Practical Guide for Teachers, Therapists, Parents and Caregivers

It is important to note that no two children on the spectrum are the same, and therefore each resource or step you use should be tailored to meet the child’s needs.

We would be discussing a Practical guide to help you out

1. THE IMPAIRMENT OF IMAGINATION

Impairment of imagination, often known as inflexibility of thoughts, can affect people on the spectrum in a variety of ways. The impairment may also include specific hobbies, routines, or habitual behaviours. Children on the spectrum may engage in these actions because they provide a source of comfort. The routine or ritual is a predictable situation in an unpredictable world; therefore, during times of extreme anxiety, the children follow it.

Social imagination allows us to understand and predict other people’s behaviour, make sense of complex ideas, and imagine situations beyond our immediate routine.

Therefore, an impairment in social imagination can make it difficult to:

• ● Plan ahead and organise themselves
  • ● Understand others thoughts and feelings
  • ● Understand that others may have a different point of view
• ● Cope with new and unfamiliar situations
• ● Transition from one setting/task to another 
• ● Imagine the future
• ● Make decisions
• ● Generalise concepts
• ● Prepare for change and accept unexpected changes

It is important not to confuse this impairment with lack of imagination, as children on the spectrum may well be able to use their imagination to produce fantastical and creative stories

TIPS TO HELP CHILDREN WITH  IMPAIRMENT OF IMAGINATION

• ● Use timetables to schedule or help predict what will happen next. 
• ● The use of diaries, lists, and symbol cues to help organise and carry out tasks independently.
• ● Limit choices and make them clear to avoid confusion.
• ● Allow structured time for rituals and routines to be carried out.
• ● The use of prompt cards, First and then Deal Cards (these are cards that are used to structure a child’s day; it provide information of what the child should do) and deal cards ( it’s similar to a First and then card) 
• ● For personal organisation, use homework checklist or organisers 
• ● Use visual cues to support understanding.