Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from Term Paper:
" Presentation of new tasks accompanied by old tasks promotes the child to target behaviors quicker. Letting the child chose the items of stimulus is another motivational tool. Self-motivation and self-management teach the child the consequences associated with their actions or behaviors. Self-management involves:
1. Choosing a specific behavior to target, such as aggression, hygiene, or verbal communication with others
2. Teaching the child to recognize when he/she behaves appropriately. Do not focus on the absence of the negative behavior, rather reward when appropriate behaviors are displayed.
3. Once the child has learned to differentiate the desirable behavior from undesirable, then the child is taught to monitor brief periods of time or occurrences of the positive behavior.
4. After mastering step #3, the child can be taught to self-manage in any environment. The provider should only remind the child to begin self-management and then gradually fade out of the new environment by leaving for longer periods of time
This prepares the child for dealing with other adult's later in life and helps them gain more independence.
True friendships are hard for autistic children to develop and grow. They do not develop the "give and take" mentality in conversations or relationships. Once the autistic person fails or meets ridicule at an attempt to be part of a group, they withdraw and are reluctant to try again. "These children with autism social skills often suffer from increased anxiety when they have to speak with others or discuss something in class. This type of anxiety can be overpowering to the children and often leads to even more pronounced inhibitions on their part," reports Articlesbase.com (2010) in the web article, "Autism Social Interaction - How to Deal With Negative Autism Social Skills." One start to integrating the autistic child in to social interactions is to start with small groups and slowly increases the size of the group and the time spent in the interaction. The process must progress at a pace comfortable to the child and this will build the confidence of the child.
Applied Behavior Therapy (ABA) rewards positive behaviors committed by the child and ignores all the undesirable ones. The ABA therapy trains the child how to learn and enables them to learn in the academic setting. One big mistake made by most individuals is that IQ scores relate to the way the autistic child functions and learns. Numerous reasons can result in low scores for the autistic child such as: distractions in the testing environment, hyperactivity, lack of visual stimuli or time pertaining to some of the question, and there can be numerous other reasons.
The setting of a schedule can be an effective tool in teaching autistic children. These children often resist anything that upsets the routines they are accustomed to. Essortment.com (2010), in the article, "Treating children with high functioning autism," concludes, "These children also need advanced notice of impending changes. For example, using the phrase "in five minutes, we're going to put away the puzzles, and read a story" will assist them in transitioning to this next activity."
Autistic children depending on the impairments they are experiencing may require other therapies such as: occupational, behavioral, speech, and language. In extreme cases, a physician, such as a pediatric neurologist, may be required to prescribe medication to control the child's emotions or disorder.
Advances in autism are being made on a daily basis but there is still a long way to go in understanding autism. Behaviors have to be taught to autistic children in ways that are pleasant and promote the interest of the child to learn them. Autism is more of an infliction than a disease and studies are needed to further the knowledge of the problem and what cures could eventually be made.
In the mean time, behavioral therapies must be used to develop good social interactions.
Articlesbase.com. (2009). Autism Social Interaction- How to Deal with Negative Autism Social
Skills. Retrieved on April 12, 2010 from http://www.articlesbase.com/mental-health-articles/autism-social-interaction-how-to-deal-with-negative-autism-social-skills-1483772.html
Bakken, T.L., Friis, S., Lovoll, S., Smeby, N.A., & Martinsen, H. (2007). Behavioral
Disorganization as an Indicator of Psychosis in Adults with Intellectual Disability and Autism. Mental Health Aspects of Developmental Disabilities, 10(2), 37+. Retrieved April 14, 2010, from Questia database:
Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing Social Engagement in Young Children
with Autism Spectrum Disorders Using Video Self-Modeling. School Psychology Review, 36(1),
80+. Retrieved April 14, 2010, from Questia database:
Childdevelopment.com. (2010). Understanding Autism. Retrieved on April 13, 2010 from http://www.childdevelopmentinfo.com/disorders/understanding_autism.shtml
Essortment.com. (2010). Treating children with high functioning autism. Retrieved on April 12,
2010 from http://www.essortment.com/all/highfunctioning_repx.htm
Kutscher, M. (2004). Autistic Spectrum Disorders: Sorting it out. Retrieved on April 13,2010
McEvoy, M., Nordquist, V, Twardosz, S, Heckaman, K, Wehby, J, & Denny, R. (1988).
