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Case study of a autistic child in a school
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In the recent years, there has been an increase with the diagnosis of autism spectrum disorders (ASD). According to the U.S. Centers for Disease Control and Prevention (2007), 1 in 150 children are said to be autistic and according to many states ASD is seen as an epidemic. The problem with these numbers is how to teach these children affectively in the best academic environment. In 2005-2006 it was reported that 31% of autistic students were placed in general education classrooms and around 40% in separate classes, typically referred as autistic support classrooms (U.S. Department of Education, 2007). Characteristically, the student will be placed in an autistic support (AS) room because the general education room is not the least restricted environment for that child. Most children with severe and pervasive disabilities need a classroom that will start at their unique skill levels. The children need to learn numerous and diverse behavior changes, probably different in each of their cases that cumulatively, would enable each child to enter and benefit from the general curriculum. To assign children with autism who do not possess those skills to the usual public school classroom is to assign them to regression. (Baer, 2005, p.9) I was given the opportunity to experience how an autistic support class operates. Most importantly, I was able to view some of the techniques are that used on a daily basis. During the 2009–2010 school year, I worked as a therapeutic staff support (TSS) in Mrs. F’s kindergarten autistic support classroom. During the current school year (2010), I became a Blended Case Manager (BCM) where I was also given the opportunity to visit Mrs. F’s classroom on a bi-weekly basis. Over the past year and a ... ... middle of paper ... ... challenge of behavioral obstacles that her students may face. As a school psychologist, it will be important and beneficial to have background in behavior modification to make sure my future students will feel comfortable and at ease during my time with them. Also, after many time with Mrs. F I have seen how to affectively managed my time and different ways to handle certain administrative situations that may arise. In closing, my time in the kindergarten autistic support room has opened my eyes to say the least. I have a greater understanding and respect for these children and teachers. I have seen many teachers and aids with my work as a case manager but I have not seen a better teacher as Mrs. F. I was fortunate and lucky to work with such an experienced professional in the field to help lay my foundation for my future role as a school psychologist.
The issue of whether or not children with autistic disorders should be main-streamed, or placed in the same classrooms as non-autistic children, has been a very real concern for quite some time. While the debate is continuous, people often choose to side on a particular position of the argument without correctly evaluating all of the options. Should autistic children be main-streamed in regular classrooms, or should they be placed in self contained environments? Or, possibly, should a common ground be determined?
Discrete trial teaching is a teaching method classified by the fast pace delivery and shortened period of instructions (5-20 seconds) and incorporation of prompts, which is also referred to as errorless learning. DTT is under the umbrella of ABA and it is a method used to teach new skills and behaviors to children on the autism spectrum. As well DTT uses a unique style of teaching, errorless learning. Which unlike the normal teaching of trial and error. This style of teaching has been shown to be very effective with children with autism. Furthermore, Applied Behavior analysis seeks to address the antecedent and consequences of behavior ( Hunter class). There is over 60 years of research to support the effectiveness of ABA to address the behavior or children with development disabilities. Furthermore we discussed in lecture that punishment and reinforcement are the driving principle behind changing behavior. DTT uses carefully timed reinforcement to support newly learned behaviors and skills. This research indicates that the use of ABA leads to very effective results in children. (Hunter, 2015)
The authors of this article begin by defining autism spectrum disorder. There has been significant increase in ASD cases have occurred in the past 10 years, and many of these students are enrolling in a higher education institution. Autism presents challenges, in general, but students that enroll in a higher education institution are at risk of other issues. The article discusses these challenges as well as the transition from high school to college from actual students with autism. Using these challenges,
“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.
...Classrooms in the Public Schools." About.com Autism Spectrum Disorders. About.com, 07 July 2008. Web. 23 Feb. 2014. .
Snell, M. E. (2003). Autism, Education of Individuals with. In J. W. Guthrie (Ed.), Encyclopedia of Education (2nd ed., Vol. 1, pp. 161-162). New York: Macmillan Reference USA.
Deochand, N., Conway, A. A., & Fuqua, R. W. (2015). Design considerations for an intensive autism treatment centre. Support For Learning, 30(4), 327-340. doi:10.1111/1467-9604.12103.
