Children with autism have a delay in their social skills which impacts their ability to learn. Some of these skills include the ability to be engaged, focus on people and a task or even playing with others. In addition, these autistic students have a tendency to sit alone in a classroom. As a result, their thoughts are focused in other areas instead of what is going on in the class with the teacher or other students. Because of these lack of skills, there is a need to implemented strategies to assist in improving these abilities. This study analyzes approaches that allow this objective to be accomplished. There are several new vocabulary terms that need explanation in order to understand the research that has been completed. The first …show more content…
The first issue with this study is the way the interventions were combined with classroom instruction. The teachers incorporated the interventions during whole group instruction, small group instruction or one-on-one. The way that instruction is provided in a classroom impacts the way a student learns the information. As a result, teachers take into account the best way for a particular student to access information when providing instruction. However, this will impact what and how the student is learning. In addition, teachers were allowed to pick from a variety of interventions to implement. The variation in interventions is another factor that impacts the results of this study. A second concern of this research is the two types of classrooms. One was a behavioral classroom with plenty of support. The other was a classroom had less support but higher functioning students. The differences in these two groups based on support and level of functioning would alter the results. By including all of these variables, the sample size is too small. Many more subjects needed to be included so that an accurate determination of results would be obtained. Finally, the time spent on this study was only eight weeks, which is very limited. During the initial four week period, there was little change seen in the groups. At the eight week mark, there was a more significant impact from the interventions. It is important to know what would have happened if the interventions were carried out for a longer time period. The reason for this is result from the eight week mark may not be statistically significant in the long term. It may be just an anomaly at that time period or the students may revert to previous behaviors over a more
Describe the differences in the results between the groups in the study and support your description with examples from the study
Autism spectrum disorder, commonly known as autism, is a complex disability that affects a person’s ability to effectively communicate and interact with others (“What is Autism?”). Every year thousands are diagnosed with autism and is quite commonly recognized in children between the ages of two and three years old. People who live with autism primarily associate themselves with a number of behaviors such as “delayed learning of language, difficulty making eye contact or holding a conversation, difficulty with executive functioning which relates to reasoning and planning, as well as narrow, intense interests, poor motor skills, and sensory sensitivities” (“What Is Autism?”). Although these are only some of the most common struggles that people
Development of social skills is very important for children that are diagnosed with autism because of ...
Their little brother, on the other hand, is a type of child that many educators would consider “normal” because he loves to learn and will sit in a chair diligently while completing tasks. However, I am also thinking about the way in which I interact with the little boy and other children that are considered “normal.” I am and want to be even more aware of the way I interact with the boy with autism. If he suddenly has an outburst or yells rather than speaks, how can I explain proper behavior to him without using the word “normal?” I am even more interested now in looking up strategies for interacting with children that have autism. I am also even more interested in looking up more strategies in how to help students pay attention besides commanding them to show “good” behaviors by sitting down and not moving at
A behavioral intervention plan (BIP) is designed for a specific child to try to help that child learn to change her or his behavior. Once the function of a student 's behavior has been determined, the Individual Education Program (IEP) Team should develop the behavior intervention plan A behavioral intervention plan can be thought of as a plan to support the student in order to help him or her change behavior. Effective support plans consist of multiple interventions or support strategies and are not punishment. Positive behavioral intervention plans increase the acquisition and use of new alternative skills, decrease the problem behavior and facilitate general improvements in the quality of life of the individual, his or her family, and
First, the teacher and classroom assistant will focus on the eight-year-old autistic male, they will use this intervention to support and aid in his learning of a social story with verbal compliments, nutrition, and declining of foods. Both teacher and classroom assistant will help support him, and teach him to reduce aggressive behavior by using his words in order to get what he needs. He will learn to sit down quietly and wait for direction, then will practice and demonstrate each time to master sitting down quietly. Then, both teacher and classroom assistant will praise him when he increase sitting time quietly in his seat in the classroom. Even though, he demonstrates a reduction in aggressive behavior during starting point stipulations and adaptability in aggressive behavior during an intervention requirements. Overall, this will help the eight-year-old male in regards to the his strength and weaknesses of learning, social stories, which will aid to remove or lessen aggressive behavior in the schoolroom.
As teachers, we are often expending more of our energy than is necessary by not taking time to implement a more comprehensive approach toward behavior management. In many cases one will need only a few of these strategies in place to create a positive behavioral support plan.
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.
One of the most difficult things teachers will face when dealing with Autistic children is their lack of communication skills and inappropriate or nonexistent social skills. In addition to academic instruction children with Autism require instruction in communication techniques and social skills. Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174).
In the second semester all teachers work together implementing his behavioral plan more effective and constant and it made a difference that all teachers were in the same page” accordingly to the Especial Ed. Teacher. As the homeroom teacher mention that it was great that the parents were supportive to the strategies that t...
Special education is no longer restricted to schools that cater for specific disabilities. Increasingly mainstream classrooms must cater for a diverse range of abilities and be inclusive of children with disabilities, therefore providing special education (Heward as cited on Pearson Prentice Hall, 2010). In catering for all children within a class, teachers also need to provide intervention as necessary. Intervention according to Heward (as cited on Education.com, 2011) intends to reduce, eliminate and/or limit the hurdles faced by students with disabilities that may prevent them from maximising their learning and becoming productive members of society. This essay will discuss how teachers can provide all three kinds of intervention; preventive, remedial and compensatory on behalf of individual students who may require it (Pearson Prentice Hall, 2010). Each type of intervention will be explored with examples to demonstrate the possible use of each one and the potential issues that may be associated with them.
Students diagnosed with autism require different interventions that help in adjusting their social skills. One of it is a story-based intervention like social stories that help teach specific skills. Children with autism rely mostly on visual cues that help teach skills and remind them about previously learned skills. Children with autism have also proved positive with self and video modeling effective strategies.
Mather and Goldstein (2015) stated that behaviors can retained or changed with appropriate outcome. Teachers can use the procedure defined by them to accomplish students’ behvaiour using the following outcomes. The very first step is to describe the problem. The second step is to adjust the behavior by emerging a behavior management strategy. The third step is to recognize an effective reinforce and the latest step is to use the reinforce on a regualr basis in order to change the
My goal as an educator is to continually learn, reflect and change my practices in order to ensure all students learn at high levels. As I stated earlier, my initial educational philosophy was behavioral. I was somewhat surprised to find that I still scored the highest in this category on my self-assessment. However, after further reflection and reading B.F. Skinner, I believe that behavioral aspects still have an important role in education today. As an educator I have a moral responsibility to help students learn how to function as members of a classroom community. Skinner believes that the environment of a classroom and school should be as “conducive as possible to students’ learning”. Positive Behavior Interventions & Supports is a model I truly believe in and have used with success with children. Through PBIS, expected behaviors...
One of the ultimate trials that educators face currently is giving students with behavioral disorders and inappropriate behaviors, tools that will help them function self-sufficiently in a suitable manner. Teachers are facing classrooms where students parade various academic and behavioral characteristics; therefore, teacher are constantly looking for effective instructional strategies and classroom management skills. Classroom teachers tend to be more appealed to flexible, tranquil to implement and inexpensive teaching strategies and techniques that keep students energetically involved.