Students With Autism Spectrum Disorder

Autism is a developmental disorder, which is characterized by a dyad of difficulties in a) communication and social interaction and b) restricted interests and imagination (American Psychiatric Association, 2013). Individuals on the Autism Spectrum might find it challenging to understand what other people think or what the reasons for their behaviours are, as their ‘theory of mind’ may not be well developed (Schuwerk, Vuori & Sodian, 2015). It is possible that this is why they might behave in socially inappropriate ways, being unable to differentiate between different contexts, while they might also find it difficult to make friends. Moreover, it is likely that they are fond of routines, repetition and structure (Carnahan, Musti-Rao, & Bailey, 2009), as they might be nervous with unknown, new situations. In addition, some of them might not do eye contact with other people, whereas some others might not endure to be touched and might have a difficulty developing speech (Jordan, 2005). Individuals on the Autism Spectrum might sometimes be prohibited to initiate conversations and might struggle with finding different ways to play and behave, due to the possible deficit of imagination, which in some cases might result in them having a narrow sphere of interests. Nevertheless, it should be noted that this group of people is rather heterogeneous, as characteristics of autism may differ from one individual to another (Gwynette, 2013). Another point is that people with Autism

Autism is a disorder that is encompassed in the autism spectrum (ASDs) (Landa, 2007). Autism spectrum disorders describe the brain development disorders and encompass Asperger syndrome, autism, and pervasive developmental disorder not otherwise specified (PDD-NOS) disorders. Features of the ASDs includes sensory and cognition problems, difficulty in communicating with other people, and repetitive behaviors. This paper will discuss autism with respect to what it is, the causes, autism in the inclusive classroom (what can be done to enhance total inclusion) and the role of the community.

Plethora of instructional formats can be used by teachers when teaching children with autism. Some of the instructional formats commonly used with children with ASD include small group instruction, one-on-one instruction, peer-mediated instruction, discrete trial and direct instruction. Use of reinforcement can be highly effective when delivering instruction to children with autism. Several forms of reinforcement can be utilized to increase desired behavior, such as use of computers, edibles, toys, stickers, and verbal praises depending on what’s motivating for the child. Barton, Lawrence, & Deurloo (2012) suggested that “Identifying and using individualized reinforcers are useful for maintaining motivation and can be essential to the

The school performance decreased as isolation grew, because of no social communication. With a peer mentor and social engagement, the study shows the academic performance increased (Carbonero, Martin-Anton, Rodriguez-Medina & Overjero 2016).If the peers with ASD was able to interact with others, it picks up their performens. Students with a less severe case of autism are well able to attend college and graduate, with a peer mentor and social interaction these students can be successful in their lives (Kamps, et al., 2015; wang, et al. 2011; Wang, et al.,

Children with autism spectrum disorder present many challenges in the inclusive classroom. Characteristics of these students include socially withdrawn and socially inept. They are likely to exhibit behavior problems, including temper tantrums, stereotypic behavior, and/or aggressive behavior. Students with ASD can learn with the premise that instruction be explicit, and include a full range of social, self-help, language, reading, writing, and math skills.

In order to create a successful inclusive classroom for children with autism, it is important to know more about the disorder and its characteristics. Every person with autism has different characteristics. “Children diagnosed with autism spectrum disorder display a range of specific characteristics such as: (a) impairments in communication and interactions with others; (b) restricted, repetitive and stereotyped behaviors, interests and activities; (c) delays in either ‘social interaction, language as used in social communication or symbolic or imaginative play’ with onset before the age of three” (Deris & Carlo, 2013). “A child’s profile along the continuum of Autism Spectrum Disorders dictates the severity of impairment in language engagement, social connectedness, sensory integration, and cognitive skills” (Friedlander, 2009). Each person is very unique. “They include autistic disorder (sometimes referred as “classic autism”), Rett syndrome, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS) and Asperger syndrome” (Autism Speaks). The table below shows three different levels of severity of autism. The data focuses on the level of severity, the social communication, and the restrictive, repetitive behaviors

To encourage the development of social skills students are encouraged to interact with one another throughout the day in a variety of methods, including partner work, small group activities, and large group activities. These teaching techniques enable autistic children to relate to their peers. As autistic children relate to their peers more they are more accepted and in turn continue to learn and acquire new and improved social skills.

Autism Spectrum Disorder is a frightening diagnosis for most families that can bring with it fears of an uncertain future. Support for children with autism and their families is essential because it isn 't something that children will just grow out of. It is a life-long condition, but the right treatment, support and care can create a positive outcome for everyone concerned.

