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Teaching a child with autism
Review Related Literature about the Educational Effects of Autism
Review Related Literature about the Educational Effects of Autism
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Observing a Child with Autism Cody is an eight-year-old boy diagnosed with autism. Cody tends to perseverant on things that are dangerous. He often verbalizes “glass is dangerous, it cuts your eye, call 211, go to the hospital.” Cody also tends to stare off into space and is socially inappropriate. Cody had been placed in severely handicapped classrooms that consisted of children with severe cognitive and physical disabilities. Cody was provided with a one to one aide through BCRC. Currently, Cody is in a new program designed for children with autism. The student to teacher ratio is two to one. The stimulation in the classroom has been reduced to a minimum to provide an appropriate learning environment. Cody is not able to identify letters or numbers. It has been reported that Cody had severe behavior problems that became the focus of his educational goals rather than academics. Cody appears to have good auditory processing skills and demonstrates this through his ability to attend to stories that are read to him. He is able to ask questions about the story and answer comprehension questions. His visual processing skills seem to be low; he is not able to trace lines or discriminate shapes. Cody needs to be taught according to his learning modalities. I believe that Cody should focus on academics, as his behavior in this new environment seems to be under control. Selection of Skills Rationale Cody has demonstrated that he is able to learn. He has picked up many science concepts from listening to stories. According to the psychologist his IQ has been identified in the low average range. Books appear to be natural reinforces for Cody. He would enjoy being able to read to himself. It is f... ... middle of paper ... ...ly states the SD, student response, prompt level, and correction strategy, which helps, maintains consistency throughout the trials. Generalization The skill initially was taught in a discrete trial method. I drilled Cody at a table. The skill was then brought to circle. Different staff teaches during circle time. This way Cody was required to produce the skill for different people. The materials varied. Plastic letters were initially used during the trials; letter cards were used during the circle time. The setting varied as well. Circle time occurred in a different area of the room from the trial. Cody also produced the skill while he was being read to. During a story, the staff would point to a letter a make the sign and the sound with Cody. I requested that Cody practice the skill at home however, I am not sure that his parents followed through.
Cody is doing what everyone should do, follow your hopes and dreams and never give up. He has been having many great opportunities over the last 10 years. He is doing a great job helping out Joey Gase and Jimmy means racing this year and hopefully many years to come.
There are numerous activities that can be employed to augment Hunter’s existing comprehension skills and aid in his critical thinking process. This instruction can include having him create graphic organizers of the text, summarize the text, answer different questions related to what he read, and rereading a text. Another strategy I recommend is having Hunter do some word-comprehension activities. Introducing him to an unfamiliar word and having him try and figure out what it means based on context clues of the surrounding words will deepen his ability to focus more on what a sentence is saying as a whole rather than on individual words that may present a barrier to his understanding. A third recommendation I have for Hunter is having him listen to an audio version of a book either before or after he reads it to once again help him develop an understanding and appreciation of context. I also recommend that Hunter work on his understanding of punctuation and his ability to recognize and utilize pauses indicated by periods, commas, or other marks of punctuation during his reading of a given text. I feel that maybe he tries to go too fast and needs to work on slowing down, taking his time, and fully understanding everything that he has read. As I have already stated, Hunter appears to be a very strong reader but, as with everything in life, there is
Farrington strives for the entire family to understand why Cody constantly goes to the hospital. Mrs. Farrington has noticed in her children that they have different comprehensions and involvement of Cody’s condition. Holly, who is thirteen years old, understands everything her mom knows about the disease. However, Heather, who is ten years old, doesn’t ask many question. They both understand that Cody needs to take certain enzymes for every time he eats and is required to take vitamins. They also understand that when Cody gets a cold, it is taken very serious and that he might need to go to the hospital. Mrs. Farrington has never explained to her children that Cody has the potential to die, but she feels they are all too young to understand or cope with this knowledge. However, if Cody did come to a point that he could die, the siblings may struggle coping even more unless their mother was honest about the potential situation. She would like them to treat Cody as any other sibling would without that concern. However, the children feel that Cody is
The ABC/Cody Gifford House is an early intervention center, which aims to meet the needs of toddlers and infants with severe developmental needs. Their philosophy includes working with children who live in poverty and providing as much services as possible to these children with severe needs. The children not only range in ages from one to three, but also in disabilities. There were young children with severe language impairments, autism, and disabilities so rare that there were only forty known cases in the world. The school’s mission was to reach each child at an individual level by providing one-on-one services and small classroom sizes.
