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Teaching a child with autism
Literature review on children with autism social skills
Literature review on children with autism social skills
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Introduction
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?
Statement of the Problem
The origin of video modeling is thought to have theoretical roots in the social learning theory of Albert Bandura in the early 1970’s (Bellini & Akullian, 2007). Through his research, Bandura was able to pro...
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...ith Autism. Journal of Autism and Developmental Disorders. 2000; 30, 537–552.
Delano, M. E. (2007). Video Modeling Interventions for Individuals with Autism. Remedial & Special Education, 28(1), 33-42.
Graetz, J. E., Mastropieri, M. A., & Scruggs, T. E. (2006). Show Time: Using Video Self-Modeling to Decrease Inappropriate Behavior. Teaching Exceptional Children, 38(5), 43-48.
Nikopolus, C. K., & Nikopoulou-Smyrni, P. (2008). Teaching Complex Social Skills to Children Wtih Autism; Advances of Video Modeling. Journal Of Early & Intensive Behavior Intervention, 5, 30-43.
Ogilvie, C. R. (2011). Step by Step. Teaching Exceptional Children, 43, 20-26
Reagon, K.A., Higbee, T.S., & Endicott, K. (2006). Teaching Pretend Play Skills to a
Student with Autism Using Video Modeling with A Sibling as Model and Play Partner. Education and Treatment of Children, 29, 517-528.
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.
In Thinking in Pictures: My Life with Autism By Temple Grandin, the center of novel surrounds Grandin’s life and how autism impacted her career at a very young age. The book includes references to extensive reviews of research pertaining to effects of autism and possible treatment options. Grandin (2006) articulates how the word “autism” still conveys a fixed and dreadful meaning to most people (p.1). Therefore, she was able to embrace her visual ways of thinking, ultimately being an inspiration to others. With insight from her personal experience, readers have a better understanding of what is like working with individuals who have physical impairments. However, this paper will focus on how Grandin’s autistic ability affected her relationships
Grandin, Temple. Thinking in Pictures: and Other Reports from My Life with Autism. New York: Doubleday, 1995. Print.
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)
Development of social skills is very important for children that are diagnosed with autism because of ...
Children with autism have multiple characteristic impairments in their social interaction skills. This results from the lack of “Theory of Mind” in autistic individuals. Autistic children have difficulty interpreting what another person may be thinking or feeling. Social impairments may cause the child to act inappropriately in social interactions and prevent the children from truly taking part in interactions. The children have difficulty recognizing social cues and responding to cues. Autistic children have a hard time forming relationships as a result of these impairments. Social stories, Applied Behavior Analysis, and Pivotal Response Training are three therapy techniques that help children with autism learn appropriate social behavior. Social stories allow the children to practice the situation in a lower stress environment. Applied Behavior Analysis utilizes positive reinforce to teach desired skills. Pivotal Response Training allows the child to learn social skills while in a natural play environment. Learning social skills through these techniques enable the children to have more meaningful relationships and engage more in their community.
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.
“The Contribution of Applied Behavior Analysis to the Education of People with Autism” Behav Modif., by Rosenwasser, B., and Axelrod S., published in 2001, summarized Oct 19, 2006
Luiselli, James K. "Verbal Language and Communication." Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder: A Practitioner's Guide. New York: Oxford UP, 2011. Print.
In a study by Schmit, Alper, and Raschke (2000), the effects of using a photographic cueing system during routine school transitions with a child who has autism were evaluated. The use of a pictorial visual support system indicated to the student that an activity change was about to occur. The target student was a 6-year-old boy who lived in a rural, Midwestern community; his family included his biological parents and a sister without disabilities, who was 5 years older than Alex. Alex was diagnosed with autism at the age of 4, and at the time of the study was not verbal except for saying the word “no”. The setting of the study took place in a public school special education classroom that Alex attended four days a week. Beginning approximate...
...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
Wainer, Allison L. "The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders". Research in autism spectrum disorders , 5 (1), p. 96.
Autism is a disease. One of the main characteristics is having social problems. Children with Autism have trouble interacting with other children. They won’t play with other children. They could be so focus...
Dempsey, I. & Foreman, P. ( 2001). A Review of Educational Approaches for Individuals with Autism. International Journal of Disability, Development and Education, 48 (1), 105-116.
What does ASD mean? ADS is short for autism spectrum disorders. The two most prevalent disorders among ASD is autistic disorder and Asperger’s disorder. These disorders are pervasive developmental disabilities with difficulties with communication, resistance, repetitive, and comprehension. Yes, students with ASD who display resistance to change and repetitive actions prohibits these students from being placed into an inclusive classroom setting.