PROMOTING AUTISTIC CHILDREN'S PEER INTERACTION IN AN
INTEGRATED EARLY CHILDHOOD SETTING USING
AFFECTION ACTIVITIES. Retrieved on April 12, 2010 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1286111/pdf/jaba00096-0081.pdf
Medical University of South Carolina. (2010). What is Autistic Disorder? Retrieved on April 13,
2010 from http://www.musckids.com/health_library/growth/autism.htm
Mehl-Madrona, L. (2010). Intensive Educational Therapies and Naturalistic Behavior Therapy
Retrieved on April 12, 2010 from http://www.healing-arts.org/children/educational.htm
National Institute for Mental Health. (2010). Autism Spectrum Disorders (Pervasive
Developmental Disorders). Retrieved on April 12, 2010 from http://www.nimh.nih.gov/health/publications/autism/complete-index.shtml
Needlman, R. (2004). What is Autism? Retrieved on April 12, 2010 from http://www.drspock.com/article/0,1510,4934,00.html
Williams, James. (2005). Six Principles of Autistic interaction. Retrieved on April 12, 2010 from http://www.jamesmw.com/sixrules.htm
Figure 1 (National Institutes on Mental Health, 2010)[continue]
"Autism If A Man Does" (2010, April 14) Retrieved October 22, 2016, from http://www.paperdue.com/essay/autism-if-a-man-does-1763
"Autism If A Man Does" 14 April 2010. Web.22 October. 2016. <http://www.paperdue.com/essay/autism-if-a-man-does-1763>
"Autism If A Man Does", 14 April 2010, Accessed.22 October. 2016, http://www.paperdue.com/essay/autism-if-a-man-does-1763
While Dr. Asperger called the condition "autistic psychopathy" and described it as a personality disorder primarily marked by social isolation, today Asperger's Syndrome is identified as a brain, communication, or neurological disorder like autism, not a personality disorder like, for example, antisocial personality disorder ("Asperger's Syndrome fact sheet," 2008, NINDS). Like autism, Asperger's Syndrome is characterized by repetitive routines, rituals, and movements, poor social skills, and odd ways of communicating
Autism in Children Autism can be defined as a developmental disability significantly affecting verbal and non-verbal communication and social interaction usually evident before age 3 that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movement, resistance to environmental change or change in daily routines, and usual sensory experiences (Coffey, 2004). Symptoms of autism are usually apparent by 30 months of age.
From ages three to five, a child's overall vocabulary increases at an extraordinarily fast pace. Communication during this stage occurs through both cognitive learn as well as through understanding the nuances of social etiquette and cultural norms. There are many different types of learning mechanisms associated with communications. Understanding nonverbal communication usually occurs at a subconscious level in the early days of birth, but extends to increasingly complexity until
At long last, here is a book that provides women on the autism spectrum the opportunity to tell the world about their experiences, good and bad. Their candid reflections will warm your heart while giving you a backstage pass to another realm. Leading professionals in the field punctuate this masterpiece with fascinating articles that offer insightful advice. Finally, autism literature isn't just a "man's world." Buliller, K. (2008, Summer). Quirky
She references Romans 3: 23, 24: "…(23) for all have sinned and fall short of the glory of God, (24) and all are justified freely by his grace through the redemption that came by Christ Jesus." (New International Version). Ultimately, Hendricks informs, the comfort and safety of parents with autistic children must be revealed through "their faith that a sovereign God designed their child and planned all the days of
In Rain Man, Raymond's area of phenomenal skill is his memory: He can remember specific details to a degree that seems supernatural. This combination of autism and specialized skill can exist but it is not at all typical of those with autism. The cause (or causes) or autism are not yet known, although there is clear genetic component. Scientists do not even know if autism is in fact a single
Thus, children with autism do not pick up on social cues in the environment. Francke, and Geist 125) Despite the varied understandings of the disorder and its varied presentations, much success has been seen with intensive educational intervention, that involves awareness and understanding as well as concrete developmentally strong intervention strategies that help the environment rather than the child adapt to learning. Works Cited Breakey, Christine. The Autism Spectrum and Further Education: A