Priming Is An Antecedent Intervention Applied For Prepare Students For Learning

Autistic children should feel motivated and should be able to achieve different goals by being provided with various interventions as an individual and his or her support group. Children that are diagnosed with autism should get early intervention as early as possible in order to get better results by knowing the age group the autistic child is in the more intense the program can feel by the amount of hours that are being offered for the ASD child. The more hours the more change and improvement the parents and the child care center will see from the child with autism. When working with children that have autism there are many different ways to approach to the child so the child feels

This case study focuses on Connor, a Year One student diagnosed with Autism Spectrum Disorder (ASD). Observations and assessment of Connor’s specific needs, current level of performance and modifications to the learning and teaching environment currently being made to cater his individual needs will be analysed. Consequently, a range of teaching strategies, assessment strategies and resources to support Connor will be discussed and Individual Learning Plan (ILP) offered. Finally, a reflection on the strategies proposed and their influence on Connor’s learning needs will be detailed.

Which is why the Individualized Education Program was created in the late 1970’s. IEP’s provide children with ASD proper personalized learning strategies they need in order to achieve academically. With this program enacted, psychologists, behavioral analysts and doctors began researching the topic of autism and studying how children with ASD learn. They slowly began coming up with effective methods of how to teach children with ASD and how to help these children learn at their highest potential. These methods included DDT, PECS and PRT which have been applied, analyzed and refined over the years to create evidence based techniques that result in the most effective ways

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

It is the act of using key phrases or words to subconsciously influence how one’s mind acts and thinks in a certain way. The study done by two Dutch researchers where two groups of people were asked to answer questions from the game Trivial Pursuit after having thought about either being a professor or soccer hooligans shows the difference priming can make. The group of people who thought of being a professor, being in a “smart” mindset, answered the 55.6% of the questions correctly, while the soccer hooligans group answered only 42.6% correctly. Priming could open the door to many different ways to look at testing in schools or the effects of everyday life on students. Such as, if a student is told repetitively that they are not capable of a certain grade or other achievement, that will instill in them the idea that they truly are incapable. Priming can also be used to encourage students and help them with their grades or other achievements. The connection between priming and a better mindset, therefore result creates potential for opportunities to be handled in a way that benefits everyone

Mental illnesses have been changing how Americans view one another. A major disability that wrecks havoc on citizens and their viewpoints is the list of disorders under the autism spectrum. Many styles of aid are available to these people, most beginning with younger, school age children. However, the question stands whether they actually need all the assistance being thrown at them. While students diagnosed with Autism Spectrum Disorder (ASD) or Asperger’s Syndrome (AS) should be given the help they need to flourish, their needs are different from others with special needs. Furthermore, while their grades are likely maintain a decently high average, they may not manage all too well socially.

The self-reflection, assessment of student performance, and learning environment assessment show that an essential priority in my practice is pursuing additional instructional and behavioral strategies to impact students with autism who currently exhibit Self Injurous Behavior SIB. As an educator, I am interested in creating a proactive environment to limit triggers that often lead to SIB in students with autism. Additionally, implementing appropriate and evidenced-based reactive strategies for when SIB do occur is an important component of providing effective classroom behavioral supports. My learning goal, stated as an essential question to guide research and my learning process is:

Artifact 2: Artifact 2, under Tab E: Instructional Planning and Strategies is the Research Paper completed in the course ELSE 6183 Teaching Students with Autism Spectrum Disorders. The Research Paper project required students to research teaching practices and strategies dealing with students diagnosed with autism spectrum disorders. Candidates were ask to research and review related literature to the pertaining to the selected research topic. Students then completed the research paper on their selected topic, including completing an abstract, introduction, and summary of the problem or topic related to the research. Additionally, students were asked to include a summary of the related literature research, discussing of proposed solution, and conclusion to the research topic. Lastly, candidates created a video presentation of discussing the research topic and

Therefore, because students with autism have difficulty processing the most obvious information environments, it is essential to incorporate visual instruction, visual organization, and visual clarity. Visual supports allow students with autism to engage in life. In addition, providing visual cues provide opportunities of structure, routine, and sequence that many children with autism required to participate in daily activities. Furthermore, providing visual supports combined with systematic instruction provides the opportunity to ensure learned skills, while promoting high levels of engagement. Communication is essential and has a significant purpose for a child with autism spectrum disorder. It is necessary to build on these communication skills, once a student understands how to interact with others and communicate wants and needs the student will improve their quality of life. Understanding your student’s strengths and weaknesses, talents and interests, and other areas of difficulties will allow opportunities to create design effective approaches and strategies that can substantially affect your student in every phase of their

schedule on task performance of children with autism and intellectual disability: A pilot study. British Journal of Occupational Therapy, 79(9), 530-539. http://doi.org/10.1177/030802216639989

Holding morning meetings helps autistic children by establishing a common routine that begins the student’s day in a predictable pattern (Sapona & Winterman, 2002, p. 31). Autistic children often need predictable routines, and a highly organized and structured environment in order to function.

Capturing employment preparation, self-discovery, planning for the future, resume building, interviews and most importantly they train individuals focusing on social and communication components. The fifth program offered is the “Project Launch High-School transition Program” helping students who may have Autism and learning disabilities get back on their feet by preparing them on fitting in, making friends, bullying, peer pressure, self-advocacy. This is part of the social and communication styles and approaches taught to young adults. The sixth program is “The Preparation for Post Secondary School” an 8 week half day program, 3 days a week. This program covers topics on study skills, college culture, time management, organizational skills and social skills and anxiety management. The seventh program is the “Higher Education Disability Support Program” focusing on the study skills, navigating the post secondary environment, organizational and planning skills, time management, social skills, building relationships, anxiety management, academic support and tutoring. The eighth program is the “Academic Intervention High School Support Program” which is designed for high

In reviewing the data stakeholders revealed the lack of planning for students with ASD and missing pieces that might be added to an intervention plan for students with Autism Spectrum Disorder (ASD). The the accumulating body of information that emerges from the focus groups was categorized into themes. The themes that generally emerged from the focused groups on this subject was the educational system inadequately addressing the needs

They mentioned the Treatment and Education of Autistic and related Communication handicapped CHildren program (TEACCH) and its model. It is stated that most of the TEACCH model has been explored as a comprehensive program and some of its practices and individual components have undergone little research. The two components that have been experimentally tested are visual activity schedules and structured work systems. The authors build a research foundation by introducing previous research on structured teaching. In a study conducted by MacDuff, Krantz, and McClannahan in 1993 on structured work systems, demonstrated increased engagement and decreased disruptive behaviors when utilizing visual schedules. The authors mention that several investigators have received similar, positive results when testing the advantages of structured learning. A study conducted by Hume and Odom in 2007 was detailed as well. Hume and Odom’s study used a withdrawal design to examine the effects of individual work systems on on-task behaviors, task completion, number of play materials used, and reduction of teacher prompts. They concluded that individuals with autism could benefit from individual work systems. Finally, the authors state their purpose of replicating Hume and Odoms’s study in hopes of expanding what is known of structured work systems and

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.