Stimuli other than explicit instruction are reported to have likely signaled the beginning of a new activity. In the case of the female student, Christie it was related that arranging and ordering was not an escapist activity as it had been for the male participants to avoid responding to instructions. In the case of one of the male students the ordering and arranging was believed to be due to lack of other stimulating attention. The work of Gongola and Sweeney (2011) report discrete trial teaching which is an educational instruction practice that is characterized by a fast pace that is delivered repetitively and which enables instruction that is intense is a short period of time. Discrete trial teaching sessions are reported to take place in environments that are highly structured. The area in which this instruction takes place should be as free of distractions as possible. An instructional team that is cohesive is characterized by one individual coordinating the discrete trail teaching implementation. The materials should be available for each skill to be taught and should be organized and labeled according to each skill. The teacher should conduct an assessment of preference with the student in order to understand what motivates the student to work. It is necessary that a hierarchy of prompts be identified. Intertrial intervals are reported to mark the ending of one trial and the beginning of another trial. Time intervals should not be extended very long. Discrete trial teaching should involve the students being motivated by reinforcement and contingency rewards. The learning experience should be one that is pleasant to students. Parker and Kamps (2010) report a study involving written task analyses with self-monitoring in the teaching of functional skills and verbal instructions to two autistic students who were labeled as high-functioning students with peers in a social setting. The study reports a social script language intervention geared toward increasing the amount of verbal interaction between students and their peers. The results were analyzed and the conclusion stated that the intervention packages brought about an increase in completion of independent tasks, resulted in peer-directed verbal interaction and activity...

Extended Professional Skills Desired and Plan for Acquisition
The writer of this work intends to attend classes online following receiving the degree which is presently being earned. The classes are such that will enable the writer of this work with additional extended professional skills that will result in effectiveness when working with children with autism.

IV. Two Professional Extended Instructional Skills

Summary and Conclusion

The studies reviewed in this report have related various methods that are effective in the instruction of children with autism. Findings in these studies have related information that is practical for use in working with children with autism and that provides methods and techniques for instruction children with autism that have been effective. The writer of this work understands the importance of the dissemination of new research in what is a developing field of understanding the strengths and weaknesses of children with autism in their learning endeavor. Staying abreast of the latest study results is important and critical for the instructor of children with autism. The writer of this work believes strongly that children with autism should receive a quality education and that parents are vital in the education of children with autism. Finally, it is important that teachers receive the proper education to work with children with autism.

References

Gongola, L. And Sweeney, J. (2011) Discrete Trial Teaching: Getting Started. Intervention in School and Clinic. 2012 47: 193.

Parker, D. And Kamps, D. (2011) Effects of Task Analysis with Self-Monitoring for Children with Autism in Multiple Social Settings. Focus on Autism and Other Disabilities 26(3) 131-142. Mannill Institute on Disabilities.

Rodriguez, NM and Thompson, RH. (2012) Functional Analysis and Treatment of Arranging and Ordering by Individuals with an Autism Spectrum Disorder. Journal of Applied Behavior Analysis. 2012, 45, 1-22.

Thiessen, C. et al. (2009) Evaluation of a Self-Instructional Manual for…