Method to teaching Autistic Children
UPSIDE-DOWN PUZZLES
Makeda Alexander
EDU500 MTA Final
Prof. Tara Bahl
Abstract
There are many methods that can be used in teaching autistic children. Some are better than others, but not all can work for each autistic child. One of the hardest factors in teaching autistic children is that each autistic child can have different levels or severity of autism that can make it quite difficult to teach an autistic child. There are several methods of educating toddlers and children with autism spectrum disorders. The most well-known, and researched, strategies include: Applied behavior analysis and applied verbal behavior, TEACCH, DIR/floor time, sensory integration therapy and relationship development intervention. What is Autism?
Autism is a “complex developmental disability that typically appears during the first three years of life and affects a person’s ability to communicate and interact with others” (Autism Society of America, 1998). It causes impairment or disturbance in three main areas social skills, communicative (verbal as well as non-verbal) skills and in their repetitive and restricted behaviors. Autistic individuals may show abnormal responses to sensations. Any one or more of the senses may be affected. All these difficulties manifest themselves in behaviors, such as, abnormal ways of relating to people, objects and events in the environment.
A child with high functioning autism may have a normal or high I.Q., be able to attend a regular school and hold a job later in life. However, this person may have difficulty expressing themselves and may not know how to mix with other people. Moderately and more seriously affected children with autism will vary tremendously. Some autistic children do not ever develop speech, while others may develop speech but still have difficulty using language to communicate. Often, there is an unusual speech pattern, such as echoing whatever is said to them, repeating a word over and over, reversing "you" and "I"
Makeda Alexander
EDU500 MTA Final
Prof. Tara Bahl
Abstract
There are many methods that can be used in teaching autistic children. Some are better than others, but not all can work for each autistic child. One of the hardest factors in teaching autistic children is that each autistic child can have different levels or severity of autism that can make it quite difficult to teach an autistic child. There are several methods of educating toddlers and children with autism spectrum disorders. The most well-known, and researched, strategies include: Applied behavior analysis and applied verbal behavior, TEACCH, DIR/floor time, sensory integration therapy and relationship development intervention. What is Autism?
Autism is a “complex developmental disability that typically appears during the first three years of life and affects a person’s ability to communicate and interact with others” (Autism Society of America, 1998). It causes impairment or disturbance in three main areas social skills, communicative (verbal as well as non-verbal) skills and in their repetitive and restricted behaviors. Autistic individuals may show abnormal responses to sensations. Any one or more of the senses may be affected. All these difficulties manifest themselves in behaviors, such as, abnormal ways of relating to people, objects and events in the environment.
A child with high functioning autism may have a normal or high I.Q., be able to attend a regular school and hold a job later in life. However, this person may have difficulty expressing themselves and may not know how to mix with other people. Moderately and more seriously affected children with autism will vary tremendously. Some autistic children do not ever develop speech, while others may develop speech but still have difficulty using language to communicate. Often, there is an unusual speech pattern, such as echoing whatever is said to them, repeating a word over and over, reversing "you" and "I"
References: Grow, L., Carr, J., Kodak, T., Jostad, C., & Kisamore, A. (2011.). A Comparison of Methods for Teaching Receptive labeling to children with Autism Spectrum Disorders. Journal of Applied Behavior Analysis. Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. E. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341–353. Koegel, R., & Schreibam, L. (n.d.). How to Teach Children with Autism and Other Severe Disabilities. Idaho Training Cooperative IBI Training. Retrieved May 15, 2013, from www.idahocdhd.org/Portals/37/1.How%20to%20Teach%20Children%20with%20Autism%20and%20other%20Severe%20Disabilities.pdf Autism Society of America (1998). About Autism [Online]. Available from http://www.autism-society.org/about-autism/