Welcome to Week 6's posting on students with autism spectrum disorders/pervasive developmental disorders. An audio of the chapter has been provided. For the chapter audio, ignore references in the audio to week numbers, dates, chapter numbers, page numbers, assignments, the discussion board,names...thank you. The core of the audio speaks to the current chapter topic in your edition of the text book. https://edocs.uis.edu/jherr3/www/TEP224F2010/TEP 224Ch6.mp3
According tothe DSM there are five categories of Pervasive Development Disorders (1) Autistic Spectrum Disorder, (2) Rett's Syndrome, (3) Childhood Disintegrative Disorder, (4) Asperger's Disorder, and (5) Pervasive Developmental Disorder Not Otherwise Specified, or PDDNOS (see website on Pervasive Development Disorders).
Autistic Spectrum Disorder has become more prevalent just in the past few years, although there is no documented rhyme or reason why this disorder is on the increase. At least, for parents and educators of such children there is now available concrete information that can be useful in providing the best possible care for them. ASD students usually have already been identified and hopefully intervention methods are already in place by the time they enter public school. Such students have an IEP in place, with assistance provided from special education teachers and paraprofessionals who work with general education classroom teachers. The following website The Camp MakeBelieve Report on Autism provides further insight on the disorder, along with facts vs. myths on frequently asked questions.
Asperger's Syndrome is also referred to as 'highly functioning autism' as most children with Asperger's are highly intelligent but lacking in social skills. The following website The Asperger's Child: The Different Drummer follows that such students may respond to repetitive intervention, needing an IEP in the general education classroom as well.
Characteristics of students with Pervasive Development Disorders: Check the book.
See Autism Speaks ( a series of video clips on uptodate information on Autism)...you will need Windows Media Player or a comparable media player to view these).
So if such students are going to remain in my classroom, what are some strategies for dealing with them?:
Visit the following website: http://www.nichcy.org/pubs/factshe/fs20txt.htm#education .
Pragmatically Speaking - How to use this information in the classroom:
Become familiar with Professional and Parental Support groups in the state of Illinois. Share this information with other educators/parents.
Access as much information as is possible on the IEP of students with PDD; work very closely with the special education teacher and paraprofessionals. If a FBA (functional behavior assessment) has been done on the student, be sure and use it. See website: http://cecp.air.org/fba/default.asp ) .
Visit (pass on) Other Websites -
International Society for AAC
Positive Behavior Interventions and the Law
TEACCH (Treatment and Education of Autistic an d related Communication and handicapped CHildren)
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What are some of your thoughts on the similarities and differences in social skills and behavior problem in children with autism and Asperger's disorders? What do you think would be ways to improve social skills and decrease problematic behaviors? Find and post two website links (not any of the websites already given in this lesson) that support your answers.
*** I could not fit my response into a single post due to the character limitation. Please see the second post for the remainder of the post and the Works Cited page. ***
ReplyDeletePart 1 of 2:
In terms of their social and behavioral similarities, children with autism or Asperger’s both struggle to make eye contact and have issues in social situations. However children with Asperger’s are more cognizant of the social environment around them, while children with autism are generally unaware of the social environment. Moreover, children with autism generally have poor or lacking verbal communication skills, while children with Asperger’s generally can verbally communicate, although the communication may not be within what most would consider the normal social parameters and rules (Vaughn, Bos, & Schumm, 2011). For instance, a child with Asperger’s may not recognize that the volume of their voice is inappropriate for a certain social situation.
The language issues often demonstrated by children with Asperger’s may lie in what Moyes refers to as social language (2003). Social language in essence describes the unwritten rules and meanings behind what drives conversation. For instance, when asked “what makes a house a home?,” someone lacking in social language like a student with Asperger’s Syndrome, would likely have an answer describing the physical characteristics of a home structure (i.e. boards, nails, shingles) as opposed answers such as the love of a family or family traditions. In other words, literal interpretations are often taken. Moyes also highlights similar issues with social language involving the lack of cognizance of order and turn-taking in conversation, lack of recognition of sarcasm, voice inflection, figures of speech, or echolalia. Moyes defines echolalia as a response, immediate or delayed, in the form of verbal repetition and is common in children with high-functioning autism or Asperger’s Syndrome. The echolalia can be due to several reasons, but most often it is a coping strategy.
