Five Essential Support Strategies For Students With Autism

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.

Each student 's ability and their unique daily schedule is assessed before priming instructions are formed. The article, Priming as a Method of Coordinating Educational Services for Students With Autism concludes that problem behavior decreased and academic progress increased when priming preceded curricular activities (Koegel, Koegel, Frea & Green-Hopkins, 2003). It further states, students with ASD display lack of motivation for completing academic tasks, yet when the

Some of the ways in which we can support autistic people with anxiety include; keeping a diary, this is a useful way to help the individual because when they start writing about their anxiety they may start understanding it and be able to manage their own behaviour. Using an anxiety plan can help an individual with autism as this can highlight the situations in which they feel anxious, this can include their symptoms and

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.

144). Some other techniques for improving the learning experience of students with autism are structured teaching, speech and language therapy, social skills therapy, and occupational therapy. Keeping a structured and predictable schedule is imperative when instructing a child with autism. The child will also, most likely, need some specialized classes in speech as well as instruction in appropriate social interaction, as one symptom of autism is a lack of comprehension of social norms. Educators need to keep in close contact with the team responsible for the student’s educational plan and diagnostic write-up to ensure that there are no large gaps in the educational programs suggested and the ones being applied.

There is a wide range and much controversy surrounding the study and overall effectiveness of different interventions for children and adolescents possessing a diagnosis of an autism spectrum disorder (ASD). However, regardless of the method of intervention, every intervention shares the common goal which focuses on improving functioning in one or a combination of the following areas: social, communication, behavior, and academic. Social functioning includes interaction with peers and others, engagement and appropriate participation in activities, while communication refers to goals of “effectively signaling information to a social partner” i.e. utilizing and recognizing aspects of communication such as requesting, labeling, expressive language, speech, pragmatics, etc. (Missouri Autism Guidelines Initiative, 2012). With respect to the behavioral domain of treatment, effective intervention seeks to result in an increase of individuals engaging in the positive, adaptive skills to respond to a situation, person, or environment. Finally academic refers to skills that are required for success with school activities (Missouri Autism Guidelines Initiative, 2012). Focus in these areas of functioning assists in guiding treatment goals and provides a guideline of what to measure in order to gauge the effectiveness of treatment.

The LDA organization offers specific information on a number of disabilities that children are afflicted with, including dyslexia, dyscalculia, central auditory processing disorder, non-verbal learning disorders, language disorders and writing disorders (dysgraphia). The LDA site notes that "learning disabilities" is actually an "umbrella" term alluding to a number of disabilities.

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

There are many disorders that can effect a child’s learning process. Autism is just one of these common disorders that effects 1 in 68 children (Balch). The American Psychiatric Association defines autism as, “a neurodevelopmental disorder characterized by deficits in social communication and social interactions as well as restricted and repetitive behaviors, interests, or activities (Balch, p. 429).” These deficits in social communication greatly hinder the teaching-learning process within the classroom when successful strategies to help these children are not being pursued. Autism effects the communication skills of the child, and there are many effective strategies that can be implemented

Learning disability is a problem that affects the brain to process, analyze, or receive the information. Those problems could create some difficulties to those students learning quickly like their peers. There are many kinds of learning disabilities such as dyscalculia, dyslexia, dysgraphia. The most common one is dyslexia. The other kind of learning disability that is related to dyslexia is dysgraphia. These two types of learning disabilities have things in common. However, they are different problems of the brain.

Only ten years ago, many people didn’t know there were such things as Attention Deficit Disorder or Dyslexia, and, if they did, they didn’t believe they were to be taken seriously. Learning disabilities are becoming more and more common in children and adults. Currently statistics indicate that: 2.4 million students are diagnosed with learning disabilities, with as many as 1 out of every 5 people in the United States having a learning disability and almost 1 million young people (ages 6 through 21) having some form of a learning disability and receiving special education in school. And, though none of these disabilities are threating, they are most definitely life changing.

Autism is a complicated disorder, and to understand Autism we must first understand what it is, and the strategies needed to help children be successful. School age children with Autism require special intervention in order to succeed in school. “If they can't learn the way we teach, we teach the way they learn” ― O. Ivar Lovaas

As per Dr. Safran, to better assist the students, we should listen to the parent and consider what their thoughts, concerns (Laureate Education, Inc. (Executive Producer). (2010)

Students with autism spectrum disorder can have strengths in specific areas of learning. However, they may have difficulty in other areas of learning. For instance, a student with ASD that has a strong visual-spatial ability, may learn to read words to prompt social behavior. Whereas another student with ASD may have a strong nonverbal problem-solving proficiency. This student can be easily driven by tasks that have a clear

'm from different country which students with disabilities need all kinds of supports so humanity they need our help and one of my important goals is to support students with autism between the ages of 18 and 22 in their transition years in learning basic job skills necessary for employment in real-life settings. Also to help adults with autism be prepared for successful job placement through evaluation, the obtaining of both "hard" and "soft" skills, and mentorship through the employment application