For many of us while growing up school was a place to grow, to play, and to learn with those around us. When we were younger we spent time playing with all the different toys and spending time with our friends. As we grew older, we spent even more time expanding our social skills and finding ways to learn about ourselves through others. However, for the nearly one in every one hundred and fifty children (Mazurik-Charles, 2010) this is more easily said than done. Children with autism have difficulty reading social cues, initiating, sustaining, or terminating a conversation appropriately with peers (Boutot, 2007). Children with autism lack proper communication skills and other alternative devices and also may have limited activities or other interests that they enjoy doing. Often times a child with Autism will become extremely upset when a change of routine takes place that he or she does not initiate. For instance, if a person was to try to take away a child with autism’s toy they are engaging in, then the child will more than likely become hysterical and often times violent towards said person. According to Boutot (2010), interacting with same-aged, typical peers, children with ASD (autism spectrum disorder) has been shown to improve their behaviors, communication and social skills, and play behaviors (p. 156). Many of these interactions will begin at a young age in a grade school classroom, or at home with their own parents.
Many of the characteristics of ASD are the cause of peer rejection. Their social deficits stem from a lack of understanding the importance of social norms (Mazurik-Charles, 2010). Therefore, it is important for children with autism to have the opportunities they need to develop properly in order to succeed i...
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...(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). Using Paraprofessionals to Teach Social Skills to Children with Autism Spectrum Disorders in the General Education Classroom. Journal of Instructional Psychology, 37(2), 161-169. Retrieved from EBSCOhost.
Stokes, M., Newton, N., & Kaur, A. (2007). Stalking, and Social and Romantic Functioning Among Adolescents and Adults with Autism Spectrum Disorder. Journal of Autism & Developmental Disorders, 37(10), 1969-1986.
Williams, E., Costall, A., & Reddy, V. (1999). Children with Autism Experience Problems with Both Objects and People. Journal of Autism & Developmental Disorders, 29(5), 367-378. Retrieved from EBSCOhost.
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.
Done correctly, mainstreaming does not mean simply placing the child into a classroom of regular students and expecting him to succeed on his own. Instead, it takes extra help to integrate autistic children into a mainstreamed environment because the others in the classroom are more socially motivated, whereas the child is more instinctively and structurally motivated (Siegel 226). With the help and constant support of special aids within the classroom, a child with autistic disorders has a better chance of succeeding because they are around children who will encourage proper behavior and social skills.
Baker, J. (2003). Social Skills Training for Children and Adolescents with Asperger Syndrome and Social-Communcation Problems. Shawnee Mission: Autism Asperger Publishing Company.
Autistic children are isolated from most schools, socially and within the classroom. Although most children with auti...
“The 1% of US students with labels of severe disabilities including mental retardation have been historically excluded from ‘inclusive’ education” (Bentley, 2008, p. 543). Laws such as PL 94-142 and “No Child Left Behind” (as cited in Bentley), say that ‘public school students with all types of disabilities be educated in the least restrictive environment—‘to the maximum extent possible…with children who do not have disabilities’ the majority of these students with special education labels, such as, mental retardation and multiple disabilities are still isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (as cited in Bentley), points out that mere access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), “Friendship has been defined as a bond between two individuals that is stable across time and involves mutual affection, mutual preference and having fun together” (Webster and Carter, 2007, p. 201). It is up to parents, teachers and other paraprofessionals to seek ways to facilitate and encourage the types of positive interactions that will foster these types of friendships. If done successfully all students will benefit and there will be true inclusion.
Autism Spectrum Disorder (ASD) is a complex developmental disorder that affects a person’s social interaction and communication. This disorder is mainly characterized by having difficulty with social interaction, communication, and having restricted behaviors. Difficulty with social interaction means someone will struggle to communicate their feelings/emotions, understand how others feel or think, develop peer relationships, and understand nonverbal behaviors (eye gaze, facial expressions, etc). Difficulty with communication will vary among the individual. Some individuals will develop expressive language, while others will not. The speech of those that do develop expressive language will often be repetitive, rote, and lack meaning. They may struggle with turn taking in conversation and topic maintenance. Those individuals who do not develop expressive language typically do not use other modalities to communicate, like pointing or gestures. The last characteristic of the autistic spectrum disorder is having repetitive behaviors or activities. Typically children on the spectrum will play with their toys in an unusual manner, or may prefer only one toy, movie, or activity. Changes in daily schedule are hard for children on the spectrum to adapt to; usually these children like the same daily schedule. Bass, Duchowny, and Llabre (2009) state, “It is possible that animal-assisted activities provide a multisensory environment that will prove beneficial to children with profound social and communication deficits.”
This paper will review five studies concerning the behavior and development of children with Autism Spectrum Disorders. The studies investigate how autism effects communication, socialization, cognitive development, and a number of other areas. Researchers use many different types of scales to measure and compare the difference between children with ASD and typically developing children.
Whereas normal infants move on from engrossing objects or activities to another, explore and play with toys, and seek pleasure and avoid pain. Most children with ASD have difficulty learning to engage in the give-and-take of every human interaction. In addition, they take longer to interpret what others are thinking and feeling as well as have problems seeing things from another person’s perspective. They may lack such understanding, which leaves them unable to predict or understand others people’s actions. As a result of brain malfunction, many children with ASD are highly attuned and sensitive to certain sounds, textures, taste, and smells. Some children find the feel of clothes touching their skin disturbing that they cannot focus on anything else. For others, a gentle hug may be overwhelming and cover their ears and scream at the sound of something loud. The brain of an individual with ASD appear unable to balance the sense appropriately. Children with ASD seem oblivious to extreme cold or pain, but reach hysterically to things that would not bother other children (Staff, P.T., 2011). “The study of autism provides insight into the brain basis of the complex social interactions that are typical of human beings, since a profound impairment in social interactions is the hallmark of autistic disorders”
Orsmond, G. I., Krauss, M. W., & Seltzer, M. M. (2004). Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of autism and developmental disorders, 34(3), 245-256.
The goal is to uncover each child’s unique motivations and use these to teach them the skills they need to know for life. Joining a child with autism rather than stopping them, will make a difference in gaining their trust. Having their trust will draw a close connection with them, making it possible for improved communication. Undoubtedly, the building blocks for a successful life with autism is to add a positive outlook. In addition to changing your reaction to their behaviors. I believe that these changes of going against the grain, will show the improvement of interactions.
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...
Whenever the benefits of inclusion are brought up the first component that comes to mind is: social interaction. The benefits of social interaction is the most important component for including children with autism in an inclusion, general education setting (Lynch & Irvine, 2009). The reason this benefit is so high within a general education setting is that interactions occur at a greater frequency. Typical peers that meet cor...
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.
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.
Jahromi, L. B., Bryce, C. I., & Swanson, J. (2013). The Importance of Self-Regulation for the School and Peer Engagement of Children with High-Functioning Autism. Research in Autism Spectrum Disorders, 7(2), 235-246.