from what you had envisioned.
  • Potential Career Choices: Verbal-linguistic learners are naturally drawn to the following types of careers:
    • English teacher
    • Professional writer
    • News correspondent
    • Attorney
    • Publicist
    • Advertising agent
    • Psychologist
    • Speech pathologist
    • Editorial

Could you see your child in any of the above careers? With their type of learning style and natural ability to excel at reading and writing, they’re already at a natural competitive advantage.

Use these tips to help your child excel in school by learning in a way where they feel most comfortable. If you would like to learn more about your child’s learning style, we encourage you to have them try some of our free games which explores the full range of a child’s multiple intelligences.

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on IQ testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

This is part 7 in our blog series covering all 8 of Howard Gardner’s proposed 8 intelligences. Click here to view Part 6.

musical learner

Musical Learner

Part 6 of 8 in our Blog Series on Howard Gardner’s Theory of Multiple Intelligences.

A musical learner may also be referred to as an aural learner, or an auditory-musical-rhythmic learner. Individuals with this learning style prefer to work with sound and music; they have a natural aptitude for pitch and rhythm.

Singing and/or playing an instrument comes easy to a musical learner. They can also pick out sounds and musical pieces that their peers might not. This includes the sound of different instruments, and background music being played in movies or TV shows.

Musical learners excel in the type of setting where they can hear music, but also hear the relationship and patterns between those sounds.

Music is constantly on the mind of a musical learner, to the point that you can often find them humming or tapping along to a jingle in their head. Try as they might, having songs and jingles stuck in the head of a music learner is unavoidable — they pop into the individual’s head without being prompted.

Motivations of a Musical Learner

Individuals with an auditory learning style have a strong desire to work in the field of music as a career choice. This could include playing music, conducting music, composing music, or audio engineering in a sound studio.

When it comes to learning new information, musical learners utilize sound, rhyme, and music as a means of association and visualization. That’s because sound recordings provide background info about the subject, as well as help to facilitate visualization.

For example, if the individual is motivated to become a music conductor, listening to live orchestral recordings on a headset can be used to create visualizations. It can also strengthen the association in the person’s mind between a music conductor and orchestral music pieces.

Music itself can also be a motivator. Music evokes all kinds of mental states in people, not just musical learners. Music can make you feel happy, sad, angry, energized, or ready to chill out. Auditory learners should make note of which songs make them feel energized, and play them back when they need that extra boost of motivation.

Use your child’s fascination with music to their advantage. You know some people turn information into an acronym to help them remember it better? Such as “ROY G BIV”, which represents all the colors of the rainbow in that order. Well musical learners can follow the same kind of idea, except turn the information into a musical chant. Then all they have to do is sing the chant back to themselves to recall the information.

Teaching a Musical Learner

Just as it is important to know what you can to do help musical learners, it’s just as important to know what to avoid. Here are some helpful tips:  

  • Avoid quiet environments: Avoiding putting musical learners in a completely quiet environment. When in a room that’s devoid of sound, the individual will eventually begin to create their own by humming or tapping out songs and jingles.
  • Embrace “noisy” study time: Do not encourage quiet reading or writing time. While that may sound perfectly acceptable for other individuals with different learning styles, it does no favors for musical learners. Musical learners benefit from being able to hear their words spoken out loud before writing them down. Reading out loud is also encouraged.
  • Be patient: Above all, do not get frustrated or annoyed by the song-singing, toe-tapping musical learners. Instead of trying to get them to adapt to your way of teaching, incorporate music into your lessons somehow. Who knows, it might make the learning experience more enjoyable for all.

Musical learners can learn just as well as any other child, they just have a specific style that suits them. Use these tips to help your child excel in school by learning in a way where they feel most comfortable. If you would like to learn more about your child’s learning style, we encourage you to have them try some of our free games which explore the full range of a child’s multiple intelligences.

