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.
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.
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).
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.
Selecting an AAC system for a child with autism takes time and consideration of each individual child’s abilities. Children with autism struggle to communicate and interact socially among different situa... ... middle of paper ... ...ed instruction to teach use of speech-generating devices to students with autism in social game routines. Augmentative and Alternative Communication, 27(1), 26-39. doi: 10.3109/07434618.2010.546810 Van der Meer, L., Kagohara, D., Achmadi, D., O'Reilly, M., Lancioni, G. E., Sutherland, D., & Sigafoos, J. (2012). Speech-generating devices versus manual signing for children with developmental disabilities.
Communicative Difficulties in Children with Autism Communication is the sending and receiving of information. It is the “interactive exchange of information, ideas, feelings, needs, and desires” (Heward, 2009, p.297). The act of communication allows us to understand relationships between people, things, and actions. Types of communication include spontaneous requests, spontaneous comments, responsive requests, responsive comments, and imitation (Bondy & Frost, 2002). Receptive communication occurs when incoming information is interpreted, while expressive communication occurs when an individual conveys information (Heward, 2009).
The following study explains how video self-modeling as an intervention can increase language, communication, social skills, and functional skills in children with Autism. Video self-modeling is an evidence-based practice used with students diagnosed with Autism to increase appropriate responses and improve skills. Autism, also known as Autism Spectrum Disorder is a neurological disorder that impedes language development and social development.
These visual supports help students access aspects of general education that they may otherwise have difficulty accessing. There have been many studies proving the efficacy of visual supports in special education; one of the most prominent visual support systems is picture exchange communication, or PECS. Several studies on the effectiveness of PECS will be reviewed. Case One In a study by Schmit, Alper, and Raschke (2000), the effects of using a photographic cueing system during routine school transitions with a child who has autism were evaluated. The use of a pictorial visual support system indicated to the student that an activity change was about to occur.
This paper is going to introduce the topic in three aspects. In the first part, the literature review will include the interaction with the parents, the teachers and peers respectively. The second part is the implications of the int... ... middle of paper ... ...e language proficiency of pre-school children. The previous researches show that through interaction with parents, especially mothers, teachers and peers, the grammar, semantics and lexis of the L2 have been improved in certain degree. Given the positive effect of the interaction to the language proficiency, parents and teachers should apply the interaction skills in teaching the young children L2.
The design of the autonomous virtual agent is based on participatory design workshops with practitioners and children along with the SCERTS framework. According to the article, the SCERTS framework is a well-established educational intervention approach aimed to support the social communication (SC) and emotional regulation (ER) of children with autism through appropriately designed transactional support (TS). The article went into great detail on the design of the artificial agent including the artificial intelligence capabilities of the software that enable the agent to work autonomously with the subject and modify its ... ... middle of paper ... ...tism spectrum disorders. Professionals and families of children with ASD have become more knowledgeable of the range of evidence-based practices. Professionals have had to choose and implement practices based on the child’s strengths, challenges and characteristics.