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The author of this article is a professor in the Department of Special Education at San Diego University. In addition to his participation in the Department of Special Education at the University, Rena B. Lewis, PhD is a member of the faculty of the San Diego State University-Claremont Graduate University doctoral program. She focuses much of her research on the application of technology for individuals with learning disabilities. Her qualifications alone would make me feel confident in her writing and findings. The article was published in the Journal of Learning Disabilities in

The effects of autism on communication are extremely varied. Most individuals do not have any trouble with pronunciation. The problems lie in using language effectively. Common problems are lack of eye contact, poor attention, being able to point objects to others, and difficulty with the 'give and take' in normal conversation. Some individuals sometimes use language in unusual ways, retaining features of earlier

Autism is increasingly referred to as being part of the autism spectrum due to the variability and degree of its effects. Most children will not have any trouble with pronunciation. The problems lie in using language effectively and getting across what they want to say in a constructive way which will lead to frustrations and behavioural issues when they are unable to effectively express themselves. We then have to adapt our ways of communicating to suits their needs and again this can be done through written, none verbal, pictorial and in some cases through assisted such as

S: Page 132 is about a story of a family that lost their child due to the baby being premature.

Cress and Holm begin by examining the different introducing us to Ms. P and her class of first graders. They explain Ms. P’s desire to harness the excitement and engagement she saw during, a pre-Christmas break collaborative creative writing activity, during her everyday lessons. (p.236) Before we get a look at the solution she came up with we get an insight into

A well-known ASD adult, Temple Grandin suggests caregivers of ASD children that if the environments are organized to the “think in pictures” nature of ASD children, learning will be a lot easier for such children. She explains this nature to the Language-based thinkers as she translates every word that she hears or reads into the pictures and even movies. (Grandin, 1996) According to literature reviews conducted by Dettmer (2000) and Meadan(2011), the researches up to date the papers were published, agreed on the success of using visual supports to aid ASD children to social interactions, sequence and organize their life, transitions between activities, maintain attention, auditory processing, and behavioral challenges (Dettmer et al.,

My interviewee is a close friend of mine, she is a Curtin university student, as well as working at a daycare center. Her job involves working with children from 0-3 years of age. She provides care and guidance for children as well as teaching kids primary and essential knowledge from young age. She deals with all types of children and she observes the children’s behaviors on daily basis, as this is a important role for her job. In the past she has spent time observing specifically autistic children, she explained how fascinating she found autistic children, and that she would like to learn more about their condition. She explained how often she has to try harder to explain simple things to autistic children, by repeating herself several times, showing him/her examples of her instructions. She also told me how as soon as autistic children understand her instruction, follow her rules to the best of their ability, often doing an excellent job. She said that its as almost if these children are adults, for example when she tells children “it is home time, time to put away all the toys”. Autistic children put the toys exactly where they got them from often in an organized manner. After that I asked her if she is interested in knowing more about autism. she explained her knowledge of autism is limited and that she would like to know why autistic children, have an excellent performance in areas such as, music, art, math and perform poorly in other areas such as,

When I was working at the Headstart we had a child in my class that had autism and he was completely nonverbal so in order to get him participating in class we would find way for him to communicate with us without actually having to use his voice. When we was working on colors in the class we would get blocks that was the same color we was talking about and have him show us the color we was asking for. If he got it wrong I would tell him the color again and let him try again if he got it wrong I would pick up the color block then show it to him. I would tell him what color it was and go on doing the same for each color. When we would work on counting we would give him blocks and have him hand us the amount of blocks we was asking for. When we was transitioning to new things we would make it a game so it didn’t overwhelm him and he would enjoy transitioning to new things. I believe with kids with special needs we need to think outside of the box. Just because they aren’t verbal doesn’t mean they aren’t taking everything we are talking about in. Creativity in the classroom is the key. We have to figure out what works for us and them. We have to set limits but we also have to expand the limits when it does come to certain children because our way isn’t necessary their way and that’s okay. I believe that making things simpler for children that do have a hard time communicating opens the door for them to also have a voice

Individuals diagnosed with Autism Spectrum Disorders (ASDs) often have difficulty communicating with others. This deficit is most evident during the early years when there is limited social interaction or a lack of initiating conversations with peers. Since this is such an important component in the life of a child, many researchers have researched effective interventions to assist with teaching how to initiate conversations with peers.

