Torelli Et Al. Examined The Implication Of Three Difference

There are many different obstacles autism spectrum individuals have to overcome in their daily lives; social insecurities, eye contact, appropriate spatial awareness etc. But in most cases, their biggest hurdle is mostly their communication skills; it’s been shown that communication impairment is at the heart of autism spectrum disorder (ASD) and that children with ASD can show a wide range of communication skills as discussed by Agius and Vance (2015). According to Agius and Vance, there is up to a 30% positive diagnosis of children with ASD who will forever remain nonverbal (no consistent verbal communication). With such a high percentage of ASD children it is recommended that their communication and learning needs are to be addressed by using the Picture Exchange Communication System (PECS), it has been shown as an effective intervention that addresses individuals with ASD and their learning and communication needs (Ogletree, Morrow-Odom, & Westling, 2015). PECS has helped children and young adults with ASD communicate with those around them; their teachers, peers, parents etc.

It is estimated that one in every sixty eight children will be diagnosed with autism spectrum disorder (CDC, 2014). In schools around the country these students are struggling in their classroom environment due to deficits in three areas; communication skills, social skills, and repetitive behaviors or interest (Marder & Fraser, 2012). Implementing the use of technology in the classroom like iPad, iPod, android tablets, e-readers, and computers is beneficial to students with autism spectrum disorder. It can increase communication skills, can help make their classroom experience more pleasant, and it gives them the best chance at success.

Bondy, A., & Frost, L. (2002). A Picture's Worth: PECS and Other Visual Communication Strategies in Autism. Topics in Autism. Woodbine House, 6510 Bells Mill Rd., Bethesda, MD 20817.

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.

People with autism experience what professionals call the Triad of Impairments, part of this trio is communication. They have difficulty processing and remembering verbal information. 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 stages of language development for long periods or throughout their lives. Some speak only single words, while others repeat a mimicked phrase over and over The body language of people with autism can be difficult for other people to understand. Facial

Zakai is six-years old and will enter the 1st grade next August. Zakai was diagnosed as having autism spectrum disorder one year ago at a local university medical school. Autism spectrum disorder (ASD) is a neurological disorder that affects social development. Zakai has trouble making eye contact when communicating with others. Zakai also has trouble creating meaningful sentences, which makes it difficult for others to understand the message he is trying to convey. Therefore, Zakai’s parents requested a conference with me to discuss his current ability levels in the five developmental domains listed below.

In her article “Face Time vs. Screen Time,” Chandra Johnson states different cons of increasing technology of communications among people. This article mention difference between Face Time and Screen Time and how it has been affecting kids and their communication skills to build up relationships with others. She has use other author’s point of views to backup her points. In Chandra Johnson’s “article,” explains the difference between face time and screen time, her opinion on the lacking of feelings and usage of modern communication can be debatable.

Ganz, Lashley, and Rispoli (2010) implemented FCT interventions into multiple children's treatment plans. Their research focused, specifically, on two children who had Autism Spectrum Disorder diagnoses, because neither of the children made significant communication gains after the implementation of the FCT, specifically PECS, treatment. The researchers brought up the lack of literature focusing on FCT (PECS) interventions that do not end up positively impacting a child's communication abilities. Like Tiger, Hanley, and Bruzek (2008); the authors of this article made suggestions regarding the areas the practitioner (whoever is creating the FCT intervention) should evaluate before implementing a PECS, or picture identification, intervention.

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

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

The author proposes to evaluate the “effects of delivering academic instruction through an iPad versus traditional materials (paper, pencil and flashcards) on the occurrence of challenging and academic engagement behavior for children with ASD (autism spectrum disorder)” (2013, p. 510).

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.

Design A single subject design was be implemented in this quantitative study. In order to establish a baseline, there was one week of no treatment. At this time, off task behaviors were charted (listing, seat on task, throwing chairs, throwing self on floor, vocal grunts). Once baseline data had been collected and analyzed to determine the frequency and duration of the behaviors, three weeks of treatment followed. The treatment involved the implementation of a teacher designed picture exchange communication system that incorporated actual pictures of objects in the subject’s classroom and school environment. Boardmaker, software program created by Mayer-Johnson, was used for the development of some of the pictures symbols. The treatment was implemented throughout the three hours the student was in class. During the second week of the study, researcher introduced a picture communication system to student. Researcher started by introducing a picture of his preferred toy (toys). In the morning, when subject got off the bus, researcher had subject’s favorite toy car along with the picture of his toy car. When subject refused to sit on the bench and began with outbursts and throwing self on floor, researcher showed the students the toy car. Researcher then showed subject picture of toy car. Researcher gave subject picture of toy car. Researcher then had subject hand her the picture of the toy car before she gave him the actual toy car. For circle time, researcher introduced