Social Skills Intervention : A Child 's Understanding And Control Of Emotions

Many treatment approaches have developed different ways of dealing with the challenges of autism. First, there is the theory of Applied Behavior Analysis (ABA), which consists of giving a child a specific task, which teaches skills from basic ones to more complex ones, such as social interaction. Children taking this approach, work 30-40 hours a week with a trained professional. (West 66) It may be emotionally difficult for the child, and his/her parents to dedicate so much time, yet it is worth it. However, it has been proven that ABA methods have shown consistent results in teaching new skills and behaviors to children with autism. (West 68)

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.

Children with autism spectrum disorders life can be challenging. In the article “Practice Pathway Address Problems Behaviors for Children with ASD” (Haelle, Tara 2016). Practice Pathway “is to describe the expected practice in relation to children whose needs may fall within the autism spectrum disorder” (www.leics.gov.uk). It’s a program put in place for children with ASD. A treatment not a cure, but the right treatment for their problems. Two main issues for children with ASD is irritability and behavior. This study defined the behavior, assessed it, treated it and sees how effective treatment is.

This case discusses a 4 year-old girl with high functioning autism that has issues with her emotions and effective communication. For my research, I used observations of the child, interviews with significant people in her life, like her parents and teacher among others, books and the internet. The child can function in an inclusive classroom with the proper guidance and instruction.

Often children with autistic spectrum disorder are omitted from mainstream classrooms or have limited interactions with their typical learning school mates possibly due to the extra time and energy it takes teachers to manage the anti-social behaviors often associated with the disorder. Autism spectrum disorder (ASD) is often identified by the impairment of the ability to form normal social relationships, by the impairment of the capability to communicate with others, and by repetitive behavior patterns. People with ASD are prone to resist or easily anger at changes in their daily routine. Since they often lack or avoid eye contact, prefer to be alone and don 't often recognize social cues, ASD

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

Raising a child with an Autism Spectrum Disorder (ASD) can be an unexpected and overwhelming experience for parents and families. ASD is a developmental disability that can cause significant delays in communication, social and behavioral challenges (CDC, 2016). With the growing prevalence of ASD comes the increasing need for health, education and social services. As previously mentioned, it is estimated that 1 in 68 children are diagnosed with ASD (CDC, 2016). Additionally, children with ASD can obtain significant challenging behaviors that can include tantrums, aggression, self-injurious behavior, noncompliance, property destruction and hyperactivity (Bearss et. al, 2013). Compared to parents of typically developing children, parents of children with ASD report a greater sense of helplessness along with avoiding conflict when dealing with challenges of parenting. To decrease noncompliance and unwanted behaviors along with increasing independence, parents of children with ASD may need specific instruction in behavioral interventions and procedures (Bearss et. al, 2013). This being said, young children with ASD can benefit immensely from early intervention. Early intervention can be defined as the experiences and opportunities utilized by primary caregivers of infants and toddlers with developmental disabilities that use behavioral concepts to shape and influence social interaction with people and objects (Odom, Horner, Snell & Blacher, 2007). The purpose

“Parents may experience debilitating depression in trying to manage decisions and navigate through the complexity of autism.’’(Rising To New Heights Of Communication And Learning For Children With Autism) These debilitating emotions lead to more serious problems that cause family members to socially withdraw themselves, inherit signs of denial, and, unfortunately, isolate themselves from the impact of autism. “Holy fucking Jesus, Christopher. How stupid are?”(Keys 81) Ed Boone shows how debilitating emotions can negatively impact the line of communication when dealing with autism. Understanding the use of a different approach to communicating allows families to intercept these emotions early and ultimately become better care givers. Communication through positive reinforcement encourages the brain to recognize and remember a pattern of feeling. This communication approach does not allow emotions to take over and become the center of the problem. Communication in this manner allows a family to work through these emotions and helps recognize the emotions their child is experiencing.

Children with AS often have behavioral and emotional problems connected to their deficient social skills. These often involve feelings of stress or loss of control (Myles & Simpson, 2002) and these behaviors can range from simply annoying to highly disruptive behaviors (Safran et al., 2003). In order to help students with AS, interventions must be used that target improving social understanding rather than trying to change certain behaviors in certain situations. Improving the social understanding can be addressed by teaching appropriate social skills. These social skills may include problem solving, conversation skills, anger control, identifying and managing feelings, dealing with stress, and organizational skills. A school psychologist may assist by providing direct social skill instructions to the student and training parents and teachers in strategies to use. Some of these strategies include social stories, comic strip conversations, and social autopsies. In addition, teaching students the “hidden curriculum” or “unwritten rules of conduct” are important parts of social skills teaching

Social emotional learning (SEL) is the ability to recognise, manage, and express social emotional aspects of life. SEL is also a key component of children’s healthy cognitive development and is important in creating a strong foundation for future academic success. According to Collaborative for Academic, Social, and Emotional Learning [CASEL] (2008), SEL refers to the process that supports children to develop the fundamental social and emotional competencies for getting success in challenging situation. The primary purpose of this paper is therefore, to discuss the importance of SEL for children’s overall development, the key factors, both individual and environmental, which may influence it as well as a range of effective strategies that may implemented in classroom contexts to enhance SEL.

Many children are diagnosed with Autism Spectrum Disorders (ASD) across the nation. In fact, numerous of educators will not be able to control their behavior and it would be a struggle just to teach those children with autism. On the other hand, if a child that is diagnosed with autism take his or her medicines prescribe by a doctor educators would have less fight.

Frontal lobe organise everything and does not develop in autism until the age of 20 or 21. If frontal lobe is not developed then it is going to be more difficult for people with autism to express their emotions. It is because our feelings are linked with what we are thinking. People use emotion to communicate their needs. However, People with autism have difficulty with suttle emotions but they do have survival emotions such as fear and anger. Therefore, frontal lobe needs to work properly to take control of our emotions. In people with autism, obsessions act as a relief to these emotions. Sensory issues can also lead heightened state to anxiety. People with autism are not able to express in a conventional way so we need to allow them to express. People with autism are at clean disadvantage when most aspect of life depends on competence in interpersonal interactions. Early intervention is important to give better care pathway to people with autism and nursing is obliged to promote change in order to enhance high standards of patient

Many people with autism have formal behavior, appeal on routine and sameness. In other words, an autistic person may be happy to go to a familiar shop, but if someone takes them to a different shop to buy them any item they want, they may become frustrated, mad, or even fearful (Autism Society, 2012). An unfamiliar space no longer feels safe or secure for them, and the autistic person can find it very difficult to relate from one situation to another. It has to be clear for children with autism because when they get mad, they do not want to listen to the parent or guardian, because it has to always be the way of the children (Autism Society, 2012). Children find this somewhat hard because they try to listen to others but at the same time they have trouble. This is part of their disorder because many children have different

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.

Students with autism have difficulties expressing these feelings because of the limited exposure to forms of communication at a young age. Also, the unwillingness to change is a sad reality that students with autism handle throughout the years of growing up. No matter how much they would want to accept their disorder, there is always hope for an easier life. The struggles of autism vary between the severity of each case, but the movement towards each student’s fullest potential has to start at a young age.