| The average person is tuned to the following | | | | paste a picture of the person's face in this circle). |
| station, WIIFM. This station is called, "What's In It | | | | Now draw some spokes, like that of a bicycle |
| For Me?" | | | | wheel, going out from the circle. At the end of |
| However, the average person is selfish enough to | | | | each spoke, draw a box. |
| realize that he needs to be tuned into his friend's | | | | One box will be: Things she likes to do: |
| thoughts, feelings, interests, etc. in order to make | | | | Another box will be: Information about her family: |
| and maintain friendships. | | | | Another box will be: Information about his school |
| I have been reading a great book, called Solutions | | | | or job: |
| for Asperger's Adults, in which the author states | | | | And another box will be: Types of foods or |
| that many Asperger's individuals actually have | | | | restaurants she likes. |
| 'people blindness'. In other words, they are just as | | | | Since many children with mild autism or |
| selfish as the average NT (neurotypical person). | | | | Asperger's are very visual thinkers, it will be |
| But their mind is wired such that they are 'blind' to | | | | helpful for them to think of these visual webs as |
| other's thoughts, feelings, and interests. It's almost | | | | computer files in their brains that help them |
| like the world is out of focus when it comes to | | | | remember information about each friend. As they |
| other people. | | | | continue to get to know their friend, they can add |
| Unfortunately, over time, individuals with mild | | | | more boxes with more information. |
| autism and Asperger's come to realize that they | | | | The emphasis here is not rote learning of a bunch |
| are not connecting with the social world. They | | | | of facts to be robotically repeated to their friend. |
| may want to, but every time they try to do so, | | | | But what it does do is as follows:a) It helps them |
| they find themselves isolated. | | | | realize that people are separate from theimselves, |
| Michelle Winner Garcia, author of the Social | | | | with their own thoughts, feelings, and emotions.b) |
| Thinking materials, has come up with a very | | | | It gives them a set of facts from which to draw |
| helpful buidling block to help you teach your child | | | | upon to engage the other person in conversation |
| to begin developing the tools necessary to relate | | | | or in play. |
| to others effectively. And, by the way, this can | | | | Since many children with Aspergers are 'people |
| be helpful for NT's as well! | | | | blind' in the way they think, this simple exercise |
| She encourages the child to draw out a visual | | | | gives them a beginning reference point to start |
| web. If you understand the concept of a mind | | | | paying attention to the people around them, |
| map, this is much like that. | | | | particularly the ones they want to 'join with' as |
| Here is how she designs visual webs for her | | | | friends. |
| students. | | | | I hope you find this material helpful as one of the |
| At the center of a blank piece of paper, draw a | | | | first foundational building blocks toward teaching |
| circle. In the circle, write the name of a person | | | | your child with mild autism or Asperger's empathy. |
| you are getting to know.: (You may also want to | | | | |