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Strategies teaching autistic children pdf
Introduction on effective strategies for teaching learners with Autism
Strategies teaching autistic children pdf
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Introduction
Children that have autism tend to have greater difficulty obtaining the information and curriculum of language arts in a baseline teaching classroom environment. Ferraioli and Harris states that if provided with an appropriate educational and interventional experience beginning early in their lives, can move into and benefit from a more typical educational setting (Ferraioli & Harris 2011; e.g., Lovaas 1987; Smith et al. 2000) . Baseline teaching styles consist of instruction from the teacher or para professional and the student is only interacting with the teacher, para professional, or tutors (i.e. student asks questions directed to the teacher, teacher responds to question and not use the input of other classmates). Owen-DeSchryver, Carr, Cale, and Blakeley-Smith speaks about a study conducted on students with autism and other students with autism spectrum disorders (ASD) reported that Hilton and Liberty (1992) 78% of interactions were purely instructional in nature and occurred between the students with special needs and their teachers, teaching assistant, or peer tutors rather than with classmates who were not acting as tutors. Considering language arts is essential to the development of language in a child’s life, parents’ of children with autism are prone to be concerned with their child’s ability to retain and effectively use the skills learned in the language arts’ curriculum.
Based on varies studies, children with autism that are introduced to teaching styles that incorporate peer interaction and interaction with their teacher is associated with higher retention rates in learning in general. Children with autism who actively share and follow the attention of others (via coordinated attention to toys and ...
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...sm. Journal of Consulting and Clinical Psychology. doi:10.1037/a0028506
• Owen-DeSchryver, J. S., Carr, E. G., Cale, S. I., & Blakeley-Smith, A. (0). Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings.
• Sze, K. M., & Wood, J. J. (2007). Cognitive Behavioral Treatment of Comorbid Anxiety Disorders and Social Difficulties in Children with High-Functioning Autism: A Case Report. Journal of Contemporary Psychotherapy. doi:10.1007/s10879-007-9048-y
• Georgia Department of Education. (n.d.). Criterion-Referenced Competency Tests (CRCT). Retrieved May 6, 2014, from http://www.gadoe.org/curriculum-instruction-and-assessment/assessment/pages/crct.aspx
• Michigan.gov (n.d.). . Retrieved May 6, 2014, from http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.pdf
Incidental teaching focuses on child-initiated interactions. (Hall, 2013) Incidental teaching is used to increase skills of individuals with autism spectrum disorders. (Hall, 2013) A study done by Hart and Risley (1975) looked at the incidental teaching process used at the preschool age to aide in teaching language. Incidental teaching has been the most frequent strategy that has been used to teach language. When using incidental teaching a child’s request may be verbal or nonverbal. Examples include reaching for an object that is out of one’s reach, requesting food or a toy or calling an adult’s name. There is a series of decisions that an adult can use to respond to the child’s request. These choices include: if the occasion should be used for incidental teaching: if so then a choice regarding the language behavior that is obtained from the child, and then a choice has to be made concerning the cue that will be used to initiate instruction, the cur could be focus of attention by itself, or in addition to the focused attention a verbal cue as well. If the individual does not respond to the cue, then a choice concerning the degree of prompt to be used, the “fullest degree: a request for imitation; medium degree: a request for partial imitation, or minimal degree: a request for the terminal language behavior.” (Hart & Risley, 1975) This study was performed on boys and girls between the ages of four years old to five years old. The baseline procedures ensured that the children had a variety of vocabulary for use in sentences. The sentences that they were taught was “I want x so I can y.” The second step of the procedure was the use of incidental teaching of compound sentences directed to teachers. After thirty-six days of school, the incidental teaching began to occur when the children needed assistance in trying to get different preschool materials.
Autistic children are isolated from most schools, socially and within the classroom. Although most children with auti...
When one goes back and looks at the symptoms of autism, it is no wonder that autism and social anxiety disorder are co-occurring diagnoses.
Van Hees, V., Moyson, T., & Roeyers, H. (n.d). Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs. Journal Of Autism And Developmental Disorders, 45(6), 1673-1688.
Development of social skills is very important for children that are diagnosed with autism because of ...
Ruble, L, Willis, H, & McLaughlin, V. (2008). Social skills group therapy for autism spectrum disorders. Clinical Case Studies 2008 , 7(287),
..., Tager- Flusberg, H.,& Lainhart, J. E. (2006). Comorbid psychiatric disorders in children with autism: Interview development and rates of disorders. Journal of autism and developmental disorders, 36(7), 849-861.
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.
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.
Every year there are more and more children born with Autism Spectrum Disorders (ASD) and there is more of a need for accommodation for their needs. “The future will likely present teachers with even more students with learning disabilities” (Gerstle and Walsh 35). With these numbers increasing, it is important for teachers and the people around them to understand their struggles and needs. Children and adults with ASD struggle in many areas. They have difficulties taking on daily activities that most people take for granted. There are variations in the severity of these disorders. Some people are very high functioning and have little to no problem performing daily activities, as well as completing complex ones. However, many people with ASD suffer from severe forms of the disorder and cannot care for themselves. No matter the severity, people with autism get support and some form of education, whether it be to care for themselves, or to become educated and eventually contribute to society. Those with moderate to high functioning ASD go to school and some eventually go on to further their education. Despite the struggles specific to each person, they can still be taught effective writing skills. To teach these individuals proper writing skills, it is crucial for educators to understand them and know how to teach them. There are many methods of teaching for educators to use to fit the specific needs of their students. Children and adults with autism spectrum disorders can still be taught effective writing skills through understanding and cooperation of teachers, proven methods of teaching and continuous support.
Nowadays, the most common treatments for Autism is behavioral therapy. ABA therapy is a very common technique used. (Simpson) The children with Autism are taught general social skills. One way this is taught is through modeling social behaviors to them and teaching them to imitate it.
Whenever the benefits of inclusion are brought up the first component that comes to mind is: social interaction. The benefits of social interaction is the most important component for including children with autism in an inclusion, general education setting (Lynch & Irvine, 2009). The reason this benefit is so high within a general education setting is that interactions occur at a greater frequency. Typical peers that meet cor...
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).
The purpose of this study is to determine if there is an effective strategy for teaching reading comprehension for learners with autism that can be implemented in a public school classroom. As an autistic support teacher for six years, I have seen students with autism struggle with reading comprehension. Hours are spent on implementing direct instruction in order that students will be able to decode text on grade level. Often some students will be able to decode text at their instructional grade level, but are unable to answer a question about what happened in a passage they just read. It is evident that the students face a struggle understanding what they read. Ricketts (2011) noted that the point of reading is to comprehend what is in the text not simply to decode the words on a page.
Children who are diagnosed with Autism frequently struggle with different areas of engagement, play, and keeping attention in the classroom – particularly younger generations. The three main areas of this intervention involve joint engagement and attention, and symbolic play. Research has presented that children who are not engaged in their learning and classroom activities typically retain less information and are learning less than their engaged classmates. Joint attention is the ability a child has to focus on multiple objects or happenings going on in a given scenario. Joint engagement takes place when the child is working on activities in a group like setting.