Using Heuristics and ‘TEACCH’ Material in Problem-Solving with Students with Autism-Asperger Syndrome

Abstract

This study reports on the use of heuristics and TEACCH materials by students with Asperger syndrome for problem-solving tasks in a workshop. Taking visual representation as an organising principle, the use of heuristics such as trial and error, seeking regularities, and going backwards helped students overcome the difficulties associated with literal thinking and cognitive inflexibility, and poor shared and sustained attention related to deficits in central coherence and executive functioning. The interaction between, on the one hand, these heuristics, the visual material and manipulatives, and on the other, the characteristics of Asperger syndrome which they aim to mitigate is also considered

Este estudio expone el uso de heurísticos y material TEACCH por alumnado con síndrome de Asperger al abordar tareas de resolución de problemas en un taller. Tomando la representación visual como principio organizador, los heurísticos como el ensayo y error, la búsqueda de regularidades y la marcha atrás ayudaron a los alumnos a superar las dificultades asociadas al pensamiento literal, la rigidez cognitiva, y la atención sostenida, relacionadas con las limitaciones de la coherencia central y funcionamiento ejecutivo. Se consideran la interacción entre estos heurísticos, el material visual y los manipulativos, así como las características del síndrome de Asperger que pretenden mitigar