Students With Autism : Concepts And Implications In Students With Autism

The effects of autism on communication are extremely varied. Most individuals do not have any trouble with pronunciation. The problems lie in using language effectively. Common problems are lack of eye contact, poor attention, being able to point objects to others, and difficulty with the 'give and take' in normal conversation. Some individuals sometimes use language in unusual ways, retaining features of earlier

Direct instruction (DI) intervention can be used with children with autism to develop their language skills. In comparing discrete trial instruction to direct instruction, Flores & Ganz (2014) studied effectiveness of both DI and DTT in a summer school program where thirteen students with autism attended for four weeks and received special education services. They found that “the students in the DI group performed slightly better than their peers in the DTT group with moderate difference in effect on student learning for the DI group” (p.201).

Autism is a developmental problem that affects a small percentage of the young population adult in the United States. Autism is associated with developmental problems that often result in young adults not being able to live their full lives and realize their full potential. Autism is a subject that has been discussed in several journals as professionals seek to find adequate solutions to help children living with autism. Health institutions across the country have taken a variety of steps to help children with autism live a normal life just as other ordinary children. The rapid advancements in technology in the twenty-first century have been pivotal in the general push to help young adults with autism, and the future holds a brighter future for them. The purpose of this literature review is to provide

3. Effective strategies to support the learning needs of students with autism in the classroom

Most children are eager communicators who are determined to engage their world and the people within it. Social interaction and communication lay the foundation for learning, and help children build important life skills that are critical for development. When a child is affected by autism, these skills are usually greatly diminished, and the development of the child becomes delayed. As the number of children diagnosed with Autism increases, so does the need for new therapeutic strategies and techniques for intervention. Speech therapists have been turning to technology to help their clients communicate since the invention of the first AAC device. Individuals with autism typically prefer to

There are many disorders that can effect a child’s learning process. Autism is just one of these common disorders that effects 1 in 68 children (Balch). The American Psychiatric Association defines autism as, “a neurodevelopmental disorder characterized by deficits in social communication and social interactions as well as restricted and repetitive behaviors, interests, or activities (Balch, p. 429).” These deficits in social communication greatly hinder the teaching-learning process within the classroom when successful strategies to help these children are not being pursued. Autism effects the communication skills of the child, and there are many effective strategies that can be implemented

- The researchers, Emily S. L. Curiel and Diane M. Sainato from The Ohio State University; and Howard Goldstein from The University of South Florida are interested in how matrix training effects a toddler with autism spectrum disorder (ASD). Throughout this article, the researchers looked deeply into social communication skills because toddlers with autism spectrum disorder tend to have limited speech, little to no social interactions, and have difficulty understanding gestures. It is important that these issues are identified at a young age so that they can receive therapy and/or training to objectively target social communication skills, because even though ASD is not curable it can improve over time. One destination of language intervention is for children with ASD to answer and assemble language that has not yet been taught to them but comes closely to what they have been taught. For example, “recombinative generalization” happens when words that they know or have been taught are reorganized with other words to bring into being new untaught combination. This article has been organized into sections to where it is easier to understand how to study it and how to arrange the answers to my questions.

One in eighty-eight (88) children have been identified with autism in the United States, roughly 30 percent higher than the previous estimates reported in 2012 (Center for Disease Control and Prevention [CDC], 2012). In addition, of the many different characteristics of people who are autistic, some of these are the non-verbal types. In this particular type of autism, children are mute and can only make sounds to communicate. These children have particular difficulty acquiring expressive communication skills (Schlosser & Wendt, 2008), and they have difficulties in social interaction, including verbal and nonverbal communication (Sicile-Kira, 2004).

Information Communication Technology (ICT) is essential in classrooms for producing significant improvements in children’s reading ability (identification of letters, words, and sentences) in children with Autism Spectrum Disorder (ASD). Research conducted by Hagiwara & Smith Myles (1999) their conclusion was that visual cues used to explain social stories help children to understand the meaning behind the text. Howley and Arnold (2005) reflect the way in which a Social Story presented may be key to the success of the intervention used in improving literacy in children with Autism. For younger children, having the freedom to explore and reflect on the effectiveness of their actions through a combination of sensory and cognitive processing,

Autism has been a diagnoses that has been on the rise for children in the recent years. Children with autism lack social interactions, social reciprocity, relationships, verbal and nonverbal communication, imitation, and play skills(Maione and Mirenda 2006). Effective interactions require a range of specific skills, including watching peers and being curious, making appropriate comments, responding to other children asking to play politely, sharing, taking turns and listening to ideas of peers (Green, Drysdale et al. 2013).

Autism is a disorder of neural development characterized by impaired social interaction and verbal and non-verbal communication (Grandgeorge, Hausberger et al., 2009). The group that I have chosen for this study are children from the ages of 2 to 12 years. I chose this topic because it has always fascinated me, as well as I have a personal experience with this topic, my 10 year old cousin has autism. At the age of 2 he was diagnosed with autism and his parents were able to prepare him for his future, by providing him with a speech therapist and sending him to a special needs school. I think this topic is important because the more we learn about autism the more we can understand about the issue and not be surprised or confused when we are confronted with an autistic child.

These children learn quickly, yet have trouble communicating, applying what they know in everyday life and adjusting in social situations. A small number of children with autism are “Autistic savants” and have exceptional skills in a specific area, such as art, math or music. For the social skills, they have difficulty with nonverbal behaviors. Such as making eye contact, making facial expressions or using gestures. They cannot start a conversation or keep one going. They also may repeat words or phrases verbatim, but does not understand how to use them. Around 1% of children that has autism are more likely to have special educational needs requiring additional and special provision (Alice P. Jones). The main study was to investigate the behavioral characteristics reported by three different informants: peers, parents, and teachers that both predict the social acceptance and social rejection in the classroom for students with autism and compare them to a group of students without special education matched for IQ and

PSV-Lab is a web-based environment simulating a school laboratory designed to support ICT-assisted, individualized interventions for students with ASD. It is accessible by any device (PC, notebook, tablet or smartphone) using just a browser. It includes a series of tasks related to pre-vocational skills that adolescents and young adults need to achieve, like attention to details, visual-motor coordination, insistence, self-evaluation, familiarization with objects and working routines etc. Therefore, PSV-Lab aims to help students with autism to develop the skills and self-confidence needed for a successful rehabilitation and a stable transition from school to the working place.

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.

The study suggested a few important findings. First, the IPad® was the topography with the highest preference. Thus, they recommended as a possible effective via of communication in children diagnosed with autism spectrum disorder. Conversely, PE was the least preferred topography by Lucas. This indicated a trend toward certain types of medium that yield better results from a functional or operant perspective. When the three topographies were removed from the room, Lucas’ mand or requests behavior decreased, this consolidated the findings, even more. Therefore, preference for a specific topography should be part of the assessment prior to teaching FCT. Furthermore, effort response could have been a factor that interfered with the likelihood of using IPad® v. the others. In other words, PE and GoTalk® require more effort to produce the same response than the IPad®. Thus, response effort influenced the behavior. However, researchers should weigh the plausibility of using (e.g. IPad®, GoTalk and PE) without affecting the child’s environment. In some cases, the high-preferred topography may not be appropriate to utilize. It indicated that