Visually Structured Play

Children with ASD develop differently from other children. They must overcome challenges in interacting and communicating with others. These challenges can affect their development, learning and future trajectories of their lives. This diagnosis is particularly difficult on low income families and minority groups as well as for parents with low educational attainment and those living in rural areas who may not have the financial means, suitable knowledge or access to resources to care for their children’s needs.

Researchers used twelve children with different disabilities and children that are your "typical" developing child. They used a preschool classroom to conduct their research and looked at one child in particular named, Jay. Jay has been diagnosed with autism. For the study, they used participant observation. They modeled their teaching method after TEACCH 's methods. The participants were taught different play skills. This research was conducted for nine-weeks. Notes on each observation were noted in their research. The results looked at Jay 's development in his ability to interact and engage with other children and play materials. The observations showed that he was not at the same level of exploration as other children. At the end of the study, Jay was able to use skills that were taught to him in the structured teaching setting and was able to apply them to play situations that were less structured. There was a significant increase in Jay 's social interactions with peers and complex play. -160

Research has shown that early intervention with a child who has ASD, can greatly improve a child’s development. Early intervention services help children from birth up to three years old learn important skills such as, helping them learn to walk, talk, and be able to interact with others.

His repertoire has increased by 2-3 word phrases, and he has started to show interest in others. He is now capable of recognizing familiar faces and maintaining eye contact during social interactions. By following the structure of Leo’s program and with the guidance of the Behavior Analyst, I have helped Leo accomplish his targeted goals. Therefore, similar to the Behavior Analyst on Leo’s case, I aim to provide children with ASD with the necessary skills to prosper and grow as individuals. I want to help these children close the gap of limitations by understanding the importance of using functional communication, engaging in appropriate behavior, and comprehending social norms. Hence, my experience working with the Behavior Analyst has helped solidify my passion for pursuing this profession.

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).

Peer-related social behavior normally develops early in the preschool period, with symbolic play normally emerging by two years of age (Leifer, 2015). A child with ASD tends to have difficulty interacting with others, has flat facial expressions, avoids eye contact, dose not respond to name when called, and prefers to play alone. They may also have problems with sharing and showing their feelings. Since they have difficulty regulating emotions, their outbursts can be from crying to physically aggressive behavior. Some

There are two symptoms presented by those who are diagnosed with ASD, deficiency in social interaction and communication, as well as restricted and repetitive patterns of behavior, interest or activities (Kress & Paylo, 2105). Autism Spectrum Disorder may be a problem for kids because it interferes with the manner in which they communicate. Children diagnosed with ASD may not be able to appropriately express their needs to the adults around them (Autism Society, 2016). Children who are not diagnosed with ASD have brains that are able to translate the things they touch, taste, smell, hear or experience. Those diagnosed with ASD, brain has difficulty understanding the aforementioned , making it challenging for these kids to communicate with the world around them (Autism Society, 2016).

Discussion: A systematic observational paradigm was used in this study to measure and compare preschool aged children with developmental delays as well as those with and without autism and their levels of play skills. The results of the study showed that there was no difference between the two groups of children in their play levels or in their interest in playing with different toys. The data did show however, a common likeliness across the groups in acts of emergence and what they mastered in the symbolic play, as well as a failure in being able to find a difference in within diversity of object play in the groups. The study showed that children with autism performed the play acts as well as the children that had other developmental disabilities

The effects in communication skills in those who have ASD may tend to be very verbal or nonverbal. In children language will begin to develop then stop. It is difficult for a person to engage in a conversation. They may also find it difficult to take turns in a conversation, or not understand humorous comments and are not able to pick up on innuendos. Some behavior effects of ASD are not being able to focus on many details, they tend to be preoccupied with a simple object and require stability and routine. Effects are also, rocking the body back and forth or flapping or clapping their arms and legs or both. Their senses may be sensitive or on overload. he effects of ASD in social interaction are difficulty in maintain eye contact, and reading facial expressions and their own facial expressions may not be easily read as well. They have difficulty with emotion

For example, in the video the teacher had cards that allowed the student to tell the teacher what she saw or heard. Often students with ASD have very limited social interaction or two way conversation because of the time it will take the two communicating parties to have a clear understanding of what the other person is trying to convey. A child with ASD often become frustrated when trying to communicate, and lead them into a state of screaming, crying, and extreme frustration. Due to the PECS causing less stress for the child, they are more willing to communicate and express

Play is an occupation in which all children should engage in to enhance development. Play should be enjoyable, fun, impulsive and naturally motivating. When children engage in play, they are able to discover their surrounding environments, experiment with ideas, and learn from experience (Garvey, 1977; Rubin, Fein & Vandenberg, 1983; Smith & Vollstedt, 1985, as cited by Mastrangelo, 2009). Due to social, cognitive and emotional difficulties, children diagnosed with Autism Spectrum Disorder (ASD) are unable to develop play skills at the same rate as children without

In order for children to have a clear diagnosis for ASD, teachers in school should have a more elaborate style of teaching to clearly differentiate between children who shows signs and symptoms of ASD at an early age. Teachers who are trained properly can be more aware of children with ASD and are better equipped to teach them accordingly [1].

The article demonstrates that learning theory can be used to treat ASD by teaching practical and social behaviour. Consequently, this article indirectly shows that learning theory suggests that ASD may be understood by deficits in the learning process of those

The social interaction includes sharing emotions and exchange of information (Brentani, et al., 2013). However, most children with ASD have trouble engaging in everyday social interactions and to request joint attention or respond to another’s request for joint attention (Bolick, 2008).

Children with high-functioning ASD (HFASD) demonstrate difficulty initiating and maintaining conversations, deciphering how others feel from nonverbal cues, interpreting the intentions of others, asking/responding to questions, and interacting in games or other activities (Bray et al., 2010). Children with HFASD may appear insensitive, and self-centered, or socially disinterested (Waugh & Peskin, 2015); and typically demonstrate average cognitive abilities, yet have significant social deficits (DeRosier et al, 2010). Social skills interventions aim to teach children the social pragmatics necessary to interact and build relationships. There are many different treatment options to improve social skills