Children with autism have a delay in their social skills which impacts their ability to learn. Some of these skills include the ability to be engaged, focus on people and a task or even playing with others. In addition, these autistic students have a tendency to sit alone in a classroom. As a result, their thoughts are focused in other areas instead of what is going on in the class with the teacher or other students. Because of these lack of skills, there is a need to implemented strategies to assist in improving these abilities. This study analyzes approaches that allow this objective to be accomplished. There are several new vocabulary terms that need explanation in order to understand the research that has been completed. The first …show more content…
The first issue with this study is the way the interventions were combined with classroom instruction. The teachers incorporated the interventions during whole group instruction, small group instruction or one-on-one. The way that instruction is provided in a classroom impacts the way a student learns the information. As a result, teachers take into account the best way for a particular student to access information when providing instruction. However, this will impact what and how the student is learning. In addition, teachers were allowed to pick from a variety of interventions to implement. The variation in interventions is another factor that impacts the results of this study. A second concern of this research is the two types of classrooms. One was a behavioral classroom with plenty of support. The other was a classroom had less support but higher functioning students. The differences in these two groups based on support and level of functioning would alter the results. By including all of these variables, the sample size is too small. Many more subjects needed to be included so that an accurate determination of results would be obtained. Finally, the time spent on this study was only eight weeks, which is very limited. During the initial four week period, there was little change seen in the groups. At the eight week mark, there was a more significant impact from the interventions. It is important to know what would have happened if the interventions were carried out for a longer time period. The reason for this is result from the eight week mark may not be statistically significant in the long term. It may be just an anomaly at that time period or the students may revert to previous behaviors over a more
Development of social skills is very important for children that are diagnosed with autism because of ...
Response to Intervention (RtI) is a framework based off the problem solving method that integrates assessment, and targeted instruction, within a multi-tiered intervention system. Implementation of RtI in schools is crucial to identify which students need additional intervention that will help increase their literacy skills, and prevent them from falling behind. RtI is based off multi-leveled tiers that are each categorized by the intensity of the intervention that is being used. The RtI framework is also used as a valued tool in monitoring and improving student behavior in the classroom through a model known as Positive Behavioral Intervention Support (PBIS).
Children with autism have multiple characteristic impairments in their social interaction skills. This results from the lack of “Theory of Mind” in autistic individuals. Autistic children have difficulty interpreting what another person may be thinking or feeling. Social impairments may cause the child to act inappropriately in social interactions and prevent the children from truly taking part in interactions. The children have difficulty recognizing social cues and responding to cues. Autistic children have a hard time forming relationships as a result of these impairments. Social stories, Applied Behavior Analysis, and Pivotal Response Training are three therapy techniques that help children with autism learn appropriate social behavior. Social stories allow the children to practice the situation in a lower stress environment. Applied Behavior Analysis utilizes positive reinforce to teach desired skills. Pivotal Response Training allows the child to learn social skills while in a natural play environment. Learning social skills through these techniques enable the children to have more meaningful relationships and engage more in their community.
Autistic children are isolated from most schools, socially and within the classroom. Although most children with auti...
Schools use vast screening techniques so they can measure the achievement abilities for all students. Schools use screening to identify those who are struggling, those who are identified are given intervention strategies. Intervention strategies are rooted in evidence and include tactics like systematic and explicit instruction, frequently implemented instruction, increasing instruction, and smaller student groups. Students are measured on three tiers to make sure they are progressing. Tier one consists of students making progress in general education classrooms.
Autism is a disease. One of the main characteristics is having social problems. Children with Autism have trouble interacting with other children. They won’t play with other children. They could be so focus...
