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). There are many techniques that are useful in teaching children with autism communication and social skills. One method is the Responsive Classroom, an instructional approach that integrates the teaching of academic and social skills as an aspect of everyday classroom life (Sapona & Winterman, 2002, p. 30). According to Sapona and Winterman (2002) teachers implementing this model in their classroom include six comp... ... middle of paper ... ...avioral Skills to Children with Autism.
Limited evidence-based interventions have created a strain and a sense of urgency for educators and professionals providing programming and therapeutic services to children with ASD. Recent efficacy research on video modeling as an instructional approach for individuals with disabilities has been found to be a promising intervention for teachers, which has implications for its use with students with autism in the classroom setting (Banda, Matuszny, and Turkan, 2007). The research question addressed in this study is: How effective are video modeling interventions in improving the behaviors of individuals with autism during large group instructional times? Statement of the Problem The origin of video modeling is thought to have theoretical roots in the social learning theory of Albert Bandura in the early 1970’s (Bellini & Akullian, 2007). Through his research, Bandura was able to pro... ... middle of paper ... ...ith Autism.
The use of virtual reality in the context of education enable the provision of cognitive and affective learning for teachers and students. The types of disability is spinal injuries, down syndrome, cerebral palsy, asperger's syndrome and acquired brain injury. Studies on a variety of literature (Levin,2011; Abas & Zaman, 2010; Chien & Ting, 2010; Sanchez, Tadres, Pascual-Leone & Merabey, 2009; Richard, Billaudeau, Richard & Gaudin, 2007; Lanyi, Geist, Karolyi, Tilinger & Magyar, 2006 ) used for virtual reality helps in learning for disabled children. 2.0 Literature Review Applications of virtual reality have been used in the re-establishment by providing children with the special requirement. For example when play toy that should be fine and not harm the children (2011).
Therefore, it is important for children with autism to have the opportunities they need to develop properly in order to succeed i... ... middle of paper ... ...(2007). Fitting In: Tips for Promoting Acceptance and Friendships for Students With Autism Spectrum Disorders in Inclusive Classrooms. Intervention in School & Clinic, 42(3), 156-161. Retrieved from EBSCOhost. Mazurik-Charles, R., & Stefanou, C. (2010).
Information Communication Technology (ICT) is essential in classrooms for producing significant improvements in children’s reading ability (identification of letters, words, and sentences) in children with Autism Spectrum Disorder (ASD). Research conducted by Hagiwara & Smith Myles (1999) their conclusion was that visual cues used to explain social stories help children to understand the meaning behind the text. Howley and Arnold (2005) reflect the way in which a Social Story presented may be key to the success of the intervention used in improving literacy in children with Autism. For younger children, having the freedom to explore and reflect on the effectiveness of their actions through a combination of sensory and cognitive processing, gives rise to developmentally appropriate uses of ICT. The use of technology to support the Social Story approach may have several benefits including the use of visual information to improve meaning as many children with autism are visual learners Grandin, Dawe (2006).
Lester et al.  described the design issues and the empirical findings about motivation in narrative-centered learning e... ... middle of paper ... ...embedding interactive narrative in multimodal learning environments for social skill improvement of children with ASC. Castelhano et al.  studied therapeutic activities for children with developmental disabilities with the use of multisensory stimulation environments and documented its perception concerning ludic content, play and the computer-mediated ludic activity. The main theme that emerged from their study regarding playfulness was that the computer-mediated ludic experience is perceived as useful for intervention.
1. VIDEO SELF-MODELING AS AN INTERVENTION STRATEGY FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS Gelbar, N. W., Anderson, C., McCarthy, S., & Buggey, T. (2012). Video Self-Modeling as an Intervention Strategy for Individuals with Autism Spectrum Disorders. Psychology In The Schools, 49(1), 15-22. The following study explains how video self-modeling as an intervention can increase language, communication, social skills, and functional skills in children with Autism.
One important benefit of implementing the use of technology in the classroom for students with autism spectrum disorder is, technology gives the student the opportunity to interact with the world in a way they might not be able to do otherwise. One major characteristic of autism spectrum disorder is speech delays. These delays can be minor delays or severe delays where the child is non-verbal. The use of technology can help a student develop communication skills. Applications that use gestures, pictures, and other symbols give children who have limited verbal skills an alternative means to communicate and interact with their surroundings.
This allows students to access class work from anywhere (Genesi, 2009). Interactive whiteboards can also help students learn. By providing multimoda... ... middle of paper ... ...sing the Smart Board in Teaching Social Stories to Students with Autism. TEACHING Exceptional Children, 43(4), 18-24. Whitby, P. S., Leininger, M. L., & Grillo, K. (2012).
Phase 5, responding. Phase 6, responsive and spontaneous comments. PECS treatment had a significant impact on communication outcomes and more limited effects on maintenance and generalization of gains (Ganz et al. 2012). Included in this article is how PECS is used in the classroom and taught to “grade level” peers so that a child with Autism could also communicate with children his/her age.