Week 3 ESE601 by Starr Bohannon

Autism Spectrum Disorder (ASD)

bohannonstarr — 2024-02-05 18:18:41 UTC

Autism Spectrum Disorder (ASD) is defined by the Individuals with Disabilities Act (IDEA) as "a developmental disability significantly affecting verbal and nonverbal communication, generally evident before age 3, that adversely affects a child's educational performance" (McLeskey et. al, 2018, p. 93).

Five Universal Behavior Characteristics of Students with ASD

bohannonstarr — 2024-02-05 18:38:44 UTC

According to the National Institute of Mental Health (2023), ASD is neurodevelopmental disorder that impacts individuals' social interactions, communication, learning and behavior. (para 1) Some of the identifying behaviors of ASD include limitations in receptive and expressive language, challenges with social interactions, repetitive, stereotypical, and ritualistic behaviors (McLeskey et. al, 2018, p 93). Individuals with ASD have visual and auditory sensitivities and a need to stick to routines and gravitate towards sameness in their schedules (Pratt et al., 2017, sec 3).

Five Behavior Interventions

bohannonstarr — 2024-02-05 23:59:21 UTC

In an article on PsychCentral (2016), Gilmore wrote about evidence-based interventions for students with ASD and suggested that the key to choosing these interventions is ensuring that they are the least intrusive, most appropriate, and most effective. Some beneficial behavior interventions would be effective communication and social intervention, modeling positive behavior, reinforcing appropriate behavior, making accommodations, and managing transitions and routines.

#1 Effective Communication and Social Intervention

bohannonstarr — 2024-02-06 00:05:08 UTC

Implementing effective communication and social interventions serves as a valuable behavior intervention for students with ASD. These interventions focus on enhancing the individual's ability to connect with others, express themselves, and navigate social situations. By providing structured and targeted interventions, educators and therapists can help students with ASD develop essential social skills, such as understanding nonverbal cues, initiating conversations, and interpreting social contexts. "Many individuals with ASD develop verbal language; however, the skills needed to sustain conversation with others are often impaired" (Lofland, 2014, para 3). Modeling social skills and having peers support students are ways to encourage effective communication.

#2 Model Positive Behavior

bohannonstarr — 2024-02-06 00:37:15 UTC

By modeling appropriate social and communication skills, students with ASD are able to ascertain tangible examples of acceptable behavior patterns, social cues, and communication strategies. Offer clear guidance to students in developing social skills through clear instructions, verbal and visual cues, personal modeling, peer demonstrations, and positive reinforcement for displaying appropriate social behavior. (Mcleskey, 2018, p 95) Modeling not only provides concrete examples but also creates a supportive environment the contributes to students social and behavioral development.

#3 Reinforce Appropriate Behavior

bohannonstarr — 2024-02-06 00:52:20 UTC

Reinforcing appropriate behavior is an effective strategy in behavior intervention. "One of teachers most valued behavior management tools is reinforcement" (Larriba-Quest, 2017, para 1). There are two types of reinforcement, positive and negative. It is important to note that the goal of both types of reinforcement is to encourage appropriate behavior. An example of positive reinforcement is praising or awarding a sticker whereas negative reinforcement is allowing a child to not participate in an assignment because they stayed seated during group time. Reinforcement helps to shape the desired behaviors of students.

#4 Making Accommodations in the Classroom

bohannonstarr — 2024-02-06 01:32:37 UTC

Many students with ASD can experience sensory overload leading to behavioral meltdowns. These sensory sensitivities could include visual or auditory. For instance, some children with ASD are hypersensitive to loud noises and will cover their ears. A teacher could provide headphones for this student for these instances. Students could also be bothered by the lighting in the classroom or just experience sensory overload due to the busyness of a classroom. Educators could create a calming area with dim lighting and soft, cozy furniture for students to retreat to when feeling overwhelmed. (Lockett, 2023, Accommodation Examples)

#5 Manage routines and transitions

bohannonstarr — 2024-02-06 01:42:41 UTC

Transitions can be very stressful for students with ASD because of their need to stick to routines and schedules. To reduce challenging behaviors, educators can use visual schedules or timers to aid in transitions. (Murray, 2015, p. 72)

Five Universal Learning Characteristics of Students with ASD

bohannonstarr — 2024-02-06 02:01:56 UTC

ASD is characterized by a range of challenges and strengths that shape the learning experience of students affected by it. Students with ASD struggle with organization, information processing, unstructured time or waiting, executive function deficits, and lack high level skills.

