Dungeons And Dragons

Autism is a developmental disorder, which is characterized by a dyad of difficulties in a) communication and social interaction and b) restricted interests and imagination (American Psychiatric Association, 2013). Individuals on the Autism Spectrum might find it challenging to understand what other people think or what the reasons for their behaviours are, as their ‘theory of mind’ may not be well developed (Schuwerk, Vuori & Sodian, 2015). It is possible that this is why they might behave in socially inappropriate ways, being unable to differentiate between different contexts, while they might also find it difficult to make friends. Moreover, it is likely that they are fond of routines, repetition and structure (Carnahan, Musti-Rao, & Bailey, 2009), as they might be nervous with unknown, new situations. In addition, some of them might not do eye contact with other people, whereas some others might not endure to be touched and might have a difficulty developing speech (Jordan, 2005). Individuals on the Autism Spectrum might sometimes be prohibited to initiate conversations and might struggle with finding different ways to play and behave, due to the possible deficit of imagination, which in some cases might result in them having a narrow sphere of interests. Nevertheless, it should be noted that this group of people is rather heterogeneous, as characteristics of autism may differ from one individual to another (Gwynette, 2013). Another point is that people with Autism

Autism Spectrum Disorder (ASD) is a complex neurological disorder that impacts a person’s ability to communicate and form relationships. It is one of the fastest growing developmental disorders in the US. The diagnosis for autism is rising 10-17% each year with an estimated 2 million people diagnosed with the disorder. People who fall under the spectrum have pervasive deficits in social communications and social interactions across multiple contexts. They have repetitive and restrictive patterns of behaviors, activities or interest. The DSM-5 diagnoses this disorder under two different criteria’s: Social communications and social interaction deficits and repetitive behaviors. To meet the criteria an individual must demonstrate all of these

Researchers used twelve children with different disabilities and children that are your "typical" developing child. They used a preschool classroom to conduct their research and looked at one child in particular named, Jay. Jay has been diagnosed with autism. For the study, they used participant observation. They modeled their teaching method after TEACCH 's methods. The participants were taught different play skills. This research was conducted for nine-weeks. Notes on each observation were noted in their research. The results looked at Jay 's development in his ability to interact and engage with other children and play materials. The observations showed that he was not at the same level of exploration as other children. At the end of the study, Jay was able to use skills that were taught to him in the structured teaching setting and was able to apply them to play situations that were less structured. There was a significant increase in Jay 's social interactions with peers and complex play. -160

In this article, Gillian Stanley and Mary Konstantareas (2006) explore how different instances, such as degrees of symptomatology, nonverbal cognitive ability, receptive language, expressive language, and social development, had on a specific kind of play. They type of play that was being observed was symbolic play. Gillian Stanley and Mary Konstantareas (2006) explain that various degrees in Autism have an effect on symbolic play.

I chose this article because it specifically targets the inclusion of autistic students in general education classrooms. The evidence shows that having a child read social stories and practice social interaction through role play causes an increase in a child’s social behavior thus helping him or her socialize better with classmates and teachers. This builds a better foundation for a child to express his or her wants and

Socially, children with autism have a lot of difficulty with peers as they do not express as much empathy or social involvement as their classmates. Baron-Cohen (2002) refers to children with autism preferring less involved social interaction, saying that “(children)often engage in “parallel play” at the edge of a group rather than joining in cooperative play”

The groups consist of therapy, educational and Dialectical Behavior Therapy (DBT) groups. During these groups, we teach skills such as mindfulness, distress tolerance, interpersonal effectiveness skills and positive coping

Some children with autism communicate well to drama and role play activities to help them learn greetings, turn talking in conversations and watching for cues in social groups. Role playing in the classroom gives the child opportunities to observe acceptable social interactions. In a mainstream setting, it is important for the child to work on his pragmatics. An example could be: pairing up the student with a peer to help with social skills and in other settings such as the cafeteria or

To be an effective special educator, one must possess knowledge of several, various disabilities and also knows how they can affect children so differently. For instance, there is an increasing rate of children being diagnosed with Autism; as a result educators need to be familiar with the characteristics associated with the disease. Symptoms and how severe they may be can vary from child to child, but all autism disorders affect a child's ability to communicate and interact with others. According to Gina Kemp, Jeanne Segal, and Deborah Cutter, specialists in learning disorders and disabilites, most children with Autism will not be able to communicate with the world around them. They have poor social skills, avoid eye contact, and tend to choose self play over group interaction (Cutter, Kemp, & Segal). A special educator needs to know how to interact with these children to have any hope of abiding by the standards of the NCLB. There is no known cause for Autism, therefore, it is important for any special educator to continue in their research in order to successfully educate these children.

