Communicative Act Bandura

Autism, or autism spectrum disorder, refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication, as well as by unique strengths and differences. For grown-ups, an autism diagnosis may get alleviation terms of a clarification for their long lasting battles, for parents, the principal months in the wake of discovering that their youngster has a formative issue can be enthusiastic, confounding and testing. A kid 's autism diagnosis influences each individual from the family in various ways. Guardians/parental figures should now put their essential concentrate on helping their kid with ASD, which may put weight on their marriage, other

A child will be assessed by an educational psychologist if there are concerns about their intellectual, communication and behavioural development. Assessments can be arranged by the SENCO or independently. The aim of the assessments is to find out why the child is not progressing and what support is needed in order for them to progress. Specific learning difficulties are often identified in this way such as Dyslexia, AHAD, Dyspraxia. Support and targets for the child are then set to help them achieve. The outcome of the assessments may involve the child referred to other professionals e.g. occupational therapist, optometrist, speech and language therapist, psychiatrist. The psychologist will advise the school on how to promote development for example, keeping verbal instructions simple. Keep stories and group activities short to match attention span.

If a practitioner see that the child is struggling with certain things, there could be an influence on other areas of development, because as we know each area of development are connected, and practitioner can use special screening programmes what can help the to pick up any areas of difficulty that child maybe suffering.

When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.

Speech therapy is also a commonly used therapy with children who have been diagnosed with ASD. Every educator interviewed included speech therapy in the list of therapies they incorporate into educating students with ASD. Speech is helpful

However, there are medications that can help some people with ASD function better. For example, medication might help manage high energy levels, inability to focus, depression, or seizures. Medications might not affect all children in the same way. It is important to work with a healthcare professional who has experience in treating children with ASD. Parents and health care professionals must closely monitor a child’s progress and reactions while he or she is taking a medication to be sure that any negative side effects of the treatment do not outweigh the

This study examine the influences of parents’ pursuit or avoidance of an ASD diagnosis to their children. The goal of this study is to explore the parental meaning of ASD diagnosis, and explore if the children’s ASD diagnosis affect the way parents perceive ASD (Russell & Norwich, 2012).

Once again as a Teacher’s Assistant, up and coming teacher (one day), and having worked with ASD, I must go back to the words from who I consider and expert about ASD, Temple Grandin. Now not ever child is as Miss Grandin was, or had the resources Miss Grandin had available, but she gives some great insight and suggestions as to what worked for her growing up, that might be tried with other children of ASD. There is the age old saying, “You’ll never know until you try.” Miss Grandin specifies in conducting rules for a child of ASD to follow, just as you would a “normal” child. For teachers to be firm with the rules, but gentle as well. Not all children like Miss Grandin are visual thinkers, or think in pictures as she does. However, a practice developed in 1984 by Lori Frost and

While, taking into consideration of the possible interventions that may improve the condition of ASD, the following strategies could help in ASD management.

When I compared notes with my group I noticed that they found different atypical development, but not a specific difficulty. They thought that Henry has emotional difficulties, so he shows inadequate behaviors in some social activities; play day and others. We had to look over again to find something atypical. I think that we all ended in the conclusion that Henry has emotional difficulties because others parent’s comments. Then, I realize that he can focus our analysis in the comment of the parents, because the most important thing to do a report is the teacher’s observation. It is difficult to analyze a case when you are not observing the child. I would like to ask questions to the parents to know a little more about Henry development and

Individuals with ASD who enter secondary school will have access to regular school curriculum rather than special courses. However teachers may notice that these adolescents are unprepared to adapt to the education that is being provided nor are they able to meet state criteria. This paper, will present and will show difficulties yet while associated with learning how knowledgeable one with ASD can have an impact on academic performance and the families of adolescents with ASD. It will also present institutions that have successfully improved academic standards out of the population of adolescents with ASD. Repetitive behaviors at twelve months were shown to be similar to cognitive and symptomatic status at a thirty-six month result. Stating

Therefore there are many reasons why teacher who are involve in teaching children with ADS should have a specific skills in teaching them with different types of strategies that would be useful in the future. Teaching a child with ADS would be different than teaching a child with normal ability as it said that the cognitive brain development of a child that suffers from ADS is slower compared to a normal child with normal brain capability and understanding. According to one of the researcher in the journal that I have chosen, Simpson (2005) said that he warns that professionals’ and caregivers’ reliance on untested methods and dependence on strategies that have limited evidence have resulted in unrealistic and unreasonable expectations for students and have hindered the potential progress of students with ASD. In some of the situation, some of them out of their own awareness, they might be out of their social cues and interaction.

Genetics Beliefs- Most of the families talk about giving information about the probable genetic as the cause of ASD but saw other issues as more central and more likely for their own child. Parents believed that they are blamed for the cause of ASD child because some say it is something that short circuits in the brain, whereas some parents also beliefs that it is a hereditary factor that transfer affected genes from parents to their child, some beliefs that it is a genetic predisposition to being prone to getting metal blips as the cause of ASD. It can help parents to cope up with their beliefs and they also believed that there is a cure for the cause of ASD to support child to carry out a healthy and independent life (Brien & Daggett, p.58).

I shared my experience with my friends who also have a child with moderate functioning ASD. They tried to open my eyes regarding the deeper problem, and implied that they suspect that my son may be on the ASD as well. They also advised me to diagnose him privately, as regional center is not serve anyone after the age of three unless they have a life impermanent

This may put pressure on a teacher to make sure he or she is doing their job properly in order to make sure that child is engaging and interacting with his or her peers while also introducing them to new objects or activities that the child with Autism may not be interested in partaking in at first. Social influence does not simply occur around objects, but through them (Williams, Costall & Reddy. 1999). People play a huge role in helping shape how the child understands the proper use of things. So, a good way to begin interaction lightly and in a way that will not be overwhelming to a child with ASD is to slowly begin incorporating group games or other activities that the teacher knows the child would enjoy. It could be something as simple as coloring a sheet together in a group. This activity gives the child a chance to do their own thing while also at the same time start engaging with those around them. The ASD child may look over at the way one of their peers is coloring and decide they want their picture to look like that, therefore they are learning how to do something from another, same-aged, typical child. This may not work for all children who have ASD, but it is important that the teacher is able to accommodate to the needs of the child since they have been placed in their classroom after much studying and strategic placement methods. Boutot’s (2010) article tells us that when