Autism In Inclusive Education

Autism is a disease that is being diagnosed today more than ever before. In fact, as of 2014 the statistics for diagnosis of autism are one in sixty-eight children, with diagnosis being much more common in boys (Autism Speaks, 2016a). While there are many theories about what causes autism, there is currently not any proven predictor of what will cause this disease to develop (Landrigan, 2010). Since prevention is not possible at this time, it is extremely beneficial and important to research understanding and treatment of those diagnosed with Autism Spectrum Disorder (ASD). There are many avenues of treatment for ASD, but one method that has received significant attention is applied behavior analysis (ABA). The goal of this research article is to explore the definition of applied behavior analysis, its development over time, and its application to real life. Some questions that will be explored are when and where did ABA originate, how has it developed over time, and what researchers contributed new findings to this intervention. Additionally, the methods that have been developed over time to implement ABA will be discussed, specifically with their application to autism and individuals diagnosed with ASD. Finally, there will be a discussion of how skills that individuals with ASD gain from applied behavioral analysis can be applied to a classroom setting.

Autism is a disorder that is encompassed in the autism spectrum (ASDs) (Landa, 2007). Autism spectrum disorders describe the brain development disorders and encompass Asperger syndrome, autism, and pervasive developmental disorder not otherwise specified (PDD-NOS) disorders. Features of the ASDs includes sensory and cognition problems, difficulty in communicating with other people, and repetitive behaviors. This paper will discuss autism with respect to what it is, the causes, autism in the inclusive classroom (what can be done to enhance total inclusion) and the role of the community.

(2014). Review of Research: Do You Speak My Language? Are Behavior Analysts Considering the Needs of Learners on the Autism Spectrum? Renée Casbergue and April Bedford, Editors. Childhood Education, 90(2), 143-147.

This paper focuses on applied behavior analysis (ABA). The concept of ABA in definition is the use of knowledge gained within science of behavior to improve behaviors that are socially crucial. The researchers of this paper focus not the importance of having parents use ABA training when working with their children who have autism spectrum disorder (ASD). There has been a large amount of research done on ABA techniques and it is something that has been used in many different fields of practice. Areas such as social work, education, medicine, etc have benefited from the ABA approach. Now it is important to distinguish what the views of parents using ABA are.

Autism is categorized by deficits in maintaining social relationships and difficulty communicating. The number of children being diagnosed with autism is steadily increasing. Therefore the need incorporate effective interventions that focus on the development of the individual child has become an imperative component for their success. The key for children with Autism to achieve academic and social success depends upon the collaborative effort that is shared among all parties involved: family, teachers, peers; mental health professionals and the community.

The hallmarks of autism spectrum disorder (ASD) involve marked deficits in social interaction as well as engagement in repetitive behaviors and language difficulties (Leblanc, Richardson, & Warnie, 2005). Although autism can have a profound impact on the capabilities and functioning of the individual, emerging research indicates that applied behavioral analysis (ABA) can be an effective tool for addressing many of the deficits that children with ASD face (Boutot & Myles, 2016). In fact, emerging research indicates that when ABA is utilized for the treatment of young children with ASD many of the challenges faced by this group can be ameliorated (Boutot & Myles, 2016). With these issues in mind the current investigation considers the seven elements of ABA identified by Baer, Wolf, and Risley (1968) in their seminal article on applied behavioral analysis and their application to individuals with ASD. Through a critical review of the seven elements of ABA in relation to ASD it will be possible to illustrate how this approach can be effective for improving outcomes for individuals diagnosed with autism.

According to medical professionals, specifically pediatricians, molecular biologists, and general surgeons, autistic children need to be successfully integrated in mainstream classrooms. According to A Report of the Surgeon General about integrating autistic children into mainstream classrooms “Thirty years of research demonstrated the efficacy of applied behavioral methods in reducing inappropriate behavior and in increasing communication, learning, and appropriate social behavior” (Malamed). Clearly, applied behavior methods have effectively reduced behavioral issues through mainstream classes, also improving the social skills of autistic children. According to Richard Axel, molecular biologist at Columbia University, in a lecture about perception, he revealed that different individuals with different mental capacities have different perceptions and social abilities (Axel). When you combine with this from the report from the general surgeon, it is evident that an autistic child’s previous social disability as a result from their differing mental capacity will be improved when they are given the opportunity to improve in a mainstream classroom, rather than brutally suffering in a separate learning environment. Like surgeons and molecular biologists, pediatricians also observe that integrating autistic children and neurotypical will produce