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on IQ testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

This is part 6 in our blog series covering all 8 of Howard Gardner’s proposed 8 intelligences. Click here to view Part 5.

logical learner

Logical Learner

Part 5 of 8 in our Blog Series on Howard Gardner’s Theory of Multiple Intelligences

A logical learner, also known as a mathematical learner, enjoys exercising one’s mind and applying mathematical and logical reasoning to solve problems. Highly adept at recognizing patterns, logical learners can identify connections shared by things that have no obvious relation to one another. This ability leads them to compartmentalizing information in order to understand it better.

Of course, since logical learners are also referred to as mathematical learners, they enjoy working with numbers and have a seemingly uncanny ability to solve complicated math problems. Grasping the fundamentals of complex mathematical systems, such as trigonometry and algebra, is no problem for this type of learner. In fact, it may come so easy to them that they’re capable of working out complex math problems in their head without the use of a calculator.  

Problem Solving for a Logical Learner

Logical learners create systematic ways of working through problems. Once a solution is found, the procedure is then stored in memory to be used when faced with a similar problem.

Some problem solving techniques utilized by logical learners include: setting numerical targets and budgets, progress tracking, using agendas, itineraries, and to-do lists to stay organized, and perhaps even ranking daily activities in order of importance.

Behavior and Goals of a Logical Learner

Since these types of learners are so concerned with being scientifically correct, they may be quick to point out when there are logic flaws in something a person is saying, writing, or doing. For this reason logical learners may come across as being abrasive, but they only have the best intentions in mind.

When at a job, in school, or even in one’s daily life — logical learners are strict followers of rules, processes, and procedures. However, if something doesn’t make sense to a logical learner, they may ask you to quantify it or prove it in order to see the logic in it.

Individuals with a logical learning style are likely to be motivated to pursue careers in: science, math, accounting, investigative work, law, and computer science.

Teaching a Logical Learner

  • Create lists: Studying can become more effective by creating lists of key points taken from the material being studied. Using statistics and other in-depth analyses can help further one’s understanding of the material.
  • Make it illogical: Logical learners may find it beneficial to work through a problem by making it illogical. For example, if asked to memorize the association between two elements, there’s a better chance at recalling the information if the association was made to be illogical.
  • Utilize systems thinking: Understanding the connection between various parts of a system can be made easier by utilizing systems thinking. For example, a logical learner may have an understanding of all the components that are used to build a computer, but doesn’t understand how the components communicate with each other to perform tasks. Using systems thinking can help with achieving that understanding.
  • Say no to analysis paralysis: It’s ok to over-analyze on occasion, but logical learners need to be careful not to become a victim of analyses paralyses. This is what occurs when someone spends so much time thinking about how to do something that it never gets done. Anyone should be able to see the lack of logic in spending more time planning and less time doing.

Conclusion

A logical learner can learn just as well as any other child, it all starts with understanding the learning style that works for them. Using these tips will help your child excel in school by allowing them learn in a way they feel most comfortable. If you would like to learn more about your child’s learning style, we encourage you to have them try some of our free games which explore the full range of a child’s multiple intelligences.

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on IQ testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

This is part 5 in our blog series covering all 8 of Howard Gardner’s proposed 8 intelligences. Click here to view Part 4.

bodily kinesthetic learner

Bodily-Kinesthetic Learner

Part 4 of 8 in our Blog Series on Howard Gardner’s Theory of Multiple Intelligences.

A bodily-kinesthetic learner, also referred to as a physical learner, is characterized by his or her inclination to use the sense of touch to explore and make sense of the world they live in. If your child is a bodily-kinesthetic learner they likely have a strong desire to take part in outdoor sports, and have a keen interest in activities that involve working with one’s hands.

The bodily-kinesthetic learning style is one of eight learning styles as defined by Howard Gardner’s theory of multiple intelligences. This type of learning style is adaptable, immediate, and is facilitated through some kind of physical action. A bodily-kinesthetic learner may enjoy hobbies such as putting together toy models, building things with legos, or working outside in the yard.

A difficulty some bodily-kinesthetic learners may experience is being able to sit in a classroom for extended periods of time. Once bodily-kinesthetic learners learn a new skill they want to put it into practice almost immediately. If you believe your child is a bodily-kinesthetic learner you can help them learn at home in ways that they wouldn’t be able to at school. For example, you can incorporate the use of touch, physical actions, and hands-on activities to help your child better grasp the material they are learning in school.  

