Behavior and Development of Children with Autism Spectrum Disorders

Also, most of the children had already participated in the same stud with previous researchers. To further this study, researchers could experiment with children who were not familiar with the dimensional card sorting task and had an equal sample size across gender. Works Cited Carlson, S. M., Davis, A. C., & Leach, J. G. (2005). Less is more: Executive function and symbolic representation in preschool children. Psychological Science, 16, 609 - 616.

(2003). Instructional Management Tips for Teahers of Students with Autism Spectrum Disorder (ASD). Teaching Exceptional Children, 35 (4), 50-55. Dunlap, G. & Fox, L. Teaching Students with Autism. ERIC Digest, E582.

The dependent variable was the children’s receptivity. The independent variable was the cultural stimulus used to draw the responses of the children. In the initial phase of the study, parents were asked to share their views about engaging children less than three years in conversations about race and ethnicity. Assignments were created that enabled the researchers to examine young children’s cognizance concerning “phenotypic differences in play” (p. 557). A videotape method was used to explain the distinctions in children’s selection of identical race and dissimilar race materials.

Journal of Applied Behavior Analysis, 8(4), 411–420. doi:10.1901/jaba.1975.8-411 McGee, G. G., & Daly, T. (2007). Incidental Teaching of Age-Appropriate Social Phrases to Children With Autism. Research & Practice for Persons with Severe Disabilities, 32(2), 112–123. McGee, G. G., Krantz, P. J., & McClannahan, L. E. (1985).

Journal of Autism and Developmental Disorders, 40 (12). Goldstein, S., Naglieri, J. A., Rzepa, S., & Williams, K. M. (2012). A National Study of Autistic Symptoms in the General Population of School-Age Children and those Diagnosed with Autism Spectrum Disorders. Psychology in the Schools, 49 (10).

Speech-generating devices versus manual signing for children with developmental disabilities. Research in Developmental Disabilities, 33(5), 1658-1669. doi: 10.1016/j.ridd.2012.04.004 Van der Meer, L., Kagohara, D., Roche, L., Sutherland, D., Balandin, S., Green, V. A., O'Reilly, M. F., Lancioni, G. E., Marschick, P.B., & Sigafoos, J. (2013). Teaching multi-step requesting and social communication to two children with autism spectrum disorders with three AAC options. Augmentative and Alternative Communication, 29(3), 222-234. doi: 10.3109/07434618.2013.815801

School Psychology Review, 42(3), 298-316. Thompson, T. (2013). Autism Research and Services for Young Children: History, Progress and Challenges. Journal of Applied Research in Intellectual Disabilities, 26(2), 81-107.

The primary method was conducted using a series of distributed questionnaires to children for my research. The reasons why I used questionnaires are because I think I will obtain appropriate and honest responses which relates to their personal experiences. The data collected was then categorized by data into gender, age from age 8 to10, age 11 to 13, age 14 to16, age 17 to 19 and type of abuse. The surveys were equally distributed, a total of 13 surveys were handed out to children between 8-18 years of age that have been victims of child abuse/ neglect. The questionnaire consisted of 22 questions divided into five parts: multiple choice, background, open, rank order and attitude questions.

The professional text that someone in my field would use is the ASQ-3. The ASQ-3 Ages & Stages Questionnaires is designed to screen children’s developmental performance that must be completed by the parents. It is a series of 21 questions with questions ranging in the areas from communication, gross motor, fine motor, problem solving, and personal-social skills specifically for 36 month to 38 month old toddlers. For the communication section, an example of a question asks is “When you ask your child to point to her ears, feet, hair, eyes, and nose, does she correctly point to at least seven body parts?”. In the gross motor section, a question ask “Does your child jump with both feet leaving the floor at the same time?”.

From 1977 to 1994 children with learning disabilities increased from 3.7 million to 5.3 million (Hanushek, Kain & Rivikin, 2001, p.7). The growth of learning disabilities RTI’s were advocated to help children with early learning disabilities. The setup of RTI’s are; to give teachers effective instruction, monitor progress, if child is not responding get more instruction, monitor progress again, and if student is still not responding qualify as special education. School psychologist looked at RTI’s as a problem solving model and labeled the model along with the early intervention program described in 4 steps. Step 1 was compromise the problem and identify, this is when teachers and... ... middle of paper ... ... and RTI’s have shown their significance in schools and classrooms all over the country.