Autism Research Study
The participant of this research study was a 3-year-old boy named Jake with a primary diagnosis of autism. Jake was enrolled at a private clinic that provided one-to-one educational services to individuals with autism and other developmental disabilities. Instruction and treatment were guided by the principles of applied behavior analysis (ABA) and incorporated Skinner’s (1957) analysis of verbal behavior. The educational setting consisted of two classrooms and one activity room. Approximately nine other children were receiving intensive one-to-one instruction simultaneously within this setting. Across the classrooms and activity room, a wide variety of items and activities were available to students. Examples include gross motor activities
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The one impairment focused on directly in this paper is eye contact and how children diagnosed with Autism Spectrum Disorder are affected in three different areas - social interaction, communication (both verbal and nonverbal) and their behaviors and interests. Eye contact is directly related to all three areas and to have a social interaction with another individual as well as communication; there is usually eye contact involved between both subjects communicating. The research studies done in all three articles explain how characteristics of ASD can be portrayed as early as a months after birth, infants show little to no eye contact when there is interaction occurring. The research also shows how children who are diagnosed with higher functioning autism also present little to no eye contact as well as not being able to observe eye contact not involving them in particular settings. The final research study explains how eye contact can be a taught skill and most effective when using reinforcement. The research within these articles can benefit not only educators and support staff but also parents, nurses/doctors, and researchers for further studies about eye contact within ASD. Parents and teachers working with children with ASD can use reinforcement for mands to improve the skill of using eye contact when communicating. Researchers can use these studies to continue more studies on this topic as well as branch out and research new ways on improving eye contact with students diagnosed with
The one impairment focused on directly in this paper is eye contact and how children diagnosed with Autism Spectrum Disorder are affected in three different areas - social interaction, communication (both verbal and nonverbal) and their behaviors and interests. Eye contact is directly related to all three areas and to have a social interaction with another individual as well as communication; there is usually eye contact involved between both subjects communicating. The research studies done in all three articles explain how characteristics of ASD can be portrayed as early as a months after birth, infants show little to no eye contact when there is interaction occurring. The research also shows how children who are diagnosed with higher functioning autism also present little to no eye contact as well as not being able to observe eye contact not involving them in particular settings. The final research study explains how eye contact can be a taught skill and most effective when using reinforcement. The research within these articles can benefit not only educators and support staff but also parents, nurses/doctors, and researchers for further studies about eye contact within ASD. Parents and teachers working with children with ASD can use reinforcement for mands to improve the skill of using eye contact when communicating. Researchers can use these studies to continue more studies on this topic as well as branch out and research new ways on improving eye contact with students diagnosed with