Five Teaching Strategies for Students with ASD

bohannonstarr — 2024-02-06 02:14:24 UTC

In a journal for graduate studies, Janelle Murray shared some strategies to assist educators teach students with ASD. Some of the strategies are "integration of technology, adapted shared reading programs, detailed instruction, and structured learning environments" (Murray, 2015, p. 72 para 3). Another strategy teachers could use is leveraging a child's special interest.

#1 Integration of Technology

bohannonstarr — 2024-02-06 02:22:28 UTC

Students with ASD tend to be visual learners. Teachers can use technology to present material in a different way. In a study, students with ASD found that using computers provided them with a break from traditional learning and provided the support needed for those traditional methods to be effective (Murray, 2015, p 72).

#2 Adapted Shared Reading Programs

bohannonstarr — 2024-02-06 02:31:04 UTC

Many students with ASD have difficulty with reading comprehension. Teachers can implement adapted shared reading experiences to assist students with reading skills. "Shared reading is a method in which an adult reads aloud to a student while engaging that student in interaction through the use of questions and discussion" (Murray, 2015, p 73 para 1). Teachers can individualize each reading experience according to the needs of the student and include props or visual aids.

#3 Detailed Instruction

bohannonstarr — 2024-02-06 02:38:39 UTC

Students with ASD often have executive functioning deficits. Executive functioning effect things like organization, problem solving, and shifting between tasks. Detailed instruction can be used to combat this deficit. Teacher must ensure that class assignments are "clearly explained in easily understood terms" (Mcleskey et al., 2018, p 95).

#4 Structured Learning Environment

bohannonstarr — 2024-02-06 02:46:12 UTC

Students with ASD strive with routines and schedules. Teachers should establish consistent routines. Teachers can use utilize schedules or checklists to alleviate the anxiety associated with unstructured time (Pratt, C., Hopf, R., & Larriba-Quest, K., 2017, sec 5).

#5 Leverage Special Interest

bohannonstarr — 2024-02-06 02:51:29 UTC

Some students with ASD tend to be hyper fixated on certain things such as cars or dinosaurs. Teacher can use these special interests to help aid in their learning. Teachers can incorporate these special interests or items into their instruction (Mcleskey et al, 2018, p 95).

References

bohannonstarr — 2024-02-06 03:13:07 UTC

Gilmore, H. (2016). 14 Evidence-Based Interventions for Children with Autism Spectrum Disorder (ASD). PsychCentral. Retrieved from https://psychcentral.com/pro/child-therapist/2016/01/14-evidence-based-interventions-for-children-with-autism-spectrum-disorder-asd#1.

Lockett, E. (2023). Accommodations for Children with Autism. Psych Central. Retrieved from https://psychcentral.com/autism/accommodations-for-children-with-autism

Lofland, K. (2014). Evidence-based practices for effective communication and social intervention. Retrieved from increasing-incidence-of-autism-spectrum-disorders-continues-in-indiana.

Larriba-Quest, K. (2017). Reinforcement in the classroom. The Reporter, 21(18). Retrieved from reinforcement-in-the-classroom.

McLeskey, J., Rosenberg, M. S., & Westling, D. L. (2018). Inclusion: Effective practices for all students (3rd ed.). Pearson

Murray, J. (2015). Practical Teaching Strategies for Students with Autism Spectrum Disorder: A Review of the Literature. BU Journal of Graduate Studies in Education, Volume 7(issue 2), 68-75. EJ1230708.pdf (ed.gov )

National Institute of Mental Health. (n.d.). Autism Spectrum Disorders (ASD). Retrieved from https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd

Pratt, C., Hopf, R., & Larriba-Quest, K. (2017). Characteristics of individuals with an autism spectrum disorder (ASD). The Reporter, 21(17). Retrieved from https://www.iidc.indiana.edu/pages/characteristics.