Hemmeter's The Teaching Pyramid Model

For example, a family member with Aspergers syndrome was completely fixated on Buzz Lightyear and used to shout out 'to infinity and beyond' at the most inappropriate moments, normally in response to a comment totally unrelated to Toy Story. He is now very interested in trains and their timetables, a classic example. Unfortunately, this rigidity in one interest can restrict the development of others. Also, in children and young adults it can be very isolating, the refusal to share in an interest or play of another child can leave the ASD sufferer with a very small circle of friends, if any.

Children with ASD usually have lower levels of social interaction compared to other students. They have lower levels of play behaviors and the behaviors may be idiosyncratic or unusual. Children that exhibit these behaviors usually have a harder time having successful social interactions with their peers. However, if teachers and parents are aware of and understand the progression of play skills then they can teach children with ASD at an early age appropriate play skills and behaviors. Once a child exhibits appropriate play skills and behaviors with toys, they have a better success rate of having appropriate interactions with their peers. Teachers can teach appropriate play skills by implementing visual structuring in their instruction.

CS III b: Times have changed. I can remember when coporal punishment was an acceptable means of re-direction and discipline. Today, with more education, educators and providers have better ways of communicating and developing stronger characters in children. A completely different means of fostering growth and discipline have evolved. Proven lesson methods through psychologists have opened doors for marked and proven progress. Understanding my students backgrounds through home visits, parent meeting, and one-to-one time with my children help me and my fellow educators develop a "whole" view of a childs image and make-up. Re-direction, strong fun-tasks, and constant guidance is the initial start to helping children with challenged

Finally, the third and broadest area of impairment is repetitive behaviors. Autistic children often exhibit some degree of a repetitive behavior that can range anywhere from mild to extreme. This can include a variety of actions such as constantly rocking back and forth, toe-walking, eye-rolling, spinning, and clapping. The child could have set routines that they feel a need to obsessively follow every day. This can even take the form of an overly focused interest on something that the child enjoys such as science, music, or art. When these repetitive actions are observed in the child over long periods of time they are then referred to as “stereotypic behaviors“.

Studies has shown that as an individual diagnosed with ASD grows they have an significantly increased risk of developing medical and psychiatric disorders which is contributed from the biological make-up of the individual (perkins et al, 2012) including dyslipidaemia gastrointestinal problem epilepsy hearing and visual impairments asthma hypertension heart disease, cancer, and osteoporosis. and autoimmune conditions throughout a varied age group (Croen et al, 2014).

These interventions included 2 major tiers to enhance all behavior disabled students. Tier 1 included an implementation of activities that were implemented across the school for emotional behavior students. According to (Wehby & Kern 2014), this tier included the core school-wide expectations implemented in both classroom and non-classroom settings; opportunities to acknowledge and reinforce appropriate behavior, consistent responses when students fail to adhere to expectations; and a data-monitoring system for determining responsiveness to Tier 1 supports (Sugai & Horner, 2009). Tier 1 was known for describing the intensive behavior intervention that were being tailored toward emotional behavior students. Tier 2 encompass small-group of students to support the intervention programs, which were made to integrate vaild methods. These methods and procedures were made to help emotional behavior students progress self-control strategies in areas they lack such as social relationships, as well as improving academic performance to enhance student growth and

Educational /behavior Interventions – these therapist uses highly structured and intensive skill oriented training sessions to help children develop social and language skills and applied behavioral analysis. (Adehem,

Peer-related social behavior normally develops early in the preschool period, with symbolic play normally emerging by two years of age (Leifer, 2015). A child with ASD tends to have difficulty interacting with others, has flat facial expressions, avoids eye contact, dose not respond to name when called, and prefers to play alone. They may also have problems with sharing and showing their feelings. Since they have difficulty regulating emotions, their outbursts can be from crying to physically aggressive behavior. Some

There are two symptoms presented by those who are diagnosed with ASD, deficiency in social interaction and communication, as well as restricted and repetitive patterns of behavior, interest or activities (Kress & Paylo, 2105). Autism Spectrum Disorder may be a problem for kids because it interferes with the manner in which they communicate. Children diagnosed with ASD may not be able to appropriately express their needs to the adults around them (Autism Society, 2016). Children who are not diagnosed with ASD have brains that are able to translate the things they touch, taste, smell, hear or experience. Those diagnosed with ASD, brain has difficulty understanding the aforementioned , making it challenging for these kids to communicate with the world around them (Autism Society, 2016).

