By Ian Parker

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Examples might include delayed onset of drawing or an artistic development stalled out at the scribbling stage. Atypical artistic development. Atypical development means that a child’s growth is not following the typical trajectory and might have unusual or out-of-order features. A few characteristics that have been noticed in children with ASD include skipping the preschematic stage of drawing (moving from unintelligible scribbles to recognizable figures with little or no experimental stage inbetween), unconventional choice of subjects (Selfe 1983), or precocious drawing ability.

Drawing a horizon line or a circle) prompt the child to “complete” the drawing, and are a bit like an artist making a big swipe across the canvas so that it is no longer blank and daunting. • Visual models can be anything the child references to help inspire drawing (a toy, a picture, a drawing by an adult). • Visual instructions can be in pictorial and/or written format and provide clear structure and expectations. Make sure that these are simplified as the child will probably be distracted by extraneous information in the images.

Most professionals who have studied children making art agree that art-making, that is, drawing, modeling, building, and so on, is a natural, inborn characteristic of all of us that begins as soon as we are old enough to grasp and manipulate tools. If you give a child a crayon, as long as it is no longer seen as food, she will scrawl with it until, over time, untaught, she will shape her scribbles into controlled, intentional drawings. There is no reason to assume that this ability is denied a child born with autism.

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Deconstructing psychotherapy by Ian Parker


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