Children with autism spectrum disorder (ASD) often struggle with requesting information because the information is not valuable enough for them to ask for. As a result, children with ASD often require direct teaching to learn to request for information.
To learn more about this study and the results please click here.
About the Author
Frances Noto – Instructor Therapist, Toronto Autism Services
Frances has been working as an Instructor Therapist at Surrey Place Centre since September 2013; she started in the TRE-ADD program and then transferred to the Toronto Partnership for Autism Services (TPAS) in July 2015. Frances has recently completed the Masters of Professional Education program with a focus on Applied Behaviour Analysis at University of Western Ontario