According to the Medical Research Council (2001), the ‘autism spectrum disorders affects more people than has generally been recognised; approximately 60 per 10,000 children under 8’. It is known that in England, ‘the number of pupils with Statements (better know now as Education Health and Care Plans, EHCP) of Special Educational Needs that have a primary special education need of autism spectrum disorder increased from 24,000 in 2004 to 35,000 in 2008’ (cited in Guldberg, 2010:168). The Department for Education statistical report (DFE 2014) reported that 70% of children with autism are educated in mainstream schools with the remaining in specialist provision. This brings me onto a rather large debate as to whether pupils with autism should

The best way to educate students with autism is to allow them to participate in partial or full inclusion / mainstream in classrooms, because it will give them the same learning experience as their peers, they will be able to interact with non-disabled peers and it will help them gain social skills. It is a great program to introduce into all schools and for students with Autism Spectrum Disorder (ASD) to be able to take part in and to give them a chance to experience normalcy. Partial inclusion in classrooms is a good transition start for students with ASD with severe behavioral issues that can spend part-time in a general classroom setting and then the rest of the day with their special education teachers and therapist. Full inclusion in

Autism Spectrum Disorder, more commonly referred to as Autism, affects one out of 68 chil-dren and young adults (Autism Science Foundation, 2016). The spectrum ranges from mild to severe. While there are set characteristic traits to determine whether or not a person is autistic, these traits vary tremendously among different people; no two autistic children are alike. The traits these individuals possess and the actions caused by the characteristic, influence how other family members and caregivers respond to the autistic individual. This paper will examine case studies and articles that illustrate the effectiveness of Applied Behavioral Analysis (ABA) in-tervention techniques for autistic individuals. Looking at ABA and the different tools and in-tervention methods that therapists have at their disposal, will demonstrate how early interven-tion and family education are the biggest keys to aiding an autistic client in adjusting to the world around them in a meaningful way. Two different case studies will be reviewed; one fo-cusing on how to identify and provide effective treatment plans based on a brief analysis, the other examines how involving the family can reduce the frequency of behavioral problems.

Overall, I thought that the information provided in this article was informative and it helped me to understand more about ABA. It is shocking to me than many educators are not taught about ABA when it can be so useful to not only teach students with autism but also special education students in general. I am very glad that I have the opportunity to learn about using ABA in the classroom because it will be very beneficial to me in my future career because I want to teach students with learning behavior disorders and moderate-severe disabilities at the elementary

In a country with over 70% of autistic children taught in a mainstream education-due to the adherence to a rights-based perspective and inclusive atmosphere, (Roberts. J & Simpson. K, 2016) there are currently no set regulations ensuring mainstream teachers have the necessary qualifications and experience of teaching autistic children, (www.prioritychildrensservices.co.uk, 2016).

Currently, there are numerous treatments for autism, but the most effective treatment is ABA, which is derived from the application of the method of behavior analysis to the study of the variables that control significant behavior, and Experimental analysis. The behavior analysis has been applied in various areas, ranging from special education, therapy of psychological disorders, and even in the organisation of companies. On the other hand, is applicable to all kinds of people: from children with autism to children with normal development with problems of attention, reading, etc.; from small children to elderly people. The origin of behavior analysis comes from the years 50 and 60, with analysts such as: Donald Baer (highlights demonstrate

A variety of interventions have been developed to facilitate successful inclusion for students with autism in general education settings (Campbell & Barger, 2014; Gus, 2000; Silton & Fogel, 2012; Staniland & Byrne, 2013). Gus (2000) used a modified version of the “Circle of Friends” approach (Newton et al., 1996, as cited in Gus, 2000) to educate a Year 10 class about autism and changed students’ attitudes toward a boy with autism in their class, who was experiencing social rejection. The peer education session, without the presence of the boy with autism, consisted of description of autism, what causes autism, and what difficulties people with autism may have with socialisation and communication, making the link with the boy’s behaviour.

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism.