Sd's Case Study

Some children with autism communicate well to drama and role play activities to help them learn greetings, turn talking in conversations and watching for cues in social groups. Role playing in the classroom gives the child opportunities to observe acceptable social interactions. In a mainstream setting, it is important for the child to work on his pragmatics. An example could be: pairing up the student with a peer to help with social skills and in other settings such as the cafeteria or

Children with autism have difficulties understanding social models and so many of them have difficulties acquiring social skills while children with health development normally gain social and appropriate behavior by observing a model (Mash &Wolfe, 2010). If a child with autism is able to acquire social and adaptive skills they still need to learn how to generalize correct behaviors to different situations and tend to need consistent practice in maintaining those skills. To an autistic child generalization can be extremely difficult to break down and understand. Because of this ABA is

The DDS proposes an allowance for this claimant with an EOD 2/10/2016. The evidence in file supports an earlier onset date; however, there is unresolved work, which may affect the onset date.

DDS determined the claimant is disabled at step 5 of sequential evaluation, without first completing step 4. A review of the case file shows there is insufficient vocational evidence to make a vocational decision.

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

Another set of toys that autistic children interacted with were Lego blocks often using the bright colors and showing a rewarded reflection after their creation was done. When the autistic children came together to actually build, they gave one another a certain assignment (unaware of what they were doing) that they actually had to do in a moderate way. The toys in this study stood for human beings and the reaction they have to certain movements, words, and

Objective: We examined the effect of a motor-based role-play intervention on the social skills of adolescents with high-functioning autism. METHOD. An ABA multiple-baseline design with three 3-mo phases occurring over 12 mo was used with 7 participants. Frequency of targeted verbal and nonverbal behaviors was tallied in each phase. Frequency data were analyzed using repeated-measures analyses of variance with post hoc comparisons to examine differences in targeted behaviors over the three phases. RESULTS. Three participants completed all three study phases, 2 completed Phase 2, and 2 completed Phase 1. All participants (N = 7) demonstrated improved social skill use in Phase 1. Participants completing Phase 2 (n = 5) further improved social skill use. Additional improvements were observed among participants (n = 3) who completed Phase 3. CONCLUSION. The intervention helped participants improve targeted social skill use. Further testing with larger samples and intervention modifications is warranted.

Viewing this book as a professional, areas of occupational therapy practice that are well suited in correlation with autism are pediatrics, in patient rehab, outpatient rehab, home health, and mental health. Autism can be treated in many different settings, throughout the life span of the individual, this book provides the therapist with key insight straight from an autistic perspective on how they act, why they act, what they like and what they

The population aim for these studies are children with ages ranging from 2 to 10 years old. Throughout 6 research journals, video prompting techniques are used to teach a variety of skills. To teach play skills, the video prompting method is used in different settings. In aquatic therapy, the video clip showed to the participants, requested them to pretend three aquatic play skills movements, such as a kangaroo, cycling and a snake to improve their motor performance (Yanardag, Akmanoglu, Yilmaz 2013). Efficiency and effectiveness of pretend play included video modeling method, to study the response of children with autism, when a typical develop peer preformed the skills in a video clip (Sani-Bozkurt, Ozen 2015). Imitation is essential to develop social and play skills. In this study, each caregiver independently showed pre-recorded clips of themselves performing a one-step action such as; “Let’s play” or “Let’s clean up” to their child. Each child was given 10 seconds to respond to the prompt, if the child did respond, the next action clip will be presented (Cardon, 2012). Response chains through video model imitation, was developed for children who did not benefit from the video modeling method alone. The children watched the clip continuously two times, afterward they moved to a table with the completed toy structure in a picture and the task was to complete the toy by matching the picture (Tereshko, Macdonald, Ahearn

Children with autism demonstrate impairments in social interactions, social reciprocity, relationships, verbal and nonverbal communication, imitation, and play skills (American Psychiatric Association, 2001). However, children diagnosed with autism have been demonstrated to experience deficiencies to initiate or maintain conversations with their peers, in particular those activities that are interesting for them. In recent studies, interventionists have been shown to implement methods to teach social imitations and interactions to this group of children.Using video modeling intervention to teach social skills to children with autism has demonstrated throughout several years to be a useful intervention to teach communication skills to children

Many individuals with autism learn to communicate through behavior when a communication system is not in place or functional for them. One way to help non-verbal individuals with autism who exhibit behavior problems is though FCT. Functional Communication Training (FCT) is a method in which individuals are taught to communicate using another mode (possibly PECS, signing, verbal language, etc). FCT decreases problem behavior while targeting a communication skill and providing continued access to the original function (Geiger, 2010). An alternate behavior must be found for the individual to use to achieve the same outcome.

The recent study I have reviewed this week is a replication of a previous assessment of the functions of vocalization. Several strategies and interventions have been used to remediate a variety of skill deficits in this population, several children with autism still fail to develop a functional verbal-vocal repertoire. Researchers have noted two factors providing optimal outcomes, which include the age of the child as well as the efficiency in the treatment. Experiment 1 consisted of a systematical replication with younger participants. However, experiment 2 inspected results through a different experimental design, and further tested the current methodology as it applies to verbal behavior via procedural modification of experimental conditions. For

Afshari has chosen to focus his study on attention issues related to autism which he states is a major deficit. According to Afshari’s research there have been many studies on autism with a focus on concrete reinforcements and real awards in the environment to attract attention in children with autism. However, his focus will be on perceptual-motor training. For this article, Afshari’s target audience is other researchers, parents of children with autism, therapists, and psychologists. The author’s purpose behind the research and article is two-fold to help researchers in the field of autism consider perceptual –motor training as a method to increase

Children with autism struggle with pragmatics, or social interactions. Pragmatics extend past simply providing social closeness, it also enables social etiquette. Issues of pragmatics can be etiologically tied to issues with expressive or receptive language skills. Social interaction skills and communication skills that are functional to the individual necessitate an intervention approach that treats individuals holistically. The intervention techniques need to treat an array of separate and discrete behaviors. There are different approaches to addressing these behaviors including Applied Behavioral Analysis or Gentle Therapy while having an emphasis on family-centered care.

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