Teaching Children with Autism There has been an increase in the number of children diagnosed with autism or other autism spectrum disorders. It is likely as an educator that you will have at least one child with this diagnosis in your classroom. This paper explores some of the methods used to teach autistic children. 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.) 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). There are many techniques that are useful in teaching children with autism communication and social skills. One method is the Responsive Classroom, an instructional approach that integrates the teaching of academic and social skills as an aspect of everyday classroom life (Sapona & Winterman, 2002, p. 30). According to Sapona and Winterman (2002) teachers implementing this model in their classroom include six comp... ... middle of paper ... ...avioral Skills to Children with Autism. Focus on Autistic Behavior, 10 (1), 1-9. 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. Kamps, D. et.al. (2002). Peer Training to Facilitate Social Interaction for Elementary Students with Autism and Their Peers. Exceptional Children, 68 (2), 173-187. Marks, S. et. al. (2003). Instructional Management Tips for Teahers of Students with Autism Spectrum Disorder (ASD). Teaching Exceptional Children, 35 (4), 50-55. Dunlap, G. & Fox, L. Teaching Students with Autism. ERIC Digest, E582. 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.
Development of social skills is very important for children that are diagnosed with autism because of ...
Autistic children are isolated from most schools, socially and within the classroom. Although most children with auti...
Since Leo Kanner’s initial description of autism in 1943, research has made great strides in developing scientifically based interventions to treat autism. There are many treatments for autism, however, children continue to face communication impairments, where they struggle with speech and language development (Simpson, 2005). Although there are many effective interventions, studies suggest that when treatment is intensive, continuous and targeted directed towards the child, better outcomes are generated, in contrast to an eclectic model, where a variety of approaches are implemented (Howard, 2005). The implications of this line of research are great, as they suggest that when implementing interventions, careful considerations must be taken in assuring that children are receiving quality intervention, rather than a high quantity of interventions. In light of these results, research suggests that using Pivotal Response Treatment with embedded social interactions in motivational components, question asking, and orienting cues are effective approaches in increasing verbal acquisition in children with autism.
“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.
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
Autism, or autism spectrum disorder, issue, alludes to a scope of conditions described by challenges with social abilities, monotonous practices, discourse and nonverbal correspondence, and in addition by remarkable qualities and contrasts. Autism spectrum disorder falls under the developmental disability category. We now realize that there is not one type of autism but rather many sorts, caused by various mixes of hereditary and natural impacts. there is no cure of autism yet but there are other options as in treatments and education approaches that can help a person to lessen disruptive behavior and can teach basic skills for one’s independence
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.
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.
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.
Since Autism doesn’t present the same in each person, everyones needs are unique. Where some will excel others may drag behind, it 's important to figure out what areas need to be focused on more so than others early on so you can target them with structured programs and activities. Most people with Autism have underlying medical conditions as well as behavioral conditions so being on the correct medication and monitoring that is very important. Often times it 's recommended for children with Autism to go to therapy sessions for speech, social interaction skills, and general development. It 's extremely important to focus on social skills since that 's one of the main components of Autism is a lack or strain on social skills. Enrolling your children in specialized structured activities to help them work on their social skills is important for their
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...
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.
As a Life Skills Mentor through Lane County, I instructed students diagnosed with Autism, implementing interventions prescribed by individual treatment plans. This involved teaching students social skills, focusing on nonverbal cues and maintaining conversations through modeling or role-playing. In addition, I assisted students in developing self-awareness, identifying sensory and emotional needs. Additional targeted objectives included: developing and maintaining relationships, navigating school, basic money management and utilizing public transportation.
“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.