This paper explores the application of the cognitive neuropsychological
model to two children within the autistic spectrum. Both children were
assessed individually over five sessions in an attempt to establish their
strategies for information processing. Different input modes were com
pared in combination and in isolation - the spoken word, sign, and
print. The results offer insights into their processing, highlighting indi
vidual differences, which led to subsequent hypotheses for optimum
teaching approaches.
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