The Importance Of Best Practices And Intervention Strategies In Special Education

The term autism currently holds a meaning that is significantly different than when it was first adopted into our vocabulary in the 1960’s. The evolution of scientific discoveries within the field of autism research is remarkable and consistently improving. With the prevalence of autism continuing to reach sky rocketing numbers, the inclusion of children with autism spectrum disorders (ASD) in the school system is extremely important. Every child has the right to obtain an education and finding new methods that provide this for children with ASD is vital. Creating programs and techniques that can be personalized to a child is the key to them receiving the most out of their education. Discrete trial teaching, pivotal response treatment and picture

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.

There are many strategies that can be implemented to increase the success of students with Autism. The five support strategies include priming, academic modifications, home base, visual supports, and reinforcement. Priming is exposing students to academic material prior to the lesson. This allows students to feel confident about the material as well as to ensure that they are being exposed to key concepts more than once. This information can come in the form of a bulleted list or asking questions the day before class.

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

How we teach is just as important as what we teach. This is especially true when training staff to perform on the job. Due to the important role of our direct care staff it is crucial to implement training procedures that are scientific and evidence-based. Based on the following literature review, Positive Behavior Changes (PBC) has created a comprehensive training package for direct care staff. By utilizing Personalized Systems of Instruction (PSI), video training, in-situ training and role-play methods, staff will learn how to implement Functional Communication Training and Errorless Learning with individuals on the Autism Spectrum. In order to provide our clients with the best possible services, we seek to not only equip staff with the knowledge

This paper has been composed to discuss the formulation of a plan for a student, who has been identified as having Autism Spectrum Disorder, and is currently receiving support services for speech and occupational therapy. An effective plan for collaboration with the occupational therapist and speech therapist as well as how the general education teacher will be supported will be described in the document. This paper will also discuss how behavioral observations have been used in the general education classroom to develop an intervention program that will meet the student’ s IEP goals and the services that are being provided meet those goals. The following will furthermore describe how the environment will support the student within the general

There is a wide range and much controversy surrounding the study and overall effectiveness of different interventions for children and adolescents possessing a diagnosis of an autism spectrum disorder (ASD). However, regardless of the method of intervention, every intervention shares the common goal which focuses on improving functioning in one or a combination of the following areas: social, communication, behavior, and academic. Social functioning includes interaction with peers and others, engagement and appropriate participation in activities, while communication refers to goals of “effectively signaling information to a social partner” i.e. utilizing and recognizing aspects of communication such as requesting, labeling, expressive language, speech, pragmatics, etc. (Missouri Autism Guidelines Initiative, 2012). With respect to the behavioral domain of treatment, effective intervention seeks to result in an increase of individuals engaging in the positive, adaptive skills to respond to a situation, person, or environment. Finally academic refers to skills that are required for success with school activities (Missouri Autism Guidelines Initiative, 2012). Focus in these areas of functioning assists in guiding treatment goals and provides a guideline of what to measure in order to gauge the effectiveness of treatment.

There are various instructional methods I will use within my classroom. I have been trained by Cleveland Clinic Children’s Autism Development Solutions incorporates ABA as well as using task analysis techniques to help make the student successful in what you are trying to teach them. The process starts off small but then as they master the smaller steps, they increase to larger steps and can become longer within the activity to show increased task duration. This helps the student become ready to perform certain jobs they may like. I would also have a behavior plan in place for each student so when they have their behaviors then there is a step by step plan to help myself and whoever comes in contact with the student to know

As an educator, it is a great chance you will have a student with Autism in your classroom. It is important for all educators to be familiar with the Individuals with Disabilities Education Act. Most people view the IDEA as the sole responsibility of a teacher of special education. However, with inclusion classrooms and non-identified students, all educators should be trained to meet the needs of all students. This video gives parents a very good overview of services available for Autistic children. If a children identified as Autistic, they can be eligible for services through a special education classification. Since Autistic Children’s needs are unique, there are a wide

Many children are diagnosed with Autism Spectrum Disorders (ASD) across the nation. In fact, numerous of educators will not be able to control their behavior and it would be a struggle just to teach those children with autism. On the other hand, if a child that is diagnosed with autism take his or her medicines prescribe by a doctor educators would have less fight.

Dr. Maureen Conroy is the and Co-Director of the Anita Zucker Center for Excellence in Early Childhood Studies at the University of Florida. Dr. Conroy brings to the field of Special Education her extensive work in conducting early intervention research with children who are risk for behavioral and social challenges. Dr. Conroy current expertise led her to the Institute of Educational Sciences where she is will explore the effectiveness of classroom-based intervention model for early childhood teachers. Dr. Conroy has completed a considerable amount of work in the field of autism, early intervention, and behavioral disorders including; publications and articles. Dr. Conroy has also, co-editor for the journal Behavioral Disorders, awarded

There has been an increase in the number of children diagnosed with autism or other autism spectrum disorders. It is likely as an educator that you will have at least one child with this diagnosis in your classroom. This paper explores some of the methods used to teach autistic children.

This article discusses whether or not special education teachers, as well as general education teachers, are prepared to teach students with autism. According to the article, autism is ranks at the sixth most commonly classified disability in the United States. There is a very wide spectrum for autism which include disorders like Asperger’s and pervasive developmental disorders not otherwise specified (PDD-NOS). 1 out of 150 American children will be born with autism (Autism Society of America, NDb).

Autism Spectrum Disorder is not curable but it can be controlled using a certain type of treatments. There are various types of treatments used by parental, caregiver and clinical. The treatments can be separated into behavior and communication approaches, medication and complementary and alternative medicine. Applied behavioral analysis is a treatment approach that is used in many schools and treatment clinics (Foxx, 2008). There are different types of ABA and one of it is early intensive behavioral intervention (EIBI). EIBI is the most effective treatment used for young children from birth to 3 years old as the services consist of treatments to assist the child to talk, walk and interact with others (Matson & Goldin, 2014). Discrete trials teaching (DTT) is one of the key teaching methods in EIBI. An efficient approach for teaching children with ASD has been shown by DTT and it plays an important role in language, social and academic skills. DTT has a sequence of discrete learning units that allows the skills to broken down into smaller units when teaching a new skill. DTT consist of three-term possibilities,

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.