Autism Spectrum Analysis

On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.

There is little research to examine experiences and needs of individuals with ASD, or proper and effective support systems such as educational and family support needed for young adults making this transition. Most information that is provided on this topic is based on professional’s experience and knowledge. It is essential more research is provided to develop programs to help individuals transition from secondary education to higher

Helping Children with Learning Disabilities Understand What They Read is an article by Regina G. Richards. Her article discusses the basic strategies and techniques that can be used for students with learning disabilities. The article states, a key component of comprehension is that the student must be actively

What is the name of the test? The name of this test is Autism Spectrum Rating Scales (ASRS).

ASD is a pervasive developmental disorder that consists of abnormal development and functioning of the brain. ASD may involve deficits in social behaviors, abnormalities in communication, cognitive delays, and repetitive behaviors (UC San Diego Autism Center of Excellence, 2016). ASD is a broad spectrum neurological disorder with a variety of symptoms affecting each individual differently (Debbaudt & Rothman, 2001). ASD involves severe impairments of reciprocal social interactions, impaired

The present articles were all conducted over a ten week timespan, with the common theme of the Lindamood-Bell Reading Intervention. The Lindamood-Bell Reading Intervention was reading interventions for children at the average age of ten. The families were recruited through clinics and different support groups across the United States through different Lindamood-Bell Learning Centers. During the study, the children with ASD got instructions one-on-one in a setting that was distraction free. These instructions were given four hours a day and for five days out of the week. The purpose was to help strengthen activity in certain areas of the brain where an ASD individual would lack in such as language, reading comprehension, etc. To do so,

Students with learning disabilities are a diverse group of individuals, exhibiting difficulties in many different areas. The areas most affected are reading, writing, listening, speaking, reasoning, and math; however, Learning Disabilities are specific to the individual. It is essential for educators to understand all of the possible characteristics that may be seen in children with LD. By knowing what to look for, educators may be able to help provide a meaningful educational experience. The most common types of Learning Disabilities are those that impact reading, writing, and math. According to “Specific Learning Disabilities,” there are five core concepts to consider when defining LD. First, Learning Disabilities are a heterogeneous group; LD comes in all shapes and sizes. Second, LD results in a significant difficulty to listen, speak, read, write, reason, and perform math. Third, Learning Disabilities are unique to the individual. LD is said to start in the central nervous system, and does not disappear over time, but can take on many different stages over a child’s life. Fourth, LD can occur simultaneously with other disabilities; that would not otherwise be classified as a disability. Some examples include ADHD, sensory aversions, or emotional disturbance. Lastly, LD is not caused by external influences. People from different cultural backgrounds may also have a Learning Disability (Kirkland, 2012). As an educator, I need to make sure I understand all of the possible characteristics that may be seen in children with LD. By knowing what to look for, I will be able to help provide a meaningful educational experience for my students with

According to scholastic article, Impact of Setting and Instructional Context for Adolescents With Autism (2010), “Providing students with autism with an appropriate education is a growing challenge. The prevalence of autism is increasing rapidly, with as many as 1 in every 150 children diagnosed with the disorder (Centers for Disease Control and Prevention, 2007)” (Kurth and Mastergeorge, 2010, 36).

The child that I chose to do my discussion over is a 15-year-old boy with autism. He was the first one that I connected with my first day at Boshears. He is non-verbal, but can mimic words that he hears; when I was helping him brush his teeth, he kept saying, “Brush my teeth,” and once we were finished he was saying, “Good job.” All the times that I have been with him, he shows me a very sweet side, but the teacher and aides were telling me that he can get kind of violent and throw chairs and stuff around the room. He listens and understands what I tell him or ask him to do, and if he wants something and doesn’t know how to ask, he will take you to what he wants and put your hand on whatever it may be. He loves ranch, so at lunch on the first

What is Autism Spectrum Disorder? Autism is a mental condition, present from early childhood, characterized by difficulty in communicating and forming relationships with other people and in using language and abstract concepts. Autism does not only play a role at home, but it is also important at school. Teachers have to know how to deal with students with autism, and know how to teach them. Research shows us that in order for a teacher to teach a student to with autism they have to be informed. With that being said teachers, parents, and others working with children should know about Autism Spectrum Disorder.

Students with disabilities are at a higher at-risk for dropping out of high school at a greater rate than typically developing peers (Pyle & Wexler, 2012). Students with identified disabilities are required to a free and appropriate public education (FAPE) according to law, and these students have unique needs that general education curriculum cannot meet on its own. However, there is abundant research that discusses various literacy interventions and strategies that can be effective. These interventions can be used in a school setting by any certified teacher (regular education or special education). This literature review will discuss some of the various reading and writing strategies as well as best practices for literacy in order to ensure students with disabilities are given the best chance for success. By providing timely interventions, monitoring progress, and analyzing data, it can be possible to increase achievement for those students with identified disabilities.

Van Hees, V., Moyson, T., & Roeyers, H. (2015). Higher education experiences of students with autism spectrum disorder. Challenges, benefits and support needs. Journal of Autism and Developmental Disorders, 45(6), 1673-1688.

The supplemental program will engage students with autism spectrum disorder (ASD) in a similar but modified model of guided reading instruction in a small group setting. This will promote a wide range of skills including a better understanding of the setting, plot, and theme, comprehension of literal and figurative language, as well as structure and craft of narrative passages. These skills will always be supported through teacher led explicit direct instruction, guided practice, and independent practice in every part or aspect of the program.

Difficulties in social movtivation impact enormously on the ability of children with ASD to learn in areas where they no interest and, as a consequence, no prior knowledge. In this context, Shore (2001) emphasises this idea stating “it is important for teachers to know about their student’s interests and build on these existing strengths…”, where teachers need to present curriculum content in different ways to best connect to students’ preferences (as cited in Brownell, Walther-Thomas & Shore, 2001, p.289). Research shows that students who are offered preferred activities and tasks are more likely to engage in self-initiation of questions, use more communication, engage in more social interactions and have enhanced engagement with the task (Iovannone, Dunlap & Huber, 2003). The best evidence synthesis Quality teaching for diverse students in schooling provides pedagogical practices highlighting that teachers need to have quality teaching that is responsive to student learning processes (2003).

The definition of Pervasive Developmental Disorder (PDD) says: “[…] considered to be the result of some structural differences in the brain that are usually evident at birth or become apparent as the child begins to develop.” (Butcher, Mineka, Hooley, Taylor & Antony, 2010) I am sure that modern discovery related to the development of the brain makes it easier to diagnose children with autism disorders today. What about adults that did not get this chance? In the 1970s, such discovery did not exist and autism was not known and classified as a disorder until 1994