Unlike passive learners who excel at learning through sitting in lessons, or studying reading material, bodily-kinesthetic learners need a more tactile approach towards learning. Manipulating objects, conducting experiments, and acquiring skills through repetition are a few of the primary ways that physical learners comprehend new information. These activities may include arts and crafts, building objects, repairing things, science experiments, or anything athletic.

Bodily-kinesthetic learners are not like other learners, so they should not be taught the same way as other learners. At school, and especially at home, a customized teaching method should be developed in order to assist people with this particular learning style. Here are some tips for how to teach children who are physical learners.

Teaching a Bodily-Kinesthetic Learner

Pick the Right School
Make sure your physical learner has the right environment to learn in. Instead of traditional classrooms, some schools treat their classrooms as open learning centers. This environment may be the best for your child since they will get to learn through actions rather than just sitting in on lessons. In addition to how the learning area is set up, you also have to consider how the play area is set up. The school you choose for your child should ideally have dedicated play areas where they can work with things like toy tools and building blocks. If the school is not equipped with this, you can always create the ideal play area for your child at home.

Life Experience
Throughout your child’s elementary school career they should be exposed to as much real life experience as possible. Send your child on as many school field trips as you can, as they are by far the best learning experiences for physical learners. Another way to fit more tangible learning and life-like experience into your child’s life is to get them involved with a group like the boy scouts or girl guides. Your child may end up having so much fun they won’t even realize they’re learning valuable life experience.

Athletics
Children who are physical learners love to be involved with sports and other athletic activities. At school there should be opportunities for your child to get involved with sports teams, or other physical activities like dance or gymnastics. Your child needs an outlet to express themselves through physical activities. If there aren’t any satisfactory programs for your child to get involved with at school, try looking into some after-school activities they could get involved in.

Conclusion

A bodily-kinesthetic learner can learn just as well as any other child, they just have a specific style that suits them. Use these tips to help your child excel in school by learning in a way where they feel most comfortable. If you would like to learn more about your child’s learning style, we encourage you to have them try some of our free games which explore the full range of a child’s multiple intelligences.

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on IQ testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

This is part 4 in our blog series covering all 8 of Howard Gardner’s proposed 8 intelligences. Click here to view Part 3.

intrapersonal learner

Intrapersonal Learner

Part 3 of 8 in our Blog Series on Howard Gardner’s Theory of Multiple Intelligences.

An intrapersonal learner is characterized by a solitary and independent learning style. This type of learner prefers to work alone rather than in groups, and learns better through self-reflection rather than engaging in more extroverted activities like discussions with others.

A learning style is an individual’s preferred style of learning. If your child has a particular learning style it doesn’t mean he or she cannot learn in other ways, it just means they learn best in one particular way.

If your child’s preferred learning style is intrapersonal learning, we’ll help you understand how you can cater to their style of learning. There are a number of ways you can help your child learn in their preferred style, we’ll go over a few of them for you in this post.

Teaching an Intrapersonal Learner

Here are some ways you can help your child excel in school, and in life, if he or she is an intrapersonal learner.

Keep a Journal
One of the top recommendations for intrapersonal learners is to get them to keep a journal of self-reflection. Have them write in the journal what they learned throughout the day, how they’re feeling about their performance in school, and any other important highlights that happened in life. This gives your child the opportunity to reflect daily on what they have learned and put it in their own words. Getting in the habit of keeping a journal could help your child better understand what they’re learning in school, as well as teach them how to express themselves in writing.

Let Them Work Alone
Intrapersonal learners prefer to work alone. We understand that as parents you want to give your child as much help in school as possible, but if your child is an intrapersonal learner they may prefer to be left alone when working on homework or projects. Give your child the opportunity to work alone if that’s what they prefer. Get to know when they really need your help with something, or when they would be better off completing a task independently.

