Third Grade Autistic Children Task Engagement in Language Arts

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Introduction

Children that have autism tend to have greater difficulty obtaining the information and curriculum of language arts in a baseline teaching classroom environment. Ferraioli and Harris states that if provided with an appropriate educational and interventional experience beginning early in their lives, can move into and benefit from a more typical educational setting (Ferraioli & Harris 2011; e.g., Lovaas 1987; Smith et al. 2000) . Baseline teaching styles consist of instruction from the teacher or para professional and the student is only interacting with the teacher, para professional, or tutors (i.e. student asks questions directed to the teacher, teacher responds to question and not use the input of other classmates). Owen-DeSchryver, Carr, Cale, and Blakeley-Smith speaks about a study conducted on students with autism and other students with autism spectrum disorders (ASD) reported that Hilton and Liberty (1992) 78% of interactions were purely instructional in nature and occurred between the students with special needs and their teachers, teaching assistant, or peer tutors rather than with classmates who were not acting as tutors. Considering language arts is essential to the development of language in a child’s life, parents’ of children with autism are prone to be concerned with their child’s ability to retain and effectively use the skills learned in the language arts’ curriculum.

Based on varies studies, children with autism that are introduced to teaching styles that incorporate peer interaction and interaction with their teacher is associated with higher retention rates in learning in general. Children with autism who actively share and follow the attention of others (via coordinated attention to toys and ...

... middle of paper ...

...sm. Journal of Consulting and Clinical Psychology. doi:10.1037/a0028506

• Owen-DeSchryver, J. S., Carr, E. G., Cale, S. I., & Blakeley-Smith, A. (0). Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings.

• Sze, K. M., & Wood, J. J. (2007). Cognitive Behavioral Treatment of Comorbid Anxiety Disorders and Social Difficulties in Children with High-Functioning Autism: A Case Report. Journal of Contemporary Psychotherapy. doi:10.1007/s10879-007-9048-y

• Georgia Department of Education. (n.d.). Criterion-Referenced Competency Tests (CRCT). Retrieved May 6, 2014, from http://www.gadoe.org/curriculum-instruction-and-assessment/assessment/pages/crct.aspx

• Michigan.gov (n.d.). . Retrieved May 6, 2014, from http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.pdf

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