Style By Treatment Interactions

Since it first identified as a distinct disorder by Leo Kanner (1943), autism studies continued in order to explain its causes. Many theories and clinical studies evolved. However, none of them seems to be conclusive. Although it was interchangeably considered as part of schizophrenia, recently it is defined as a distinct disorder that has its own characteristics. The field of management is still challenging. In this paper, I am going to discuss different theories that explain autism. Then, I am going to summarize different learning approaches that are used for autistic children based on the

“Just as students have different personalities, they also have different ways of learing (Slavin, 107).” Learning styles are another important factor to incorporate when implementing the best learning environment. Learning styles are defined as an individual's mode of gaining knowledge. The most common learning styles addressed are auditory, visual, and kinesthetic. Auditory leaners understand information through hearing. Visual learners need more visual aids in the learning process, such as diagrams, webs, or pictures. Kinesthetic learners learn better by using manipulatives or by being physically involved in the learning process. Learning styles is a piece of the “backbone” of differentiated learning. Both are used to individualize instruction to help students achieve the most success.

According to Kids Health (2014), “children with Autism have difference in the way their brains develop and process information”. For example, “language delay, trouble communicating with their brains, perform certain unusual or repetitive behaviors, or have difficulties learning in school” (p. 1).

Do not place too much faith in any one learning styles theory. Most are not very robust or reliable. A learning style should not be thought of as an absolute, nor should it be considered the main determinant of intelligence, ability or

According to Gülbahar and Alper (2011) learning styles can be described as the means of perceiving, processing, storing, and recalling attempts in the learning process. In Gülbahar and Alper (2011) research, various cognitive and learning style theories and models have been proposed over the course of many years, identifying and categorizing individual differences like Hill’s Cognitive Style Mapping (1976), Dunn and Dunn Learning Styles (1978), Howard Gardner’s Multiple Intelligence Theory (1983), Kolb’s Learning Styles (1984), Gregorc Learning Styles (1985), Felder Silverman Learning Model (1988), Grasha-Reichmann Learning Style Scales (1996), and Hermann Brain Dominance Models (1996). These models of learning styles are currently being used in today’s society.

There are other variables when examining learning styles that take a little more time to uncover, but are equally as important.

265). Incorporating how students would like to receive instruction matched to their learning styles and strengths will increase student motivation to succeed. It is important for me as the teacher to know what instructional strategies work with each student. When students are presented with information in a manner they feel comfortable with they will be less likely to misbehave during class time.

Education benefits individual mentally, emotionally and physically by placing them in better place than they were previously before. Everybody would agree that learning something new would take place throughout the life. Learning style defined as "A term that describes the variations among learners in using one or more senses to understand, organize, and retain experience" (Reid, 1987, p. 89). Furthermore, Felder and Henriques (1995, p. 21) explained learning styles as "the ways in which an individual characteristically acquires, retains and retrieves information". However, different learners possess different characteristics and different preferred learning styles to perceive, process, take in and understand information.

In my study I would like to examine how individualized educational strategies effects student academic growth. For many of my students, I see that they are constantly in trouble or being sent out of the classroom for disruptive or rude behavior in other classrooms. I believe that there is a direct correlation between the students off task and negative behaviors, to the class atmosphere and learning environment that does not support diverse learners is not engaging to students of varied learning styles. Howard Gardner and Thomas Hatch discuss the benefits of discovering students learning styles and utilizing them to construct lessons that speak to both student’s strengths and weaknesses (Gardner, 1983). Once multiple intelligences are discovered it is the duty of educators to construct lessons that speak to these. For example in my classroom, many of my students are bodily kinesthetic. To bolster this learning style many of my lessons involve movement around the classroom, playing a physical review game such as basketball or slap that vocab term. For my linguistic students we have rap battles, poems and writing assignments. All students participate in each of these

In contradiction to this claim, studies have shown that autism can be strictly categorized as a cognitive disorder (Nolen & Rector, 2015). Again, with that being said, there are cases where such cases of intellectual disabilities may be seen as intertwined with sensory and communication issues. According to the American Speech-Language-Hearing Association, autism does highly affect the cognitive process of an individual, and may manifest itself in a range of manners and with respect to the environmental conditions (ASHA, 2018). In children, some may exhibit normal intelligence levels while others may have slightly delayed intellectual development, if not completely stalled, will pick up new knowledge and procedures very slowly as they are continually taught and exposed (Nolen & Rector, 2015). At this stage of identifying the state and stage of each child, their strengths are recorded and they can be taught at a personal level. Some children may exhibit a high auditory memory while others may be strong in visual skills and understanding. Most of them if not all, have their unique pattern of

In this chapter, what stood out to me the most is “differentiated instruction” as outlined by Woolfolk (2016, p.553). In the Glossary of Educational Psychology by Anita Woolfolk, differentiated instruction is defined as “a flexible approach to teaching that matches content, process, and product based on students’ differences

Barbeau, Soulières, Dawson, Zeffiro and Mottron (2012) conducted an experiment to examine the correlation of autistic individuals’ intelligence between their intelligence level and their intelligence examination time. The goal of the experiment was to compare inspection time (IT) between people on the autistic spectrum and some control typical groups, and to determine whether or not early speech development is related to these statistics (Barbeau, et al., 2012). The results were expected to be that the autistic group would outperform the typical group in a Wechsler IQ test regarding their IT and would be very similar to the performance of the typical group on the Raven’s Progressive Matrices (RPM, a test of reasoning ability that doesn’t need

In a classroom, all students are unique in various different ways. They may be different through gender, race, socio-economic status, and so forth. They may also be different in how they learn information and how they think about information. Multiple Intelligence Theory was first introduced by Howard Gardner. Gardner believed that there are eight types of intelligence that people possess. Some people may be stronger in certain types of intelligence and weaker in others. He wanted to prove that there is no single way for intelligence to exist. Learning style model is a theory that people have different ways of learning. Some people learn through listening to a teacher while others may learn through looking at diagrams. These two theories prove that teaching should not be directed towards particular students

41). There are three learning style: Auditory: prefer to learn by hearing; Visual: prefer to learn by seeing; and Kinesthetic: prefer to learn by doing. According to Dunn, Denig, and Lovelace (2001) learners are influenced by twenty one elements although not all learners are affected by all 21, most are affected by six to fourteen elements. These twenty one elements that affect learners are classified into five different variables: Psychological: perceptual, intake, time and mobility; Environmental: sound, light, temperature and design; Emotional: motivation, persistence, responsibility and structure; Sociological: self, pair, peers, team, adult and varied and Physiological: global/analytic, hemisphericity, and impulsive/reflective. By identifying each learners learning style teachers and learners can capitalize on the learner’s strengths and weaknesses. Most learners have a primary learning style however it may not be the only learning style that learner has. Some learners have a secondary learning style which can be used to reinforce initial learning.

Everyone has a different type learning style and having teachers teaching in all of the different styles can be more effective. The different types of styles can include being a visual, auditory, reading/writing, or kinesthetic learner. An article on Teach Make a Difference argues, “ Identifying your students as visual, auditory, reading/writing, or kinesthetic learners, and aligning your overall curriculum with these learning styles will prove to be beneficial for your entire classroom.” The article is trying to prove that with knowing and trying could help improve the effectiveness in teaching. The article goes on to say, “ Allowing students to access information in terms they are comfortable with will increase their academic confidence.” When the writer adds this, It means that students will do greater on things students enjoy-individually. If teachers can teach all