There are a variety of skills and strategies I possess that would assist a principal in increasing student achievement and parental involvement. I currently work in a data driven environment. For this reason, I am extremely proficient at analyzing and interpreting student data and assist in devising appropriate strategies to increase overall student achievement. Having over nine years of experience as the Student Intervention and Response to Intervention (RtI) Team chairperson, I have worked closely with students, staff and parents to address the needs of students who exhibit academic or behavioral difficulties. During Leadership and Response to Intervention (RtI) Team meetings we often review student data and explore how teachers use that
A behavioral intervention plan (BIP) is designed for a specific child to try to help that child learn to change her or his behavior. Once the function of a student 's behavior has been determined, the Individual Education Program (IEP) Team should develop the behavior intervention plan A behavioral intervention plan can be thought of as a plan to support the student in order to help him or her change behavior. Effective support plans consist of multiple interventions or support strategies and are not punishment. Positive behavioral intervention plans increase the acquisition and use of new alternative skills, decrease the problem behavior and facilitate general improvements in the quality of life of the individual, his or her family, and
As teachers, we are often expending more of our energy than is necessary by not taking time to implement a more comprehensive approach toward behavior management. In many cases one will need only a few of these strategies in place to create a positive behavioral support plan.
Since Autism doesn’t present the same in each person, everyones needs are unique. Where some will excel others may drag behind, it 's important to figure out what areas need to be focused on more so than others early on so you can target them with structured programs and activities. Most people with Autism have underlying medical conditions as well as behavioral conditions so being on the correct medication and monitoring that is very important. Often times it 's recommended for children with Autism to go to therapy sessions for speech, social interaction skills, and general development. It 's extremely important to focus on social skills since that 's one of the main components of Autism is a lack or strain on social skills. Enrolling your children in specialized structured activities to help them work on their social skills is important for their
Students diagnosed with autism require different interventions that help in adjusting their social skills. One of it is a story-based intervention like social stories that help teach specific skills. Children with autism rely mostly on visual cues that help teach skills and remind them about previously learned skills. Children with autism have also proved positive with self and video modeling effective strategies.
One of the most difficult things teachers will face when dealing with Autistic children is their lack of communication skills and inappropriate or nonexistent social skills. In addition to academic instruction children with Autism require instruction in communication techniques and social skills. Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174).
Special education is no longer restricted to schools that cater for specific disabilities. Increasingly mainstream classrooms must cater for a diverse range of abilities and be inclusive of children with disabilities, therefore providing special education (Heward as cited on Pearson Prentice Hall, 2010). In catering for all children within a class, teachers also need to provide intervention as necessary. Intervention according to Heward (as cited on Education.com, 2011) intends to reduce, eliminate and/or limit the hurdles faced by students with disabilities that may prevent them from maximising their learning and becoming productive members of society. This essay will discuss how teachers can provide all three kinds of intervention; preventive, remedial and compensatory on behalf of individual students who may require it (Pearson Prentice Hall, 2010). Each type of intervention will be explored with examples to demonstrate the possible use of each one and the potential issues that may be associated with them.
Classroom management, involving all the strategies used by teachers in order to provide order in the classroom, can be regarded as an essential for effective teaching and learning. According to Davis (1981), “basic classroom management is just plain good sense. Yet, it can be as personal as your private lifestyle” (p.79). One of the biggest challenge teachers face day in and day out is dealing with behavior of children and young pupils in classroom. Therefore, the classroom practice of individual teachers would be the key aspect of improving the behavior of pupils in schools (Hart, 2010). One of the significant attribute of promise to teaching, especially in classroom behavior management, is teacher’s sense of efficacy. According to Woolfolk-Hoy (2000), development of self-efficacy is essential for producing effective, committed and ardent teachers, Moreover, teachers who are trained to be more effective in meeting both academic and non-academic student needs create a positive and successful classroom environment for all students (Alvares, 2007). The importance of self-efficacy in behavior management has been highlighted by Martin, linfoot, and stephenson (1999) who proposed that teacher’ responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.
My goal as an educator is to continually learn, reflect and change my practices in order to ensure all students learn at high levels. As I stated earlier, my initial educational philosophy was behavioral. I was somewhat surprised to find that I still scored the highest in this category on my self-assessment. However, after further reflection and reading B.F. Skinner, I believe that behavioral aspects still have an important role in education today. As an educator I have a moral responsibility to help students learn how to function as members of a classroom community. Skinner believes that the environment of a classroom and school should be as “conducive as possible to students’ learning”. Positive Behavior Interventions & Supports is a model I truly believe in and have used with success with children. Through PBIS, expected behaviors...