This article instructs pediatric nurses on how to deal with patients with autism. The first part of the article discusses what autism is and what the nurse is to expect when dealing with a patient with ASD. The second part gives suggestions to the nurses about how to communicate with a patient with ASD. When communicating, the nurses need to use visuals as much as possible, slow their speech so the child can understand, break down explanations to the child, allow the child time to process, and use concrete language with the child (Brown & Elder, 2014). When receiving the information, the nurses are to wait patiently for a response, and listen to the words and watch for behaviors that may be an attempt for the child to communicate (Brown

Impairment in communication skills is considered to be one of the most prevalent characteristics of a child with autism spectrum disorder. Even children who are verbal and high functioning are at risk of acquiring significant needs in the area of social pragmatics. Children with ASD also often have difficulty with comprehension of text, narrative or story structure and the more complicated language demands that hold importance once past the second grade (Plumb et al., 2013). Children with ASD who are in need of services, are evaluated by his or her educational team who determine the level of services needed based upon observations, assessments and interviews. The role of the educational team is also to investigate the early stages of language and communicative development in young children with ASD, and compare them to the typically developing child, as these comparisons are important implications for designing the intervention strategies for a child with ASD. This papers focus is to understand how exploring the differences in emergence of language in ASD children and typically developing children, identifying early correlates of expressive and receptive language in the ASD population, and evaluating the efficacy of interventions that target spoken language acquisition as a part of treatment, relate to the role of an SLP.

When I read this I remembered the example given in class, when the student would looked under every door he passed in the hallway. At the end of page nine they also had a link on the importance of visual support. They explained visual support as simple, but very powerful for people with ASD, which helps them learn in a variety of different ways. Visual support organized a sequence of events, it enhanced the students’ ability to anticipate, understand and participate in events. Visual support helps to clarify information and increase comprehension, it can also be used as a reminder of what to do or say in a situation. This multimedia experience has enriched my knowledge of ASD behaviors and provided me with possible strategies I can use when I am teaching a student or students with

Within the world we live in today many different disorders and disabilities are up rising more and more. Out of many of these disorders and disabilities, communication disorder is one area that is not always understood but is becoming more visible. Communication disorder can be an impairment with speech, language and/or hearing ability. This impairment affects the way humans receive, send, process and comprehend verbal, nonverbal and graphic symbols from other humans or other sources. Particularly, a communication disorder that is becoming more aware in society is autism. Just like any disorder or disability, if one person has autism several other people, including that person, are influenced and affected by the disorder. These people

Children with Autism Spectrum Disorders (ASD) generally present with stereotyped behaviors and interests, as well as deficits in social interactions and communication. Deficits in communication include delayed speech and language development, auditory comprehension difficulties, echolalia, speech regression, and impaired pragmatic skills (Boesch, Wendt, Subramanian, & Hsu, 2013). Moreover, it has been estimated that approximately 25% to 61% of children with ASD have limited to no functional speech, (Schlosser & Wendt, 2008) and as many as 30% of children with ASD may never develop spoken language (Agius and Vance, 2015). Due to this, appropriate treatment may involve the implementation of augmentative and alternative communication (AAC).

The topic for today’s reading was Teaching Listener Skills and Echoics. The first assigned reading, Teaching Receptive Language Skills and Other Nonverbal Operants, presented how Skinner describes receptive language as listener skills and doesn’t focus at all on developing imitation and matching skills since he doesn’t consider them verbal behavior. However, this does not mean they are not important. In current verbal behavior (VB) programs, teaching children to respond to these nonverbal operants is important and occurs early in the programming. The beauty of the receptive skills is that they do not require a child to speak and many children find them easy to comply with. Teaching these skills can often turn the tide away from non-compliance and frustration to learning. In addition, Dr. Mark Sundberg has replaced the term receptive skills with the term listener skills. In the same way that he thought the word expressive was too vague to describe manding, tacting, intraverbals, and echoic, he believed that developing listener skills was a better way to describe the process of assessing and developing this skill. Receptive language or listener skills include being able to respond to another person’s direction. Even before a typical child can speak, he will be able to follow instructions to get a tissue, find the remote control, or point to mommy. Children with autism usually do not have strong listener skills when they are diagnosed since these skills are