Encourage Independent Research
Since intrapersonal learners learn best by themselves, it’s best to nurture that skill at a young age. You can do this by encouraging your child to engage in small independent research tasks. Give them a general idea of a topic, and have them report back to you with as much information as they can gather on it. If your child needs some extra encouragement, you could even include some type of reward for completing the task. Through these tasks your child will learn how to teach themselves about a subject, which will create excellent research and study skills for years to come. As an added benefit, your child gets to learn about a variety of subjects they may have otherwise not been exposed to.

Conclusion

Intrapersonal learners would rather solve a problem by going somewhere quiet and working through it alone, compared to talking the problem through with someone else. That’s perfectly OK because intrapersonal learners can excel just as well as interpersonal learners can, or as well as any other learning style for that matter.

If you would like to learn more about your child’s learning style, we encourage you to have them try some of our free games which explore the full range of a child’s multiple intelligences.

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on IQ testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

This is part 3 in our blog series covering all 8 of Howard Gardner’s proposed 8 intelligences. Click here to view part 2.

interpersonal learner

Interpersonal Learner

Part 2 of 8 in our Blog Series on Howard Gardner’s Theory of Multiple Intelligences

An interpersonal learner is naturally adept at working with other people. They have a keen understanding of people and the differences that exist from person to person. You might even say their ability to relate to others is uncanny; it’s almost instilled in them without having to be taught. An interpersonal learner excels at seeing things from other people’s points of view. It’s easy for them to understand how people think, feel, and relate to one another.

While interpersonal learners are empathetic by nature, their understanding of people may lead them to resort to manipulation at times to get what they want. For the most part they are peace keepers and enjoy cooperating with others; they can also make very organized leaders. An interpersonal learner is strong in both verbal and non-verbal communication.

Teaching an Interpersonal Learner

How does an interpersonal learner, learn? They learn best in a group setting because it allows them to thrive on the peer to peer contact. Cooperative working and support groups are essential for an interpersonal learner. Interpersonal learners will thrive in situations such as:

  • Interviewing another person
  • Working with others
  • Mediating conflict
  • Helping others learn what they know

When learning in school they like to have as much one on one time with the instructor as possible, and keep a close circle of friends as a support group. They would prefer to work through ideas and issues with a group rather than on their own; often staying after class to talk with their peers.

Socially, an interpersonal learner naturally wants to hang out with others doing group activities rather than be on their own pursuing their own interests. Card games, board games, and sports are popular activities for interpersonal learners.

Here’s a good example of how interpersonal learners learn. Let’s say your child is this type of learner and they are having difficulty grasping a particular concept in school. You could have your child interview someone you know who knows a lot about that subject. The person to person communication will help the child understand the concept better.

Another unique learning technique that suits interpersonal learners quite well is role playing. For example, teach your child about a career they’re interested in by role playing it with them. Or if they’re struggling to learn and/or remember something from history class, try role playing the event with them over and over until it clicks in their mind. If your child is having difficulty understanding anything in school, think of how you can tear it into a role play to help them learn better.

Interpersonal learners usually grow up to work in fields where they work with others on a day to day basis. This could include professions such as a counselor, salesperson, or a politician to name just a few.  

If you would like to learn more about your child’s learning style, we encourage you to have them try some of our free games which explore the full range of a child’s multiple intelligences.

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on IQ testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

This is part 2 in our blog series covering all 8 of Howard Gardner’s proposed 8 intelligences. Click here for part 1.

Identifor Announces Release of Platform, Mobile Apps and New Games

Identifor released the following Press Release at 8:44 a.m. this morning.

WEB AND MOBILE APP IDENTIFOR LAUNCHES TO HELP IDENTIFY
STRENGTHS AND ABILITIES OF INDIVIDUALS WITH AUTISM

(Mendham, NJ): Identifor today launched its groundbreaking web- and mobile-based platform to help individuals with autism spectrum disorder (ASD) identify their unique strengths and abilities.  The platform is accessible free of charge through Identifor’s website (www.identifor.com). iOS and Android apps can also be download at no cost from the App Store and Google Play.

Identifor was created in 2014 by husband and wife team Cuong Do and Lori Rickles, who searched in vain for an analytical tool that would help them understand their autistic son’s abilities and strengths so that educational and vocational plans can be pursued. Their mission to prepare him for a future that realizes his maximum potential led to the creation of Identifor.  “We’re motivated by the stories of how parents stumble upon their child’s abilities and are then able to pursue schooling or jobs that build on those strengths. We want to help make this stumbling effect reality for all individuals and families with special needs,” said Do.  Finding nothing available in the marketplace, they developed Identifor in an effort to help all individuals identify their strengths – regardless of where they live or economic means.

Do and Rickles teamed up with leaders in education, psychology, technology and artificial intelligence to develop their revolutionary approach. Identifor makes it possible to identify the unique abilities of an individual with ASD and provide guidance on crafting individual education plans (IEPs) and transition plans to remove the stress and uncertainty of the transition from high school to adulthood.

Their work is based on landmark research by prominent professors Howard Gardner of Harvard, George McCloskey of the Philadelphia College of Osteopathic Medicine (PCOM), and John Holland of Johns Hopkins University.  They worked closely with Autism Speaks, a national advocacy organization, and with Celebrate the Children (CTC), a school in Denville, NJ that focuses on children with various emotional and intellectual differences.  They also partnered with Florida International University (FIU) and Dartmouth College to initiate research on the effectiveness of the tools and a variety of other organizations to support teens and adults using their tools in schools, workplaces and housing settings.

Unlike other systems of testing and measurement, which can be tedious, difficult or impossible to perform for someone with Autism Spectrum Disorder (ASD), Identifor’s digital platform features a series of games that are specifically designed to capture and maintain the attention of those with ASD. Identifor’s games ensures a high level of engagement amongst users and, in turn, yield the most relevant results. From there, a unique dashboard for each user shows the individual’s abilities, strengths and career interest and the jobs others with similar interest have enjoyed.

The algorithms the platform uses for student assessments were developed by an award-winning team of psychologists with decades of experience assessing and developing talent for large corporations.  To analyze the data it collects, Identifor employs objective and quantifiable performance metrics based on Multiple Intelligences (based on research by Harvard’s Howard Gardner), Executive Functions (based on research by PCOM’s George McClosky) and Holland Occupational Themes (or RIASEC, based on research by John Holland).  This information provides parents, educators and clinicians a common language for discussing individual education plans (IEPs) and transition plans.

In announcing the Identifor platform, co-founder Cuong says, “Whether you are a parent trying to understand your child’s skills and interests better, an educator measuring student performance against IEP goals, or a clinician trying to measure a patient’s progress, the Identifor platform is a valuable and effective tool to help everyone understand an autistic individual’s abilities so that you can build upon it to pursue fulfilling futures.”

Cuong also added, “every parent we met along the way asked us not to limit this platform to just autistic individuals as they believe our work could benefit every child.  This helped set an aspiration that someday our tool would be used by every high school student.”

To learn more about Identifor or to set up an account visit www.identifor.com.

Contact

Dakota Digital for Identifo
Press contact: Rebecca Appleton
Email: rebecca@dakotadigital.co.uk
Tel UK: 01623 428996
Tel US: 917 720 3025

ABOUT IDENTIFOR: Identifor is a company and non-profit that works to help identify the abilities and interests of individuals so that fulfilling educational and vocational plans can be pursued.  Identifor uses innovative gaming technologies, big data analytics and artificial intelligence to help parents, educators and professionals understanding children in their care.

ABOUT THE FOUNDERS: Cuong Do is Executive Vice President and head of the Global Strategy Group for Samsung.  He was the former Chief Strategy Officer for Merck (known as MSD outside the U.S.), Tyco Electronics, and Lenovo.  He was also a senior partner with the consulting firm McKinsey & Company, where he helped lead the healthcare, high tech, and corporate finance practices over his 17 year career with the firm.  He currently or formerly serves on a number of non-profit boards, including Autism Speaks, Profectum Foundation, Celebrate the Children, The National Youth Science Foundation, the Tuck School of Business at Dartmouth’s MBA Board.  Cuong currently or formerly serves on various company boards, including WuXi AppTec, True Image Interactive, Nano Antibiotics, and Renal Sense.  Cuong was also the founder of Callidus Biopharma and Lysodel Therapeutics.

