The Benefits Of Teaching Children With ASD

Which is why the Individualized Education Program was created in the late 1970’s. IEP’s provide children with ASD proper personalized learning strategies they need in order to achieve academically. With this program enacted, psychologists, behavioral analysts and doctors began researching the topic of autism and studying how children with ASD learn. They slowly began coming up with effective methods of how to teach children with ASD and how to help these children learn at their highest potential. These methods included DDT, PECS and PRT which have been applied, analyzed and refined over the years to create evidence based techniques that result in the most effective ways

S: Page 315 mainly discusses the use of technology with children that have ASD, and their wellness, including health and safety, physical education, and sensory motor

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.,

Kinnealey, M., Pfeiffer, B., Miller, J., Roan, C., Shoener, R., & Ellner, M. L. (2012). Effect of classroom modification on attention and engagement of students with autism or dyspraxia. American Journal of Occupational Therapy, 66(5), 511-519. This study relates to environmental modification of classrooms to support students with autism or dyspraxia who have differing sensory needs. This small sample study of 4 students showed decline in non-attending behavior. This article is relevant to research as this highlights an aspect of OT in advocating for an universal design for learning to include sound absorbing structures and different lighting to help regulate the sensory system of

Another method that is commonly used as an intervention for students with ASD is the Early Start Denver Model (ESDM). ESDM is an inclusive behavioral intervention for infants to preschool-aged children (Dawson et al., 2009; Vivanti et al., 2014). The learning objectives are based on individual strengths and weaknesses, with a focus on developmental fields that are foundational to social and social-cognitive learning and development (Vivanti et al., 2014). The students with ASD work to enhance their verbal and nonverbal communication, emotion sharing, imitation, joint attention, play, social orienting, and attention (Rogers et al., 2012).

It is suggested that teachers should display this schedule in their classrooms. The schedule should use a combination of words and pictures. Most importantly, it should be at eye level so that children can refer back to it at any time during the day. Schedules helps students be more aware of the current activity as well as the upcoming activities. This technique is appropriate for preschoolers, and children in a K-3 setting because they comprehend that their day has a certain structure. Moreover, they will utilize the schedule more than the infants or toddlers because it keeps them on track.

A parent knows their child, that being said over the past two weeks I noticed my 20 month child has become very agitated, displays no eye contact with neither his father nor I any longer. We have noticed a major change in his behavior, sleeping habits and a lost in language skills. The changes in our son have sparked our full attention and concern. As parents, our sole responsibility is our son and his upbringing.

PECS consists of picture cards that represent symbols that will allow the ASD child to communicate and express themselves clearly. It allows the child to select anywhere from one to three cards to form a sentence verbalizing their thoughts and requests. In the video the young girl was able to tell her teacher what toys she wanted to play with from the different centers. The child selected the pictures which consists of two cards and placed them on the board. The teacher reviewed the pictures and knew the request from the child. This allowed the child to stay in her seat without having to search for the toy to show to her teacher.

Eliminating sensory overload: Rooms need to be suit for sensory overload children like autisms children who will be free from clutter essentially odourless and visually aurally restorative.

R is the response, for instance: say hi upon someone entering the room or point to the car. Typical children are able to response appropriately based on the situation, but not children with ASD. Hence, the last but the most important component is the Sr, i.e. the reinforcement. Reinforcements can be anything that is rewarding to the children such as praises, edibles, physical plays or tokens, only that it has to be strong enough to motivate the child to learn. Every correct and appropriate response will be followed by an immediate reinforcement. However, not all children are able to perform the correct response, and continuously experience failure can evoke challenging behaviour. Aversive emotions and attitude can also be relating to that particular task. Thus, prompting, shaping and fading are often used to help the children to succeed. Prompting is to help children to get the correct response, it includes full physical prompt, partial physical prompt, model prompt, positional prompt, verbal and gesture prompt. While physical prompts are the most intrusive ones, and gesture prompt being the least intrusive ones. The timing of the prompts is extremely important; it should follow the Sd immediately, so that the children would know what is the correct response that is expected out of them. Prompts will help the children to achieve a correct response, but

When teachers are able to successfully implement the discrete trial training method in an inclusive class setting, students with ASD are able to learn the needed skills and become successful learners. The way children react to any given situation is largely determined by their previous experiences of similar situations (Raising Children Network, 2015). Learning theory is the idea that any behavior that can be explained in terms of how children learn to respond to a given stimulus. Discrete Trial Training (DTT) attempts to bridge that theory and effective practices in education. DTT breaks down skills into clear, small steps in a structured setting to make them easier to master. This method uses repetition, giving many learning opportunities,

The clinician used a lot of visual supports during this session. These visuals supports range from reading books to pointing at different items in the class room. The clinician helped the clients read the story. Mr. Buckendorf also asked the kids to predict different things based on the reading. Ms. Berger helped her client duplicate sounds that were hard for her client to produce. There were no major behavior modifications made during the session. The

The article Family-Centered Management of Sensory Challenges of Children with Autism: Single-Case Experimental Design researched and designed a case study to discover sensory interventions for children with autism spectrum disorder (ASD). Specifically, the participants were chosen from two child development clinics, between 3 to 5 years old, recently diagnosed ASD, and met four specific criterions for sensory challenges and ASD. The mothers were chosen as observers and to implement the sensory interventions and the visual analog scale (VAS). The VAS was uniquely created for each mother and child, including the language since the mothers only spoke conversational English. The observations and interventions occurred in the family homes and a

According to the Center for Disease Control, one in sixty-eight American children are diagnosed with autism. Those with autism are highly sensitive to sight, sound, as well as touch and this can make it difficult for individuals on the spectrum to function within an enclosed space. Finding the right balance is key when designing an autistic friendly space, as autistic individuals can have a strong aversion to change. Having too flexible of an environment can invoke fear if the environment is always changing. It is important, when designing for autism, to offer both flexibility and variety and be sensitive to sensation and stimulus.

People that are not on the spectrum learn social skills from their surrounding such as home, School, Church, Playgroup and etc., so why is it that many children with ASD become confined to home and school and are not afforded the same opportunity to learn social skills outside of home and school. In my opinion, it's because of the fear of the parents. Parents fear how other people with react towards and around their child. They fear a meltdown, which is understandable because meltdowns can look different for every child with ASD but your fear is what is holding your child back from reaching their social potential. It can be difficult but it is a necessity. You may disagree if you must but no matter if your child receives 10 hours of ABA per week or 30 hours of ABA per week it means nothing if it's never put