Common behaviors exhibited by individuals on the Autism Spectrum are labeled as disruptive and self injurious. Fortunately, these behaviors, that can be dangerous to the Autistic individual and others around them, can be managed with psychopharmacological treatment. Behaviors that often times fall under the category of common disruptive and self injurious behaviors, according to Ji, Capone and Kaufmann (2011), are irritability, impulsivity, having temper tantrums and yelling at inappropriate times. Physically aggressive behaviors, such as biting, scratching, kicking and hitting, are often times, more dangerous than some of the other behaviors exhibited. Physically aggressive behaviors are seen as more dangerous than other type of aggressive behaviors because they can harm someone, and in some instances cause fractures, sprains and in severe instances, can cause death. Bronsard, Botbol and Tordjman (2010) found after researching 74 Autistic children and Adolescence that the most prevalent aggressive behaviors are slapping, pinching, throwing objects, head butting, scratching, tearing, hair/scab/skin pulling, biting, kicking, poking and spitting. Along with physical aggression, individuals on the Autism Spectrum often times display self injurious behaviors. In the study, “Self-Injurious Behaviour in Individuals with Autism Spectrum Disorder and Intellectual Disability”, Richards, Oliver, Nelson and Moss (2012) studied 149 individuals with Autism Spectrum Disorder and found that the most common self injurious behaviors displayed are hitting ones-self with their own body, hitting themselves against objects/with objects, biting themselves, pulling/rubbing and scratching self and sodomizing themselves. Researches found that these behavi...
Even if a parent reads to his or her child often, the child’s cognitive development is likely to be affected by his or her teacher. If the teacher does not succeed in inspiring the child, then it is likely that the rate of cognitive development will be lower than a child with a successfully inspiring teacher, regardless of parent to child reading rate.
My parents encouraged me to read all kinds of books, which was something that Rodriguez didn’t have. I grew to love reading, using my imagination as much as I could. Going to the library was always an adventure for me since I could pick out as many books as I wanted. My parents were always active readers, I found myself doing the same. You could never find me without a book nearby. With Rodriguez you can see why he never saw the enjoyment of reading, since his parents only saw it as a necessity, he would think the same. It’s important to have a point of view when reading any book because it helps you better understand what the author is trying to convey. During school my favorite part was when we had silent sustained reading (also known as SSR) for a certain amount of time. I enjoyed being able to have time to be able to read whatever book I was on at the time. From kindergarten to eighth grade we would have quizzes on whatever book you read. Certain books would have a certain number of points assigned to them and you would take a quiz on the computer and depending how many questions you got right determined how many points you received. Everyone was assigned a certain amount of points based on your reading comprehension level and how many books you were able to read for each semester. The size of the book and the material was how the points were assigned. For example the book Flat Stanley by Jeff Brown would only be
First described and named by Leo Kanner in 1944, the mysterious disability of autism is characterized by a peculiar emotional and intellectual detachment from other people and the common human world. In autistic children, an impaired capacity for communication and human relationships and a severely restricted range of activities and interests become evident before the age of three. Although the symptoms vary in nature and severity, language and the capacity for a normal social life are always seriously affected. Two to four out of 10,000 children are autistic; 75% of them are boys (Chase et al., 1993).
I know Cody since spring of 2014 when he took my course “Introduction to Virology”. He obtained “B’ grade. This year, he took another course ‘Biology of Cancer” with me in the spring and he obtained “A” grade. He was punctual and interested to learn during these classes and took part actively in class discussions.
Before completing the assignment of reading “Thinking in Pictures,” by Temple Grandin, I did not have much knowledge about autism. My only understanding was autism was some sort of neurological disorder that is seen similar to mentally handicapped individuals to someone with little understanding, like myself. I am very thankful to have been given an assignment like this one that gives me more knowledge of something I should already have in my line of work (though I am sure that was the whole purpose of the assignment, to educate the ignorant). I now have a better understanding of the cause, learning process and functioning of different levels of this defect.
The child I observed was born on February 21st, so the baby that I observed is just weeks old. The baby is white and a male. The baby is a friend’s child and I observed him in the living room of their home and in his personal bedroom while he was in his crib. There was two couches in the living room, a television, two end tables, and a big sectional rug which was where the child was most of the time. There was 4 adults. The mom, the dad, my mom, and I. There were no other children in the house at this time.
Autism is a neurodevelopmental disorder that effects the brains development. It is characterized by affecting communication, cognition and social interaction. The spectrum of the disorders ranges from a mild condition called Asperger’s syndrome to a more severe form, which severely impairer’s development. The Office of Communications and Public Liaison states that the disorder affects one and eighty-eight children, however ASD effects boys more frequently than girls (Office of Communications and Public Liaison, 2013). ASD emerges in all age, ethnic and socioeconomic groups. The significant varied character and severity of the disorder is why ASD is considered a spectrum that poses a broad range of symptoms.
tried giving him a drink or some food in the hope that she had guessed
Winterman, K. & Sapona, R. (2002). Everyone’s Included: Supporting Young Children with Autism Spectrum Disorders in a Responsive Classroom Learning Environment. Teaching Exceptional Children, 35 (1), 30-35.
The skill that I will be teaching is striking but more specifically is striking a baseball otherwise known as batting. Batting is a discrete skill inside a very complex and continuous movement pattern. This skill is known as a gross skill because it take great hip rotation, wrist rotation,...