Lori Rickles is a former attorney specializing in helping French clients conduct business in the U.S.  She was also Professor of International Law at Ewha Women’s University in Seoul and was chair of an international arbitral tribunal under the auspices of the International Chamber of Commerce in Paris, France.

Download Press Release here:  Identifor Press Release – 2016-05-11.

auditory learner

Multiple Intelligence Learning Styles: Auditory Learner

Part 1 of 8 in our Blog Series on Howard Gardner’s Theory of Multiple Intelligences

An auditory learner has the greatest potential to learn new information when they hear it spoken out loud, versus just reading about something or watching it being demonstrated. Among the school-aged population, it is estimated that 30% have an auditory learning style. In this post we will go over the strengths of the auditory learner, as well as some strategies which complement the auditory learning style.

Auditory Learner: Strengths & Strategies

In general, auditory learners will remember 75% of the information they hear during a lesson at school. Since they learn best through spoken information, auditory learners enjoy participating in classroom discussion. Due to understanding information best when it’s heard out loud, auditory learners typically do not have to be told information more than once in order to recall it. Auditory learners also excel at delivering verbal information in this form on presentations and speeches.

If your child is an auditory learner, here are some strategies you can practice with him or her:

  • Group Study: Encourage your child to study with friends so they can all discuss the information out loud.
  • Repetition: If your child is struggling to grasp certain bits of information, try having them read it out loud over and over again until it sticks.
  • Record: If your child has a device capable of recording sound, such as an iPod, have them record audio notes if important pieces of information so they can hear it out loud again when they need to.
  • Read: Reading is an important part of learning for any child, but for auditory learners it’s especially important for them to read out loud when possible.

In addition to these teaching strategies, it’s possible you may also have the school teachers work together with your child on strategies that best compliment his or her learning style. For example, if your child struggles with producing written reports, perhaps it can be arranged that your child produces an oral presentation on the subject to demonstrate their learning.

Struggles of the Auditory Learner

The most counterintuitive way to teach an auditory learner how to do anything is to present them with a set of written instructions and then telling them to follow it. It’s also challenging for auditory learners to be shown how to do something without being told what’s being done and why.

Auditory learners are naturally inquisitive; not shy to ask questions when something is not immediately understood. That means when assigning a task to someone with an auditory learning style you may have to explain ‘why’ something has to be done as well as telling them ‘what’ to do.

It may be a challenge to find somewhere with an appropriate noise level for auditory learners. Auditory learners are easily distracted when the setting they’re in is either too loud or too quiet. You may find your child is frequently commenting on the noise level when studying or completing homework.

Conclusion

If you would like to learn more about your child’s learning style, we encourage you to have them try some of our free games which explore the full range of a child’s multiple intelligences.

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on IQ testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.

This is part 1 in our blog series covering all 8 of Howard Gardner’s proposed 8 intelligences.

what is high functioning autism

What is High Functioning Autism

When learning about and seeking information related to autism, you’ll inevitably run into the question of what is high functioning autism, and how is it different from classic autism? First of all, if you’re familiar with Asperger’s Syndrome, you already know something about high functioning autism — they now share the same diagnosis according to the DSM IV.

What is high functioning autism compared to classic autism has a lot to do with the development of language and social skills. A person with high functioning autism may demonstrate above average intelligence, and be perfectly adept at many things that a person with classic autism may not be able to grasp. Despite that being the case, the individual will struggle greatly when it comes to language and social interactions.

What is High Functioning Autism, and How is it Similar to Classic Autism?

Since high functioning autism and classic autism both involve difficulties with language and communication, it’s similarly difficult for children with these conditions to express how they feel and identify with others. Difficulty connecting with others is also accompanied by challenges with reading facial expressions and body language.

Like classic autism, people with high functioning autism may have trouble making or maintaining eye contact with other individuals, or expressing themselves non-verbally. People with high functioning autism usually tend to speak without much emotion or inflection to their voice, or may have an irregular speech pattern altogether.

