It may sound pretentious to try to answer this question and it really is. There are so many unknowns regarding the Autism Spectrum that it is very daring to pose this question trying to draw an outline of what really happens with the development of language in this disorder.<\/p>\n<\/p>\n
The theory is very clear to us but not so clear when we stop to analyze what really happens with the language acquisition process in this profile of children. We know that these are children with great social difficulties who are hyperstimulated by the amount of information they receive from a simple social interaction. Isn't it crazy to pose challenges in the midst of situations of stress and anxiety where the child has no resources and expect successful results? How can we propose in that social context that is so hostile for them to learn the most difficult, social and communicative thing: language? ?<\/p>\n<\/p>\n
Don't children really learn language spontaneously? How many times have non-verbal children \u201cwithout language\u201d come to consultation who begin to say colors in English, reproduce dialogues from animated movies, sing songs from videos... They naturally choose a source of learning through videos, songs and always through repetition . A means in which they autonomously train linguistic skills that later become socially functional in other contexts.<\/p>\n<\/p>\n
Returning to the textbook theory... aren't our children visual, auditory, non-social and with a mathematical, systematic and orderly style of learning by repetition? This is the starting point where the VICON Method is born. We bet bravely and focus on this gap to analyze it and find not one way, but multiple ways to develop a method that successfully produces language in cases where other methods fell by the wayside. An audiovisual, musical and intensive tool.<\/p>\n<\/p>\n
VICON method uses:<\/p>\n<\/p>\n
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An essential aspect is that it avoids visual hyperstimulation by measuring the times in its images, transitions and in verbal and non-verbal messages so that they are clear, concise and non-invasive. Following systematically hierarchical phases from the base through all stages of language development to the most complex conversational skills, guiding the child visually with techniques specifically designed to develop language autonomously and functionally in a spontaneous and individualized way.<\/p>\n<\/p>\n
Cristina Oroz Bajo<\/p>\n<\/p>\n
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