The effects in communication skills in those who have ASD may tend to be very verbal or nonverbal. In children language will begin to develop then stop. It is difficult for a person to engage in a conversation. They may also find it difficult to take turns in a conversation, or not understand humorous comments and are not able to pick up on innuendos. Some behavior effects of ASD are not being able to focus on many details, they tend to be preoccupied with a simple object and require stability and routine. Effects are also, rocking the body back and forth or flapping or clapping their arms and legs or both. Their senses may be sensitive or on overload. he effects of ASD in social interaction are difficulty in maintain eye contact, and reading facial expressions and their own facial expressions may not be easily read as well. They have difficulty with emotion

The development of an explanation for the differing levels and severity of symptoms is also the culmination of much research conducted on how diagnostic criteria can be reconciled with those differing levels of severity. The idea of a “spectrum” came about because of those differing levels of symptoms present in individuals with autism. Study and research has also helped to identify genetic and environmental risk factors for developing ASD. A combination of genetic and environmental risk factors has also been shown to predict ASD. Various forms of treatment and intervention for ASD have been developed through much research, study and practice. Treatment for ASD is most effective when combined with a behavioral, communicative, and biomedical therapies. The impacts of ASD on the individual and the individual’s family have also been shown to correlate directly with the severity of ASD in the individual. The impacts on the individual mainly consist of impairments in functionality in many aspects of life. The impacts on the family of the individual with ASD consist of the struggle of adaptation to the person’s behavior and its associated stress on family

Social communication / interaction behaviors may include, getting upset by a slight change in a routine or being placed in a new or overly stimulating setting, making little or inconsistent eye contact, having a tendency to look at and listen to other people less often, Rarely sharing enjoyment of objects or activities by pointing or showing things to others, Responding in an unusual way when others show anger, distress, or affection, Failing to, or being slow to, respond to someone calling their name or other verbal attempts to gain attention, having difficulties with the back and forth of conversations, often talking at length about a favorite subject without noticing that others are not interested or without giving others a chance to respond, repeating words or phrases that they hear, a behavior called echolalia, using words that seem odd, out of place, or have a special meaning known only to those familiar with that person’s way of communicating, having facial expressions, movements, and gestures that do not match what is being said, having an unusual tone of voice that may sound sing-song or flat and robot-like, having trouble understanding another person’s point of view or being unable to predict or understand other people’s actions. People with ASD may have other difficulties, such as being very sensitive to light, noise, clothing, or temperature. They may also experience sleep problems, digestion problems, and

Despite the many theories on the causes of ASD, it is generally accepted that those suffering with the disorder suffer from a disorder of neural development occurring in the very early stages of

In the medical community, the prevailing belief is that the rare genetic changes—mutations, essentially—associated with ASD may be sufficient to cause the disorder. This idea of “rare genetic changes” is vague but it is the strongest foothold on which to rest scientific inquiry. Doctors feel sure that genetics play a part in ASD but it is unclear if genetics alone are culpable. Most research indicates that environmental factors contribute impact ASD. It is fair to say, then, that ASD has roots in both genes and in the environment. What share each cause has

Domain F involves TPE (Teaching Performance Expectation) 12 which includes professional, legal and ethical obligations and TPE 13 which about professional growth. It has the following components: first, a candidate should exhibit the skills to train paraprofessionals. Considering work ethics, teacher candidate needs to educate classroom assistants with regards to class procedures and behavior management. Second, demonstrate dedication in improving the quality of life of students with Moderate/Severe disabilities. Since students with disabilities have diverse personalities, teacher candidate need to find ways of enriching and training them to become independent. Third, show capacity in implementing professional, legal and ethical standards for teaching students with Moderate/Severe disabilities and English Language Learners. In this component, teacher candidate should practice proper work ethics observing the legal aspects of special education. Fourth, be open to constructive criticism, perform efficiently with supervisors and regularly contemplate on teaching methodologies. With regards to this area, teacher candidate should be open to suggestions and any changes in the field of education. Fifth, establish useful communication and collaboration methods with parents, professionals, other stakeholders including those needed to participate in case management. As an illustration, teacher candidate should have meetings with the department chairperson,