Along these lines, teachers should attempt to familiarize themselves with the different coping strategies that are used by students with Asperger’s in effort to help mitigate an undesirable experiential condition. Thus, teachers should attempt to eliminate the social pressure placed on a learner in such a situation or eliminate the potential sensory overload that the student could be experiencing. This may involve a simplification of technique or communication strategy (Moyes, 2003). Teachers should also attempt to limit use of phrases that can be literally misconstrued or have multiple meanings. Similarly, teachers should limit non-verbal communication and clearly state their reactions.
In terms of some of the challenging behaviors that children with autism or Asperger’s may bring to the table, I really like the use of adaptations, especially considering that most school settings are now inclusive. Adaptations provide a realistic way to not only meet the need of the special learners, but to do so in a way that can benefit the rest of the class as well. Adaptations consist of either accommodations or modifications. The Sevier County Special Education website defines accommodations as strategies that are designed to help the child to do the same work as their peers (2010). Likewise, the Servier County Special Education Website describes modifications are strategies developed to assist the child in completion of work that is similar to their peers, but ultimately meets the specific needs of a exceptional child. In the third of six steps provided in an educator’s guide provided by the Organization for Autism Research found the website http://www.researchautism.org/resources/OAR_EducatorsGuide.pdf, adaptations and modifications are seen as one of the best ways to accommodate learners with autism or Asperger’s syndrome.
To be continued...
Part 2 of 2:
ReplyDeleteWhile the book states that is stereotypical to consider that children with autism and Asperger’s are inflexible in their routines, from my wife’s experience, she’s spent a lot of time attempting to work around such inflexibilities (Vaughn, et al, 2011). More specifically, these inflexibilities are more an issue with a child’s anxiety in regard to the unexpected.
There are several great adaptations that can be made to assist student’s that may have anxiety related to the unknown or unexpected. One great website that shows numerous adaptations geared toward children with autism or Asperger’s is at http://www.specialed.us/autism/assist/asst10.htm. This website shows that technology can assist students with autism and provides a range of different strategies from low-tech to high-tech. Low-tech strategies include visual schedules, activity schedules, calendars, and communication cards. These are mainly geared to help students know what activities are to come to prevent the student from being caught off guard. The mid-tech strategies include communication devices that store a limited number of verbal responses that correspond with a picture cue. High-tech devices include video recording and computers. The former can be used to record appropriate social interactions for students to view while the latter has a myriad of uses that can benefit students with autism or Asperger’s.
Similarly, adaptations can be extended to participation (Servier County Special Education, 2010). An effective participation adaptation of a student with Asperger’s is to prompt them ahead of time what question you plan to ask them. This can be done the day before or earlier in the day of the lecture. This provides additional time for response. Likewise, guided notes, where students are given the lecture notes beforehand that lack certain portions of the information which need to be filled in, will help students to keep focused on the lecture while still giving them a sense of what’s to come (Gurganus and Del Mastro, 1998).
Another excellent website is http://www.autism4teachers.com/. While this website doesn’t necessarily support my view that adaptations can improve social skills and decrease problem behaviors, this website has numerous materials for teacher’s to use specific to adaptations in regard to autism and Asperger’s syndrome. For instance, under the social skills tab, a sample social skills curriculum is provided. Similarly, under the behaviors tab, you can get a copy of visual behavior rules. This saves significant effort in creating these resources from scratch.
Works cited:
Accommodations and Modifications for All. (2003, October 27). Sevier County Special Education Home Page. Retrieved November 14, 2010, from http://www.slc.sevier.org/accomall.htm.
Gurganus, S., & Mastro, M. D. (1998). Mainstreaming Kids with Reading and Writing problems: Special Challenges of the Mathematics Classroom. Reading and Writing Quarterly: Overcoming Learning Difficulties, 14(1), 112-126.
Holtz, K. D., Ziegert, A. K., Baker, C. D., Maloney, M. V., & Snow, S. C. (n.d.). Life's Journey Through Autism: An Educators Guide. Research Autism.org. Retrieved February 21, 2011, from www.researchautism.org/resources
Moyes, R. A. (2003). Incorporating social goals in the classroom: a guide for teachers and parents of children with high-functioning autism and Asperger syndrome. London: Jessica Kingsley Publishers. (Original work published 2001)
Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom (5th ed.). Upper Saddle River: Pearson Education.