Autistic children are isolated from most schools, socially and within the classroom. Although most children with auti...
Autism is a form of neurodevelopment disorder in the autism spectrum disorders. It is characterized by impaired development in social interactions and communication, both verbal and non-verbal. There is an observed lack of spontaneous acts of communication; both receptive and expressed, as well as speech impairments. A person diagnosed with Autism will also show a limited range of activities and interests, as well as forming and maintain peer relationships. The individuals will display limited interests, which are often very focused and repetitive. He or she is likely to be very routine oriented and may show behavioral symptoms such as hyperactivity, impulsivity, aggressiveness, and self-injurious behaviors.
In ninth grade, Olivia demonstrated the positive roles she would play throughout high school, and we quickly came to rely upon her as a vital participant in all areas of school life. In a variety of settings, I have observed her contributions to other students and the larger community. One of Olivia’s passions is working with children with autism. This spark began in 2nd grade, when she met,
The number of children that display autistic traits keeps rising and the need for services is at an all-time high. Out of 10,000 children born, 60 to 100 children and families will be affected by autistic spectrum disorder (Gulberg, 2010). Autism is characterized by a lack of connection to other people, even parents, and an avoidance of interpersonal situations (Feldman, 2011). Children with autism also show limited, repetitive and stereotypical patterns of behavior, interest, and activities. Not one child with autism is the same as the next; each child has their own severity and indicators of autism. A child with intellectual disabilities and a gifted child can both be given the diagnosis of being on the autism spectrum, because of the wide range of severities. Many of these children will not attend special schools, but instead be included in the general education population by inclusion. Inclusion has been found to have a number of benefits for children with autism. In addition, negative perspectives have also come into play when discussing autism and inclusion. Furthermore, parents have the right to make decisions for their child on an individual basis.
The substantial increase of diagnosis in children with autism spectrum disorder and how the education system will adapt to the diverse learning environments needed to educate these children is a growing controversy within the United States. According to the Journal of Autism and Developmental Disorders “Educating students with autism requires an understanding of the unique cognitive, social, sensory, and behavioral deficits that characterize this developmental disability.” (Mesibov 342) Despite the fact autism is a general term classified as a developmental delay the disorder is not characterized under one set of symptoms, but in fact a multitude of possible variables that make up autism spectrum disorder. Therefore, it is important that education be considered based on the child, not the diagnosis. The controversy ensuing whether students with autism should be mainstreamed in regular classrooms or have clustered special education classrooms that are better suited to cater to their individual needs is an ongoing debate within communities. There are certain characteristics of the diagnosis that would endorse a student with autism to excel in a mainstream classroom environment. Students who fall on the autism spectrum of mild to moderate and are nonviolent should be mainstreamed in regular classrooms, a benefit to the autistic
Autistic Spectrum Disorder is one of the most commonly diagnosed childhood disorders (Autism Society Canada. 2010). It can be characterised by communication challenges, social development impairment , ritualistic behaviours and resistance to change (Tougher. 2012). There can also be intellectual skills as well as unusual responses to sensory outputs (Tonge. 2002). As of yet the cause is not yet determined but experts believe it may be a result of a combination of genetic and environmental factors (Weber & Newmark . 2007). The school system in Australia requires a professional medical diagnosis for the required funding and support to be given to students with ASD (Skellern, Schluter & McDowell. 2005).
The past year, I had the experience to volunteer at Mandy Canfora Valley, the autistic program at my middle school. The program was located in a classroom, and had about ten children in it. Frankly, I was apprehensive at first, because I did not have any experience working with autistic children before. On my first day, I entered the room with two other eighth graders and was warmly greeted by the children. We played Pictionary, a game where a designated person draws on a board and someone else guesses what they drew. It was my turn, and I remember that I drew an apple. One of the kids, named Timothy raised his hand and guessed, “A ball? Hm.. an apple?” When I said “Yes!”, his eyes lit up. The happiness I saw radiating through Timothy’s eyes
Winterman, K. & Sapona, R. (2002). Everyone’s Included: Supporting Young Children with Autism Spectrum Disorders in a Responsive Classroom Learning Environment. Teaching Exceptional Children, 35 (1), 30-35.