Essential Question For Guide Learning Process And Growth

Specific data in regards to the individual’s social development and behaviour is collected. Inquiries about core ASD symptoms including, unusual, or repetitive behaviours and social relatedness are done, the family’s input is important.

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.

Looking at behavior of students with Autism Spectrum Disorders it can often be categorized in four broad categories. Attention/access is behavior that occurs so the child can obtain something that they want. (Heflin & Alaimo, 2011) Avoidance/Escape is a behavior that allows the child to escape something that is undesirable. (Heflin & Alaimo, 2011) Sensory-based is behavior that occurs to solicit pleasurable feedback. (Heflin & Alaimo, 2011) Pain attenuation is a behavior that so that a pain does not hurt so much not seen a lot in education. (Heflin & Alaimo, 2011) Three of the four behaviors will be addressed in how they manifest in the classroom, examples of these behaviors and recommendations to deal with behaviors.

Around 50% of individuals diagnosed with Autism Spectrum Disorder (ASD) present with SIB, the same percentage is found in individuals with Intellectual Disabilities (ID) (Minshawi, Hurwitz, Morriss, & McDougle, 2015). Co-occurring AD and IDD has been shown to increase the frequency of the presentation of symptoms (Dosen, 2007; Minshawi, 2015). All clients residing in the Cornerstone Services group homes have Intellectual Disabilities and many are on the Autism spectrum, showing the prevalence of the issue for the microsystem and the effect on the residents’ quality of life. SIB can display as a

The No Child Left Behind and the Individuals with Disabilities Education Act entail that students with disabilities or special needs to be open to the overall education and determine the progress of the child. Three unsurpassed practice strategies for supporting young children on the autism spectrum (including Asperger's Syndrome) in an early learning environment. The first strategy is reinforcement. Reinforcement is a critical strategy of evolving and maintaining the enthusiasm of this type of student. A teacher must use objective or actions that the students would like or enjoy that can be obtainable behavior. In my field experience observed I have seen the Pre-K teacher use the computer and smartboard to interact with the class as well

The DSM-5 notes frequent co-occurrence of other neurodevelopmental disorders. However, if a child’s symptoms are better and more completely explained by ASD, intellectual developmental disorder, global developmental delay or another mental disorder, a diagnosis of SCD cannot be made. The notable absence of restricted and repetitive behaviors is the important in appropriately diagnosing a patient with SCD versus ASD.

According to the U.S. Department of Education, autism is defined as a disorder of neural development characterized by impaired social interactions and verbal and nonverbal communication. Individuals with autism spectrum disorder (ASD) may also display attention deficits, engage in repetitive behaviors, resist environmental changes, have unusual sensory experiences, and may exhibit inappropriate behaviors that have adverse impacts on educational performance (Delano, 2007). The incidence of children identified with ASD has steadily increased and has thus changed the dynamics of education. Due to the number of children diagnosed with autism dramatically increasing over the last fifteen years, the demand for research-based

Kelly is experiencing postconcussive symptoms of irritability and concentration deficits, even though she had no brain trauma. Kelly is at risk environmentally of ASD because she sees her attackers on daily basis at school and if she out in public. Kelly has no cultural experiences related to her diagnosis. She is experiencing several dissociative symptoms such as; nightmares, avoidance of social groups and panic attacks. She is currently not experiencing any somatic symptoms.

Roger Evans is a 5-year-old enrolled in general education kindergarten classes. Roger has been identified as having ASD during a routine check-up at the age of three. Roger’s parents had been unemployed and receiving government aid. Roger’s parents have not been taking advantage of supportive resources. Mr. and Mrs. Evans have not informed the school that Roger has been identified as having ASD. During the first week, Roger’s teacher Ms. Moore observed Roger sporadically sitting by himself during lunch and recess rocking back and forth and hitting himself in the face. Ms. Moore also noticed that Roger was anti-social with his peers. Ms. Moore recorded her observations for two weeks. Roger’s behavior became a daily occurrence. Ms. Moore met with the principal, counselor, special education, and Roger’s parents to discuss her concerns. Roger’s parents admitted that Roger had been identified with ASD and has been fine at home.

Autism spectrum disorders are a set of similar disorders that each have their own challenges that educators must address. Although K-12 educators are not directly responsible for the types of interventions that individuals receive before they begin school, it is beneficial for educators to be aware of how those interventions work so they may incorporate useful elements in future teaching. Additionally, educators should have a stockpile of knowledge that they can draw from. This should include current research in the field because so much of education is research- and evidence-based. Therefore, it is the educator’s responsibility to ensure that they are aware of early intervention programs and are keeping up to date with the trends and best practices in the field.

Self-injurious behavior is one of the most devastating behaviors exhibited by people with developmental disabilities and ASD. The most common forms of these behaviors include: head-banging, hand-biting, and excessive self-rubbing and scratching. There are many other self-injurious behavior such as, impulsive SIB appeared to be associated with suicide attempts, a history of sexual abuse, and depression (Favaro, A., & Santonastaso, P.1999)

Mrs. Hilary Tunstall led an informative discussion about Autism and Applied Behavioral Analysis (ABA). After graduating college, Mrs. Tunstall previous worked as a teacher’s assistant in self-contained classroom for children with autism. She then attended ECU and earned her MA/CAS in School Psychology, and she worked as a school psychologist for 5 years. About 2 years ago, Mrs. Tunstall joined Priorities ABA in eastern North Carolina. She obtained her Board Certified Behavior Analysis (BCBA) and is now a Behavioral Consultant. Mrs. Tunstall brings a unique perspective to the Priorities ABA; her school psychology background enables her to help parents understand IEPs and assist parents with the advocating for their child’s needs in the school.

Individuals with autism demonstrate delays or deficits in social interaction and behaviours. Autism is apparent from early childhood, but can emerge in early adulthood. It is associated with a wide range of possible causes, but genetic factors are the main causes. Children with autism have impairments in cognition, language delays, and lack of or poor social interactions. Lack of communication may force these children to adopt repetitive behaviours such as self-inflicted injuries and violence. The teaching process requires interventions that address the repetitive behaviours, skill development, and play

The research conducted in this Literature review will explain two similar topics related to children Autism. Two common behaviors displayed by children with autism are self-stimulating and self-injurious behaviors. Compared to children without a disability, children with autism are at high risk of developing these behaviors. Self-Injurious behaviors can be very serious to the child’s health along with interrupting their participation with peers. Both self-injurious and self-stimulating behaviors will be defined in the literature review along with why they may be occurring. There are several interventions and strategies educators and medical professionals train those working with children to implement into their daily schedule to decrease unwanted behaviors. In this literature review, the reader will read why these behaviors are happening and what may be causing these behaviors. Research study will be conducted on individuals with autism in a secondary setting whom both displays

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.