Special Education Intervention Summary

Early national period, permits monitorial schools, religious organization, and free school societies to fill the space before state systems came about. Laws were given for a vast amount of sovereignty to be delegated to local school boards while financial support largely depended on local property tax (Pulliam & Van, 2013). With these conditions, it was normal for districts authorities to maintain power and more control by the state. Pulliam & Van (2013) stated back in the early national period, Henry Bernard and Horace Mann constructed their personal state school system without seizing the policy making power of boards of education. During the World War II, the customs of local autonomy have caused conflict with state legislatures. Currently, state governments and departments of education have a more vigorous role in teachers’ certification, creating lists of appropriate course materials and even directing the curriculum (Pulliam & Van, 2013). Multiple states

A few sets of parents underwent training in order to correctly teach their child the most effective way possible. The dependent variable being measured was the language skills their children learned over the course of a few months. months. This study reported, “that a group training model for the parents is beneficial in targeting language deficits observed in children with ASD” (Minjarez, 98). The children from the study presented enormous growth in their language skills as well as behavioral and emotional. These experiments as well as others currently being conducted help provide beneficial evidence that focus on other ways to provide education for children with ASD. Overall, while PRT itself has tremendous benefits, the fact that it can be brought into the home with evidence that it is effective is even better. This method has continued to be revised and studied for many years since the 1970’s and making it available to everyone who has a child with ASD is the overall

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.,

One intervention which has been found to be to beneficial for the improvement of communication skills for individuals with ASDs is video modeling. Prelock and McCauley (2012), defined video modeling as an instructional method used to teach a behavior or a skill from viewing images of a demonstration of the targeted behavior. This intervention can be accomplished through self-modeling or the modeling by others (Prelock & McCauley, 2012).

To answer this question I found an article to review from the Journal TEACHING Exceptional Children. Two major problems children with ASD face are that fact children with ASD have “persistent deficits in social communication as well as “restricted, repetitive patterns of behavior” affecting both their ability to communicate socially and function in general (p. 147). Another complication for these adolescents is they often have to change location, causing anxiety. This anxiety creates an inability to adapt to change, which is yet another struggle children with ASD experience that children with other disabilities do not experience. Another problem with advancing their IEP is contingent on their ability to express their wants, needs and goals. As this communication is often limited, if available at all, it is particularly challenging to help plan, long term, for children becoming adolescents with ASD.

A positive behavior support may be implemented to provide motivation and encouragement in demonstrating positive behaviors. There may be a need to provide more than just classroom interventions, but also modifications for other problematic areas in the schools such as the hallway or lunchroom. Accommodations to the classroom environment may be needed in order to prevent disruptions due to eyesight or hearing problems. It is imperative that teachers in the general education classroom provide strategies and modifications for students with ASD. One of these strategies is the use of mnemonic devices. This strategy helps students to learn and retain information provided in class by committing it to memory. Key word strategies help student link vocabulary or keywords to new words or concepts. It could be comparable to the Frayer Model since the word association should bring a picture or idea to mind. The pegword strategy provides assistance by creating rhymes using numbers and word associations. Letter strategies help students by using

The necessary interventions strategies to complete goals for children with ASD are very important. The purpose of the article is to improve behavior in inclusive school settings, by the use of Self-management (Lynn Koegel, 2011).

One of the most important concerns individuals suffering from ASD can have is the ability to understand and learn basic skills needed to survive and function when sent out on their own. These skills are usually learned with few problems in a neurologically sound individual; however, individuals with ASD find it difficult to grasp the basic concepts to effectively perform these tasks. Due to the way children with ASD process information, Dr. Kenneth Roberson, an Asperger’s Psychologist, suggests that new skills must be broken down into small steps (1). Even though these basic tasks can be learned, the rate at which they are learned is delayed and produce increased stressful situations than those with a normal functioning brain. It is important to remember when teaching these skills that individuals with ASD do not handle failure well and may shut down; because of this, these small steps need to be “designed for the individual to succeed” (1). One way in which to help ASD children

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

Pupils with ASC mainly struggles with social understanding, communication, and repetitive routines or behaviours (Hartman, 2013).They all share similar symptoms, but the term spectrum indicate there’s a range of severity levels (Prior et al. 1998) and adequately does the level of support needed (Volkmer, 2008). Pupils with ASC are faced with numerous academic challenges, they may display difficulty with the changes, distractions, and constant interaction on a daily basis, they often experience difficulty in executing and staying on a task (Goodman & William, 2007). It is essential to understand the learning characteristics of autism so that these children have the best chance of support success in the classroom. Temple Grandin, Ph.D., a college

In 2002, the President’s Commision on Excellence in Special Education report stated that many students are “placed in special education are instructional casualties and not students with disabilities. They noted that almost half of all children in special education were identified as having a learning disability, and this group has grown since 1976. 80% of those students with learning disabilities are there “ simply because they haven’t learned how to read.” Thus, many children receiving special education because they weren’t taught to read, and few close the achievement gap (President's Commision on Excellence in Special Education, 2002).

M., Shanker, S. G., & Strieben, J., 2011). Casenhiser et al. (2011) instruct that DSP should teach social communication abilities in the same order observed in typically developing children. According to researchers, markers of developmental capacity are revealed through observations. These markers differ from a child’s actual developmental capacities, which are not always observed. Researchers report that children with ASD demonstrate improved joint attention and communicative skills as a result of DSP intervention. Strategies utilized in DSP include interacting in the area of focused interest, facilitating increased initiations through the arrangement of the environment, responding to communications as purposeful, and sharing expressions of feelings and emotional affect. In CCG, the clinicians implemented these strategies by creating a variety of activities to encourage developmentally appropriate initiations and social communications. For example, sensorimotor activities and science experiments were designed to encourage initiations, joint attention, emotional expression, communication, and social interactions at appropriate levels for each

Response to Intervention (RTI) monitors a student’s academic performances to place student’s in a level, or tier, based on his or hers intervention. RTI has three tiers that students are placed in. Tier 1 is where high quality instructions is provided to students. Tier 2 is where students who are struggling to learn receive additional small group intervention. Tier 3 is where intense, individualized instruction is provided for students who need greater support. Teachers must understand and use progress monitoring because students who do not show adequate academic progress may have a learning disability, or they may qualify for special education.

Unlike many parents who are overwhelmed and may face dealing with a disable person for the first time in their life, and not having enough knowledge and resources regarding their child diagnosis, my case is different. As a drama therapist I already had an experience working with individuals with special needs and their families as a professional service provider. This have made more knowledgeable about diagnosis, assessments, and agencies that provide services and other resources. In addition, my friend who also has a child diagnosed with ASD were able to provide me with the proper sources in a very early stage. This has allowed me to provide my son an early intervention and to become extremely involved in his

For this study an experiment was used to measure the different levels of performance between ASD and TD children. Both groups were tested in different settings; the ASD group performed the task in Sant’ Alessandro Clinic in Rome and the controlled group (TD) performed their task at school. The children were tested one at a time in a quiet room with dim lighting. During this test pictures were alternated repeatedly in its original and modified version until the child could detect change. After noticing the change they were instructed to press the space bar and verbally explain the change that occurred, while an experimenter noted whether the child was accurate or inaccurate. This procedure was done within 18 experimental trials per individual.