Autism
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Autism is a "serious disorder usually diagnosed in early childhood that involves impaired social interaction, dealyed or absent language and communication, and repetitve motor behavior (Schwarte, 2008). Children with autism are socially inept, usually acting with nonverbal behaviors. 25-30% of children with fragile-x syndrome, a gamete disorder, show symptoms of autism (Berk, 2012, pp.59).
There are many approaches to educating children with autsim. A constructivist classroom prompts students to construct their own knowledge, lead by a teacher who guides and supports in response to the children's needs (Berk, 2012, pp. 467-468). By using the constructavist approach, I could use positive reinforcement practices to engage in verbal communication with students with autism (2.4) . The use of inclusive classrooms, classroom containing disabled and nondisabled students, promotes students with autism to engage with nondisabled peers. This type of classroom accepts those with learning disabilities and includes a resource room. This resource room allows one-on-one interaction with the teacher and student (Berk, 2012, pp.473). Students with autsim in inclusive classrooms receive appropriate assessment and positive guidance fit to their disability. Because this approach uses multiple learning enviroments, I can use different learning enviroments and practices that benefit the student the most (5.4).
Researchers studied the effect of teacher-implemented naturalistic intervention on commincation of three preschoolers (Ian, Dennis, and Max) with austism spectrum disorder in an intergrated preschool. They first observed interventions used by the school's trained staff and reaction from the student. They then trained the staff to use communication-based interventions and strategies, recording the use of intervention and the student's reaction. The results showed most communication from students receiving more commincation-based interventions. Communication instances improved for Ian from 85 to 147 (73%), Dennis from 80-126 (57%), and Max from 57-125 (119%). All three students also met goals set for communication, using more functional communication verbally and with gestures (Harjusola-Webb & Robbins, 2012, pp. 99-110).
Children with autsim are socially impaired and usually have delayed language and communication skills. Communication-based interventions used in the constructavist classroom could prompt students with autsim to communicate for themselves. The one-on-one setting of a resource room directs all attention to the student, thus all commincation-based instruction is responsive to the student's needs and strengths (5.4).
There are many approaches to educating children with autsim. A constructivist classroom prompts students to construct their own knowledge, lead by a teacher who guides and supports in response to the children's needs (Berk, 2012, pp. 467-468). By using the constructavist approach, I could use positive reinforcement practices to engage in verbal communication with students with autism (2.4) . The use of inclusive classrooms, classroom containing disabled and nondisabled students, promotes students with autism to engage with nondisabled peers. This type of classroom accepts those with learning disabilities and includes a resource room. This resource room allows one-on-one interaction with the teacher and student (Berk, 2012, pp.473). Students with autsim in inclusive classrooms receive appropriate assessment and positive guidance fit to their disability. Because this approach uses multiple learning enviroments, I can use different learning enviroments and practices that benefit the student the most (5.4).
Researchers studied the effect of teacher-implemented naturalistic intervention on commincation of three preschoolers (Ian, Dennis, and Max) with austism spectrum disorder in an intergrated preschool. They first observed interventions used by the school's trained staff and reaction from the student. They then trained the staff to use communication-based interventions and strategies, recording the use of intervention and the student's reaction. The results showed most communication from students receiving more commincation-based interventions. Communication instances improved for Ian from 85 to 147 (73%), Dennis from 80-126 (57%), and Max from 57-125 (119%). All three students also met goals set for communication, using more functional communication verbally and with gestures (Harjusola-Webb & Robbins, 2012, pp. 99-110).
Children with autsim are socially impaired and usually have delayed language and communication skills. Communication-based interventions used in the constructavist classroom could prompt students with autsim to communicate for themselves. The one-on-one setting of a resource room directs all attention to the student, thus all commincation-based instruction is responsive to the student's needs and strengths (5.4).