This disorder affects an individual’s ability to communicate, understand language, and relate to others (NICHCY, 2010). Children with Autism take longer to pick up on social cues and have tough time reading what others are thinking and feeling. They have difficulty construing emotions and facial expressions of others as well. Children with Autism often experience developmental delays in speech. More severe cases of Autism can have an affect in the individual’s ability to communicate, so the use of communication systems such as sign language, electronic word processors, and speech generated devices are beneficial (Autism Speaks, N.D.). Children with Autism Spectrum Disorder have difficulty adjusting to changes in their routine, express unusual actions when playing with toys and objects, and may

Autism is a developmental disorder and its frequency rate has risen significantly over the past decade. ASD (Autism spectrum disorder) is a disorder that can emerge in the development of the brain and can be characterized in varying degrees such as repetitive behaviors, impaired social interaction, and also verbal and nonverbal interactions. Social skill discrepancies are a key features within the spectrum of autism disorders. Interacting with one's peers can have a substantial positive impact on the lives of individuals with such disabilities. Interaction allows individuals on the autism spectrum to participate and build in their communities. Individuals having better social skills are more likely to be accepted in

The topic of investigation for this paper is effective techniques for helping students with Autism Spectrum Disorder (ASD) succeed in school. Communication and socialization were the two areas of focus. If students with ASD are helped in these two areas, the likelihood of success in school increases. With ASD increasing, literature reviews with effective techniques can assist school personnel in selecting the best options for students with ASD in less time than completing formal research. This is a topic of interest to me, because of two reasons. One reason is my work

Play therapy involves working on rules and boundaries, such as coming up with tasks that enables the client to establish trust; therefore, building interpersonal skills. Since Spike expresses himself through animation, I used humor in treatment by simply following through with his imaginations. I was sensitive to Spike’s values and beliefs by being cognizant of the stigma associated with Spike’s view of his presenting problem and treatment

Zen, when one thinks of the ideas behind it, may not be the first word used to describe the game Dungeons and Dragons, due to the fact that quite the opposite happens within the game in fights with other players, bosses and creatures. Though with a look into some of the philosophical processes that can be applied to the game similar to the ones that the narrator applies to his motorcycle maintenance this word choice can be understood. With the use of the classic and romantic mode of thinking, classification of components, and the explanation of a truth trap within the game; the players and characters within the game get further explained as to why this game of destruction can be considered a philosophical Zen.

Dungeon and Dragons, Rock N’ Roll, and video games, these are three separate activities that when looked at from afar do not seem to have anything to do with each other. However, they in fact do have something fairly big in common. They each have been blamed with being either bad for you or a negative influence. Whether it be Dungeon and Dragons being satanic and making people lose touch with reality, Rock N’ Roll’s cause of juvenile delinquency, or video games leading to violent and antisocial behavior. Now we know that at least two of those were far-fetched, those being Rock N’ Roll and Dungeons and Dragons, but what about the third one video games. Do playing video games really end up making you a more violent person? Antisocial? Are you suddenly going to commit a mass shooting or some other violent crime just because you spent a few hours a day playing a video game? Perhaps it is the opposite are you going to become more social? Do you develop thinking skills, and better social skills even when interacting with people you have not met in person? Could it be both, or at least partially both? Well to put it simply it is partially both, now video games will not suddenly make you turn into a criminal, however, there is a possibility of negative behavioral effects. As one may know video games are a popular pastime in our current generation, and alongside that popularity comes controversy, due to the possible negative behavioral and health side effects. However, video games