Study 2 Luyster, Rhiannon J., Kadlec, Mary Beth, Carter, Alice, Tager-Flusberg, Helen (2008) Language Assessment and Development in Toddlers with Autism Spectrum Disorders Participants were based on ages of 18 to 33 months and were picked from collaboration with early intervention in Massachusetts. The sample size was 164 toddlers, 129 boys and 35 girls. 142 were white, 2 were African American, 4 were Asian, 1 American Indian/ Alaska... ... middle of paper ... ...th Autism not only to typically developing children but to children with other disorders or a milder case of autism and using other methods of assessment would work for future research. Study 4 For future research it would help if the sample size was larger because not many people participated in the survey. Study 5 For future studies there should be a control group to compare ASD participants with typically developing participants and also a larger sample size.
Mel Levine's A Mind at a Time Mel Levine’s book, A Mind at a Time, describes many aspects of cognitive psychology and attempts to apply them to the educational system for young children. This book also makes suggestions for parents that have children with cognitive difficulties. The chapters in this book are designated to various aspects of cognitive psychology as they pertain to children. This paper focuses on chapter six in A Mind at a Time, which is titled “Making Arrangements: Our Spatial and Sequential Ordering Systems.” This is a very interesting chapter because it incorporates many aspects of cognitive psychology. In this chapter, Levine focuses on how children organize their world in terms of learning, thinking, and remembering.
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.
Teaching Children with Autism There has been an increase in the number of children diagnosed with autism or other autism spectrum disorders. It is likely as an educator that you will have at least one child with this diagnosis in your classroom. This paper explores some of the methods used to teach autistic children. Autism is a disorder characterized by significant problems in communication and social functioning. Autism is actually called Autism Spectrum Disorder and encompasses a broad range disabilities such as Asperger syndrome, Rett’s Syndrome, and Pervavasive Development Disorder (Dunlap & Fox, n.d.).
“By 10 to 12 months, infants can solve problems by analogy-apply a solution strategy from one problem to other relevant problems” (pg. 123). The Characters ask the children how they think they should fix that problem. It gives the child enough time to answer then they propose a possible solution that is very like the child’s proposition of solution. Educational tv shows such as Jake and the Neverland pirates gives children the opportunity to explore their ability to solve problems while they are during that stage of autonomy verses shame and doubt.
Psychological Science, 16, 609 - 616. Doebel, S., & Zelazo, P. D. (2013). Bottom-up and top-down dynamics in young children’s executive function: Labels aid 3-year-olds’ performance on the dimensional change card sort. Cognitive Development, 28, 222 - 232. Zelazo, P. D. (2006).
(1996) found that an Autism Spectrum Disorder (ASD) children who sustained suitable services in their preschool years, they are able to face academic challenges and try to continue developing their cognitive, living and social skills. How the children with ASD adopt the transition to kindergarten it’s depend partly on how the teachers control, manage and develop strategies when working with their family. This research was one, to identify strategies that teachers of preschoolers with ASD considered to be effective in transitioning preschool to school settings. THE DESCRIPTION OF THE METHODOLOGY A quantitative approach was used in this study. The population of 306 preschool teachers from public schools in eight counties in a Midwestern state in the USA involved in this study together with their counterpart from early childhood programs in eastern and central region of Ghana as many as 82 persons.
Week One Content Review Ernestine Brodie Walden University Consider what you have learned about why we assess young children. Based on pages 33-35 of Assessing and Guiding Young Children 's Development and Learning and the video segment "Overview of Assessment"," briefly explain the importance of developmentally appropriate assessments. Assessment is a very important part to early childhood education. Assessments help educators by gaining information that can help make important decisions that will help with the development of children. Developmentally appropriate assessments can help educators learn what children can do and the things that they know.
The theoretical and CBT activities that this intervention program will use are from a research based self-help book “What to Do When You Grumble Too Much - A Kid's Guide to Overcoming Negativity” by Huebner (PhD). Additional CBT exercises will be used for more results input and for children to gain a better understanding of the learned skills. The purpose of this intervention is to investigate whether the children and parents participating will enjoy, meaningfully discuss amongst them, and understand how to use these skills to help them. In this pilot intervention, three children (11-13 year-old) and one or both parents of each child will voluntary participate in a 6 hourly TPLP intervention sessions, 2 times per week, over a period of 4 weeks. The sessions will include PowerPoint presentations with audio and vivid illustrations, interactive and guided exercises, discussions and practice using the learned skills.
Dyslexia is a learning disability that affects reading, writing, spelling, and sometimes speaking in children. Dyslexia is known as one of the common disabilities in children. Dyslexia can be mild or severe, every child diagnosed with dyslexia is different in some ways. Treatment for dyslexia should be introduced as early as possible for best results, however, it is never too late for improvement. (Bucciarell & Rais, 2008) Dyslexia can be inherited through a person’s family or it can be caused by the way the brain has developed during pregnancy and early childhood.