Another trait shared between classic autism and high functioning autism is the inclination towards following strict schedules and routines. This is often coupled with an intense and/or obsessive interest with one specific subject. On one hand, they can talk one’s ear off about a subject that may not be interesting to the other person — but on the other hand they can become quite successful as bona fide experts in their field.

Finally, another of the most similar traits is an increased sensitivity toward external stimuli such as sound, taste, touch, smell, and so on. As an example, people with high functioning autism may have a particular aversion toward a food not because of how it tastes, but because of its texture. They may also show a greater than average interest in music because of their increased sensitivity to sound, or an intense dislike for certain sounds or loud noise in general.

What is High Functioning Autism, and How is it Different From Classic Autism?

One of the most defining differentiators between high functioning autism and classic autism, is that individuals with HFA tend to have above average intelligence with normal to superior IQ levels.

Despite their high level of intelligence, individuals with HFA may stand out as being awkward amongst their peers due to pronounced difficulties in understanding the concepts of social norms. As a result, well-intentioned individuals with HFA may often be misunderstood by others.

Due to the fact that children with HFA tend to function well in school academically, they may end up being misdiagnosed or not being diagnosed whatsoever. In addition, the difficulties in social interaction faced by those with HFA do not begin to manifest until later on life. As a result, children with HFA may not get the support they need at a young age compared to children with classic autism, since the symptoms are usually not observed until much later.

For more information about what is high functioning autism, we recommend you browse through some of the additional resources on our website.

 

autism and video games

Autism and Video Games

What does the research tell us about autism and video games? There’s all kinds of anecdotal evidence out there linking children on the autism spectrum with a fondness for video games — but what are the facts?

Moreover, is it healthy to let a child with autism indulge in their interest in video games? Or should they be steered towards more constructive behavior?

Those are some of the many questions that this article will help you discover answers to. There have been many studies done on autism and video games, and we’re going to reference some of the best ones for you here in this post.

Findings From Studies on Autism and Video Games

A study from Penn State found parents actually embrace their child’s use of video games. Why? According to the study: “… video game use among children with ASD could potentially aid them in building relationships with children who do not have ASD”.

A study from Sally Ozonous and colleagues concluded that swapping out traditional paper and pencil tests with computer testing yielded greater results in children on the autism spectrum. This could suggest that children on the autism spectrum perform better when interacting with technology.

Another study suggests that children on the autism spectrum are measurably more driven when it comes to following through with computer assisted instruction. Computer programs can be used to assist with things like language, communication, and development both socially and emotionally.

One more possible reason why children with autism may be drawn to video games is the fact that visual tools can assist with everyday activities like task completion, socializing, and the ability to play with others. Specifically, studies were done supporting the fact that electronic visuals were especially helpful in these cases.

Video games can help reduce your child’s pattern of repetitive behavior. The Games for Health Journal outlines strategies involving video games that can be used to introduce more flexibility and adaptability to your child’s behavior.

Autism and video games can also work together a different way. The video games on this site, for example, have been specially designed to help identify and learn more about the strengths and limitations of your autistic child. Our games are completely free for your child to play, so we recommend introducing them to your child if he or she enjoys video games.

It may appear that there has been a lot of research done on autism and video games, but there’s still a lot more research that could be done in this area. The research thus far shows a positive connection between autistic children and videogames, but there is potential to learn a lot more about this subject.

Autism and Video Games: Be Careful Not to Overindulge

Of course, be careful not to let your child overindulge in their interest in video games. A study published on Autism Speaks warns that children with autism are more prone to develop an addiction to video games.

With that being said, it’s a good idea to limit your child’s playing time, but not to discourage video game play altogether. It’s also important to note that the doctor quoted in the Autism Speaks study points out the positive aspects of autism and video games.

“Using screen-based technologies, communication and social skills could be taught and reinforced right away,” says Dr. Mazurek in the study, adding that more research is needed into the practical applications in real life.

Image Credit: By COM SALUD Agencia de comunicación [CC BY 2.0], via Wikimedia Commons