Motor-Play Intervention Essay

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

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

Autism is a spectrum disorder with a wide range of symptoms and degrees of impairment. A person with autism lives for the most part in an isolated world unaware of the impact their behavior has on the immediate environment. Even though some may be high functioning, the majority (around 70-75%) has some amount of associated learning disabilities and about 50% score below 50 on the IQ scale. When there are profound cognitive impairments, adequate speech development is not likely, and additionally the incidence of aberrant behavior increases (Howlin, 1996). Aberrant behaviors are behavioral excesses that interfere with interaction opportunities within an individual’s environment (Matson, et al., 1996). Another high impacting area of deficiency is socialization skills. This area includes decreased responding to verbal initiations of others, inappropriate affect or facial expression during communicative interactions, eye contact and preservation on the same topic even when cues are given by the partner for a topic shift (Koegel, & Frea, 1993). Social skill impairment has some relation to the language impairment. Expressive and receptive language difficulties occur in a high percentage of autistic individuals. Difficulties in expressing thoughts and ideas can lead to outbursts of anxiety, aggression, and self-injurious behavior in those with low ability and therefore it is often incorporated into treatment approaches for

Autism is categorized by deficits in maintaining social relationships and difficulty communicating. The number of children being diagnosed with autism is steadily increasing. Therefore the need incorporate effective interventions that focus on the development of the individual child has become an imperative component for their success. The key for children with Autism to achieve academic and social success depends upon the collaborative effort that is shared among all parties involved: family, teachers, peers; mental health professionals and the community.

Researchers have focused on studies evaluating the usefulness of various autism intervention models to improve intervention with individuals on the autism spectrum. Newer models aiming to teach these individuals various communication skills have emerged, but the lack of experimentation has researchers questioning their overall effectiveness. A large percentage of individuals along the autism spectrum have difficulties with various communication skills and require intervention to address these sociable differences. Social stories, a recent intervention model, has become a popular method of

The hallmarks of autism spectrum disorder (ASD) involve marked deficits in social interaction as well as engagement in repetitive behaviors and language difficulties (Leblanc, Richardson, & Warnie, 2005). Although autism can have a profound impact on the capabilities and functioning of the individual, emerging research indicates that applied behavioral analysis (ABA) can be an effective tool for addressing many of the deficits that children with ASD face (Boutot & Myles, 2016). In fact, emerging research indicates that when ABA is utilized for the treatment of young children with ASD many of the challenges faced by this group can be ameliorated (Boutot & Myles, 2016). With these issues in mind the current investigation considers the seven elements of ABA identified by Baer, Wolf, and Risley (1968) in their seminal article on applied behavioral analysis and their application to individuals with ASD. Through a critical review of the seven elements of ABA in relation to ASD it will be possible to illustrate how this approach can be effective for improving outcomes for individuals diagnosed with autism.

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

Studies show that being involved in activities such as singing, playing an instrument, and listening to music really show effectiveness on a child participating in socializing (Arbesman at al.2013). Singing would improve in your speech in communicating with others and improving mental functions with memory and thought. Playing an instrument would improve a child’s attention to be involved, mental functions of sequencing complex movements. Children without disabilities advance their social skills by doing after school activities and talking to their friends, which gives schools a better reason to advocate for the children with disabilities to be a part also. Friend ship skills and Lego social skills made more relationships with Autism children reduced social difficulties. (Arbesman at al.2013). The competence of a child with better social interaction brought out better behaviors at home and in school (Arbesman at al.2013). All children needed to learn to participate in social activities it is part of learning and finding independence for a person. The activities listed above was proven to work with evidence of a study divided into three levels of structures and different methods of teaching children in new ways that they wasn’t use to. When the child gets the choice to

Autism Spectrum Disorder, or ASD, is a developmental disorder that emerges early in childhood and can have profound effects on an individual 's social functioning and communication. As these social difficulties can significantly affect the lives of children and adolescents with ASD, a substantial number of interventions for these children have focused on the development of constructive social skills. One of these interventions that has shown evidence of its effectiveness in multiple research studies is Reciprocal Imitation Training, or RIT. According to Ingersoll, Walton, Carlsen, & Hamlin, "RIT is a naturalistic behavioral intervention developed for young children with autism that teaches imitation skills within a social context" (2013, p. 248). The intervention targets imitation,

Autism spectrum disorder (ASD) is a growing disorder that affects 1 in 300 children in the U.S. Autism can be defined as a disorder in brain developments that can cause a lack in motor skills. Motor skills progress throughout the life span creating growth in the human brain, thus allowing the child to grow developmentally and physically. Simple motor skills including brushing your teeth, snapping buttons on a shirt, brushing your hair, and writing your name are learned easily by most children. However, children with ASD may not develop these skills causing them to be behind most children their age socially, cognitively, and in their daily living skills. Motor delays and lack of social responsiveness can be found in children who are diagnosed with autism spectrum disorder possibly due to brain developmental delays Due to the lack of motor skill development in autism patients, it is advised they seek therapy to help increase their motor ability and social skills in order to stimulate growth in these areas and have the chance to become more independent at home. This research investigates autism, the importance of motor therapy, and describes the changes seen in patients with therapeutic treatments.

The authors discuss the results of a study completed in rural Australia based on the effects of Child-Centered Play Therapy (CCPT) on the social and emotional growth of three young children with autism ages four to six years old. This study used a single case design to investigate the effects of CCPT on young children with autism in relation to their social and emotional growth. Part one of the research explored the impact of CCPT on the social and emotional growth of participating children whilst part two examined parental perspective on changes in their child’s behavior following the CCPT intervention.

In this study, the researchers were comparing two groups of children with high- functioning autism that received interventions. The treatment group participated in an intervention that was a modification of another treatment designed to improve social skills but had been adapted for children with high functioning autism. The control group received the original treatment. The researchers believed that the group receiving treatment with the adapted program would have a better grasp of taught skills than did the control group. As was hypothesized the results indicated that the children in the treatment group (and their families) had better outcomes than the control group. (Derosier, Swick, Davis, Mcmillen & Matthews, 2011)

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

Play is one of the most crucial ideas in the development of all children. Children play for many reasons including learning, exercise, stimulation, and for pure entertainment. They are learning and exploring the world around them by testing out ideas and just having fun playing with simple objects. However, like language, play is a skill that develops in stages. As a child gradually learns to understand the world around him or her, they begin to play and learn by engaging in exploratory and manipulative play. This is no different for children with Autism except the Autism Spectrum Disorder can impact on how play develops. Play is important for not only developing and advancing their thinking, comprehension and language skills, but also the emotional and creative skill development of children with autism. The stage of symbolic and imaginative play is the one that is often considered to be the most difficult for children with autism because too many presume they are unable to play and pretend. However, this stage is not just about role playing, it is also about learning to substitute one object for another or coming up with a new function for an object. The goal for helping children with autism should be to not necessarily change the things they play with or to teach them to play in the same way that their peers do, but instead to help them use the way they play and the things they find engaging to progress through the developmental stages to develop other more