Dipeolu, Storlie, and Johnson (2014) focus on strategies for school counselors in assisting students with disabilities, more specifically students with High-functioning Autism Spectrum Disorder (HASD) in their transition process. These counselors are not as prepared to work with the unique transition path of HASD students in comparison to their typical peers. The purpose of this article is to build awareness and understanding of the struggles the HASD students face and provide the school counselors with strategies to assist these students in their transition beyond high school. Dipeolu, Storlie, and Johnson use a model of eleven essential elements for a successful transition:

Students with Autism Spectrum Disorders need to learn the academic and social skills that will prepare them for future jobs, just as typically developing students do. The term “Autism Spectrum Disorders,” or ASD, refers to a group of disorders with specific characteristics including deficits with communication and socialization, repetitive behaviors, and limited or restricted interests. As much as possible, students with this disorder are typically mainstreamed, or included in, general education classes to improve their social behaviors and communication. Mainstreaming students with autism has positive benefits for their peers as well. Depending on the severity, students may also benefit academically from inclusion. However, since

In the educational setting, children with autism spectrum disorders (ASD) commonly experience academic or behavioral challenges that affect their overall educational and social outcomes and require the implementation of evidence-based interventions (Stichter et al., 2006). Of these challenges, attending to a given task is a behavior that is essential to positive educational outcomes. Regardless of a student’s cognitive potential, performance will be poor when a student neglects to attend to an assigned task. Demonstrating on-task behaviors is a critical skill for all students to master, especially those with ASD. A variety of interventions have been implemented as an effort to increase the on-task behavior of students with ASD, such as visual activity schedules (Bryan & Gast, 2000), video social stories (Cihak, Kildare, Smith, McMahon, & Quinn-Brown, 2012), token economies (Carnett et al., 2014), and self-monitoring (Cihak, Wright, & Ayres, 2010; Coyle & Cole, 2004; Holifield, Goodman, Hazelkorn, & Heflin, 2010; Legge, DeBar, & Alber-Morgan, 2010; Stasolla, Perilli, & Damiani, 2014). Previous research has indicated that self-monitoring increases independence and generalization of positive behaviors among various populations (Ganz & Sigafoos, 2005; Holifield et al., 2010; King- Sears, 1999; Levendoski & Cartledge, 2000; Loftin, Odom, & Lantz; 2008; Stahr, Cushing, Lane, & Fox, 2006; Todd & Reid, 2006).

In the last decade, the rate of autism has experienced a dramatic increase (Gerber 1). There used to be a speculation of an apparent correlation between the numbers of vaccines children receive and the increase of autism. A predominant controversy regarding vaccinations was whether or not one of the side effects of vaccines is Autism Spectrum Disorder. The probability of vaccines in children resulting in autism was challenged by various researchers from around the world has proven to be untrue (Gerber 2, 3, 5). The importance of vaccination is being underestimated by a number of parents in today’s society and that has a large impact on the immunity herd.*talk about the 3 hyp*

The following directive was developed as part of ongoing individual art therapy for students with Autism Spectrum Disorder (ASD) attending a Jewish culture school. Students at the school range between three and eleven, and are classified as being either pre-school aged or school aged. Students are separated in their classes, based on level of functioning, as well as age. Each student has an individualized education plan (IEP) that specifies any extra therapies they receive, including occupational, speech, and physical therapy. Art therapy is not included on the IEP, but is available to all students. These therapies are used in tandem with a full day of Applied Behavioral Therapy (ABA). The students participate in group art therapy once a week in their classrooms. All students over the age of five, within the school-aged group, have individual art therapy sessions at least once a week. There are some students who are seen twice a week if approved by the head art therapist.

The great thing about interaction of children with autism in the classroom is that children without disabilities also benefit from their experiences with students with ASD, developing a compassion for, and understanding and having an acceptance of children with special needs. Interacting of

Each autistic child on the spectrum behaves differently according to the severity of his or her autism. No matter how mild or severe the case of autism is every autistic child, “has the characteristic inability to engage in ordinary reciprocal social interaction,” (Frith pg 4). I have had a first hand experience when working with autistic children. There have been many autistic students that I have came in contact with throughout elementary and high school. I noticed that the students, who would be considered high functioning, had a lot of social interaction with the other students at school, but the autistic children that were considered low functioning were very distant and unapproachable. Also, I noticed that the behavior was different between the two types of autistic children that attended school with me. For example, I witnessed an autistic boy who would not speak, did not interact well in groups of people, and dislike loud noises. This boy would be considered on the low