Student Attrition Paper

The team will look into the child’s cognitive abilities such as IQ, learning styles and adaptive behaviour. These are important as well for possible treatment

(2014). Review of Research: Do You Speak My Language? Are Behavior Analysts Considering the Needs of Learners on the Autism Spectrum? Renée Casbergue and April Bedford, Editors. Childhood Education, 90(2), 143-147.

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.

Describe the child’s temperament, judgment, level of self-awareness, impulsivity, and learning/processing style. Is there a developmental disability? How do these influence the child’s behavior and the responses of caregivers, teachers and other involved professionals?

Based on the information presented by the child’s father, meets the physical milestones which include large motor and fine motor skills, given that he is able to balance himself on one foot for 2-3 seconds, copy squares and circles, pedal a bicycle and walks up stairs alternating feet as required for a three-year-old child (Gerber et al., 2010). The patient also meets language development milestones given that his speech is 75% understandable to strangers and talks in short sentences (Stevenson & Richman, 2016). The repetition of words including those at the beginning of sentences without the repetition of consonants and or syllables is very normal for a three-year-old especially when expressing important messages (Bellman et al., 2013). Also, the child meets the cognitive milestone given that he recognizes three colors. Lastly, the child meets the social milestones of a three-year-old given that he normally engages in imitative play, and has an imaginary friend in addition to talking about favorite activities, friends, and family, as required at his

Autism Spectrum Disorder affects various aspects of an autistic child’s life. Many children are diagnosed with autism spectrum disorder every year, while others go undiagnosed for an extended time, or even for their whole life. A child exhibiting delays in language benchmarks or showing little interest in the surroundings should be examined for possible ASD. Language is often impaired and although the level of impairment can range from severe too unnoticeable in each child, a child is likely to have a delay in another area, like coordination of motor skills, if not in language. Autism spectrum disorder is a developmental disorder that causes impairments in various aspects of language development.

Tommy was eager to answer all the questions I asked to the best of his ability. Although at times Tommy became distracted by the other children, it was not difficult to bring him back to the question or task at hand. Tommy took about ten minutes to answer all of the questions that were asked of him, he was very cooperative and only left the table once during the Denver two test. Although other children were a distraction Tommy would always regain focus and complete the necessary task.

Pupil B requires an intensive language and communication programme devised and monitored by Speech and Language Therapists. Pupil B is aware of which adults are specifically trained and he will respond to them if needed. His LSA’s try to encourage him to communicate his wants and needs; however, there is a level of anticipating as he is functioning at a much lower level of development than his chronological age.

In this book, “Helping children with autism learn: Treatment approaches for parents and professionals” Siegel gives parents of autistic children what they need most: hope. Siegel explains that how to take an inventory of a child particular disabilities that break down the various kinds unique to autism. Many other signs and symptoms are also seen in a child suffering from autism are atypical eating, lack of intuition and less attention to social stimuli. This book has been a great help in the research as it explains about the key understanding of each autism case as a discrete set of learning disabilities, each of which must be treated individually. This book is relevant to my research as it has important documentation and papers about the conference. It provides a detailed account of the issues, at the same time, Siegel offer a new understanding and a practical, thoughtful approach that will give parents a new hope.

Students with disabilities in the United States won the right to receive an appropriate education in the least restrictive environment in 1975, with the passage of the Education for All Handicapped Children Act (P.L. 94-142), now known as the Individuals with Disabilities Education Improvement Act (IDEA, 2004) (Kurth, p. 249, Marshall, Goodall, 2015). Prior to 1975, millions of children with disabilities were simply excluded from school…With P.L. 94-192, states were held accountable for providing an appropriate education in the least restrictive environment to all students for the first time. Autism, as defined by Individuals with Disabilities Education Act (IDEA), refers to “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance” (IDEA.ed.gov). Some characteristics include social-interaction difficulties, communication challenges and a tendency to engage in repetitive behaviors. However, symptoms and their severity vary widely across these three core areas (Heward, chapter 7 [page numbers will be put in later on]) (List and quickly describe the different

The diagnosis of students of autism brings long-term effects that can increase the functionality of the child 's life. As we know, early diagnosis is key producing long-term effects whenever families and parents are diligent in getting their children help. Throughout the diagnosis process, it is imperative to take every element into account. Considerations such as race, culture, and socioeconomic status may affect the validity and reliability of the test. Although the test can be administered exactly as it should be, there are many different characteristics of the child in their upbringing that can affect the outcome of the results.

The assessment and diagnosis of children with Autism Spectrum Disorder (ASD) is a common recommendation for psychologist, guidance, school, and counseling professionals (Paynter, 2015). The majority of children diagnosed with autism have some school educational constraint such as attending a special education class or school, have challenges socially and with their school experiences (Paynter, 2015). Students with ASD display larger difficulties performing academically and adjusting their emotions and behaviors at school in relation to their peers (Paynter, 2015). Assessment may be recommended for children with ASD for the purpose of verifying diagnosis, assessment of intellectual or developmental delays to identify language or behavioral problems, to monitor progress and intervention results, and to better understand the child?s potential and needs (Paynter,

The mother reported being able to understand most of child is saying. The mother reported that other people can understand what her child is saying. She thinks her child walks, runs, and climbs like other children his age. The mother reported that the child family does not have a history of childhood hearing impairment. The mother reported no medical problems in the last several months. The mother is not concerned about her child behavior. She is not worried about anything with her child. Since the child only struggles were in the communication section, I would make recommendation for this section. The child struggled to make comparison of words; I would recommend him practicing comparison words to improve his communication. I would recommend the parent provide an activity or work sheet for the child to practice comparison words. The final recommendation I would make, would be that the parent and the child engage in more conversations. The child had a difficult time repeating two sentences that was previously said to him. These recommendations would enhance the child communication to keep him on track for developing at his

(2001) as a means of improving upon the earlier CHAT, both in terms of sensitivity and practicality. It aims to detect ASDs early in toddlers and utilizes a parental questionnaire involving twenty-three questions, six of which are designated as “critical.” The latter refer to protodeclarative pointing, response to name, interest in peers, bringing things to show a parent, following a point, and imitation (Robins et al. 2001). In order to mitigate against false positives, M-CHAT requires the practitioner to contact parents in the case of positive screenings and to get them to verify their answers during a follow-up interview. A positive screen occurs in one of two cases: either if responses to any two of the six critical questions indicate abnormal developmental progress, or if any three of the twenty-three questions indicate the same. Because of the relatively simple questionnaire format, which only takes around five to ten minutes to complete, it is possible to administer the M-CHAT screen by telephone if

The study included 61 preschool children with autism who were randomized to one of two groups; one receiving intervention