Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism. Therefore by understanding Autism Spectrum Disorder, teaching strategies for Autism, and the role of research and it’s importance researchers can continue to develop effective teaching strategies teachers can use to educate and improve the lives of students.
Autism and Autism Spectrum Disorder are terms that are used interchangeably when referring to this developmental disorder. This neurodevelopmental disorder known as Autism Spectrum Disorder is indicated by deficits in social interaction, social communication, and repetitive behaviors (“Autism,” n.d.). There is also no medical test that can diagnose autism typically parents that raise concerns about their child’s development and are the ones who notice odd behaviors such as not responding to their name or making eye contact (“What is Autism,” n.d.). Furthermore, during a diagnostic evaluation for autism it involves a group of multidisciplinary team that includes a pediatrician, psychologist, speech language pathologist, and an occupational the...
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Xin, J. F., & Sutman, F. X. (2011). Using the Smart Board in Teaching Social Stories to Students With Autism. Teaching Exceptional Children, 43(4), 18-24.
Darden-Brunson, F, Green, A., & Goldstein, H. (2008). Video based instruction for children with autism. In J. Luiselli, D. Russo, W. Chdstian, & S. Wilczynski (Eds.), Effective practices for children with autism: Educational and behavioral support interventions that work (pp. 241-268). New York: Oxford University Press.
What is Asperger's Syndrome? Symptoms, tests, Causes, Treatments. (n.d.). WebMD. Retrieved April 18, 2014, from http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome
What Is Autism?. (n.d.). Autism Speaks. Retrieved April 18, 2014, from http://www.autismspeaks.org/what-autism
Gray, C. A. (2000). Writing social stories with Carol Gray. Arlington, TX: Future Horizons.
The use of the picture exchange communication system, as shown by the studies above, can be an extremely effective tool for teaching children with autism social and communicative behaviors. However, PECS is only effective when it is implemented correctly; teachers should be aware of the amount of time that teaching this system will require. The picture exchange communication system is one of many visual support systems that can be implemented to support student learning, both in the special education and general education classroom. Individual student characteristics, as always, should be taken into consideration when choosing a visual support system.
“Your child has autism spectrum disorder” are words no parent wants to hear. They are words that will instill fear, worry, and sadness. When parents hear this for the first time, they will have many questions. “Is there anything I can do to help my child? If so, what can be done?” Early intervention services; such as applied behavior analysis therapy, occupational therapy, sensory integration therapy, and speech therapy before the age of three; can help improve the development of children with autism spectrum disorder. As an educator, early intervention is a subject teachers should be well educated in. It would be beneficial to the educator and the student, for a teacher to know and understand early intervention strategies.
This paper will review five studies concerning the behavior and development of children with Autism Spectrum Disorders. The studies investigate how autism effects communication, socialization, cognitive development, and a number of other areas. Researchers use many different types of scales to measure and compare the difference between children with ASD and typically developing children.
Every year doctors diagnose thousands of adults and children with Autism Spectrum Disorder. Due to the growing awareness of autism and recent developments in technology, scientists and doctors can now discover and observe the effects of autism on society, and people. Starting with its discovery, researchers have been able to diagnose people more effectively. Doctors are beginning to discover what causes this disorder, and are currently trying to find ways to prevent and treat it. Many places have opened their doors to people with this disorder, creating autistic friendly environments where people are patient and understanding. Schools have also become accommodating to autistic children and adults. Autism also puts great strain on family and home lives.
The video begins by introducing a revolutionary new possibility in the understanding of what autism is and how to approach those persons afflicted. Through a technique called "facilitated language" many autistic children were seemingly freed from the inability to communicate. Many were able to "speak" freely through a letter keypad with the help of a facilitator or guide. There are stories upon stories of success - of students, teachers, families, etc.
2. People with autism have problems with abstract and conceptual thinking. Some may eventually acquire abstract skills, but others never will. When abstract concepts must be used, use visual cues, such as drawings or written words, to augment the abstract idea. Avoid asking vague questions such as, "Why did you do that?" Instead, say, "I did not like it when you slammed your book down when I said it was time for gym. Next time put the book down gently, and tell me that you are angry. Were you showing me that you did not want to go to gym, or that you did not want to stop reading?" Avoid asking essay-type questions. Be as concrete as possible in all your interactions with these students.
According to the U.S. Department of Education, autism is defined as a disorder of neural development characterized by impaired social interactions and verbal and nonverbal communication. Individuals with autism spectrum disorder (ASD) may also display attention deficits, engage in repetitive behaviors, resist environmental changes, have unusual sensory experiences, and may exhibit inappropriate behaviors that have adverse impacts on educational performance (Delano, 2007). The incidence of children identified with ASD has steadily increased and has thus changed the dynamics of education. Due to the number of children diagnosed with autism dramatically increasing over the last fifteen years, the demand for research-based practices required to educate this population of individuals is also increasing and has now become part of our law. Limited evidence-based interventions have created a strain and a sense of urgency for educators and professionals providing programming and therapeutic services to children with ASD. Recent efficacy research on video modeling as an instructional approach for individuals with disabilities has been found to be a promising intervention for teachers, which has implications for its use with students with autism in the classroom setting (Banda, Matuszny, and Turkan, 2007). The research question addressed in this study is: How effective are video modeling interventions in improving the behaviors of individuals with autism during large group instructional times?
Informing teachers of the areas that students with autism spectrum disorder struggle in will better help them understand...
...ed instruction to teach use of speech-generating devices to students with autism in social game routines. Augmentative and Alternative Communication, 27(1), 26-39. doi: 10.3109/07434618.2010.546810
Autism Spectrum Disorder allow students to struggle with reading comprehension and language development in the classroom. The article discusses about finding helpful reading skills for students to use to master and understand what the student is reading. Gately states, “often students have deficits in language and social cognition and difficulty interpreting and labeling emotions and incorporating or integrating each of these aspects of communication to gain meaning in social situations” (pg. 40). Combining these aspects in language arts can decrease the knowledge and lose a student when the student is not sure what they are reading about. The student is unable to make a connection while reading. The article mentions helpful strategies for
Autism can also fall under Autism Spectrum Disorder (ASD) which means it encompasses a set of characteristic that range in severity of presentation (Boyd & Shaw, 2010). Another definition that brings understanding to this disease for Autism Spectrum disorder “is a serious neurodevelopmental disorder that impairs child’s ability to communicate and interact with others. That includes restricted, repetitive behaviors, interests, and activities” (Mayo Clinic).
Ospina, MB., Krebs, SJ., Clark, B., Karkhaneh, M., Hartling, L., et al. (2008). Behavioural and Developmental Interventions for Autism Spectrum Disorder: A Clinical Systematic Review. PLoS ONE, 3(11). Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/19015734
Autism is a disorder characterized by significant problems in communication and social functioning. Autism is actually called Autism Spectrum Disorder and encompasses a broad range disabilities such as Asperger syndrome, Rett’s Syndrome, and Pervavasive Development Disorder (Dunlap & Fox, n.d.). There are also varying degrees of the disorder from low-functioning (no communication and no social interaction) to high-functioning (some communication and inappropriate but existent social skills.)
“Autistic learning is of a disconnected kind and therefore pupils with autism need to be shown what connections are as well as what the specific connections are within the particular learning experience with which they are engaged.” (Powell, 2000)
Jordan, R., & Powell, S. (1995). Understanding and Teaching Children with Autism. New York: Wiley.