Sacca, P., Haratine, L., Cook, A., & Coppola, K. (n.d.). Autism 4 Teachers. Autism 4 Teachers. Retrieved February 21, 2011, from http://www.autism4teachers.com/
Stokes, S. (n.d.). Assistive Technology for Children with Autism. Retrieved February 21, 2011, from http://www.specialed.us/autism/assist/asst10.htm
Part 1 of 2
ReplyDeleteChildren with autism spectrum disorders (ASD), namely autism and Asperger syndrome, exhibit social impairments involving speech, linguistic conventions, and interpersonal interaction. While children may have a desire for peer social interaction, they express poor social skills and loneliness than typical peers. In addition, when students with ASD are integrated into mainstream classrooms, they may be at increased risk for peer rejection and isolation. Furthermore, social skill deficits can also contribute to academic and occupational underachievement. It is also important to note that social skill deficits do not imply a lack of social interest.
Among the differences of social skills in children with ASD, autistic children tend to make little or no eye contact, offer little (if any) verbal communication, and are typically unaware of the social situations around them; whereas children with Asperger syndrome make awkward eye contact, have extensive verbal abilities, and maintain an interest in the social environment.
For children with autism or Asperger syndrome, problematic behaviors are often the result of confusion, frustration, or fear. A child with an autism spectrum disorder (ASD) typically has an inflexible routine; he/she requires structure and predictability, or a sense of knowing what’s to come. When a disruption occurs within the structure or predictability of a child’s routine, he/she will express his/her confusion, frustration, or fear in the form of problematic behaviors. These behavior problems can be exhibited in the form of aggression, depression, suicidal tendencies, and/or temper tantrums.
Therefore, structured and supportive educational approaches and programs are essential to improving social skills and promoting social behavior. If social skills are improved upon effectively, behavior problems often diminish. Social skills and programs that promote social behavior include Applied Behavioral Analysis (ABA), speech therapy, occupational therapy, counseling, and behavior modification. In addition, a structured environment, and consistency, that extends to all areas of a child’s life, is key when developing individual treatment approaches. Medications are another means to improving social skills to minimize problem behaviors; however, I prefer treatment that involves the prescribing of medications to be used as a last resort.
I have a very personal connection to this belief which involves a female family member. She is currently 24 years old and was diagnosed with Asperger syndrome about eight years ago. [Necessary Background Information – she knows she was abandoned by her mother at age 2, and has never known her biological father. She has experienced rejection from others her entire life, even in middle school and high school.] Due to her age (16) at the time of her diagnosis, and given the natural attitudes of adolescents that age, she was instantly prescribed medications; behavior modification strategies weren’t even considered. I, personally, feel that she has been overmedicated for the past eight years—her body weight has more than doubled, she has lost the ability to control certain bodily functions, and she has become even more anxious in social environments. Because she is not a “blood relative” to me, I have to be careful in how I approach the guardians responsible for her care. It’s a very sensitive issue, and one that I have stepped on several “egg shells” trying to address. My goal is to one day help her by being able to learn more about positive treatment options in regard to behavior modification (without the excessive use of medications).
Part 2 of 2
ReplyDeleteWebsite links with more information:
http://www.nimh.nih.gov/health/publications/autism/complete-index.shtml
http://www.vcu.edu/psych/faculty/White/Social%20skill%20review%20paper_2006.pdf
(Pages 1-2)
References:
"Autism Spectrum Disorders (Pervasive Developmental Disorders)." NIMH. N.p., n.d. Web. 22 Feb. 2011. http://www.nimh.nih.gov/health/publications/autism/complete-index.shtml.
Tsai, Luke. "Pervasive Developmental Disorders." National Dissemination Center for Children with Disabilities. N.p., Jan. 1998. Web. 22 Feb. 2011. www.nichcy.org/InformationResources/Documents/NICHCY%20PUBS/fs20.pdf.
Vaughn, Sharon, Candace S. Bos, and Jeanne Shay Schumm. "Teaching Students with Autism Spectrum Disorders/Pervasive Developmental Disorders." Teaching Students Who Are Exceptional, Diverse, and At Risk in the General Education Classroom . 5th ed. Upper Saddle River, N.J.: Pearson Education, 2011. 231-247. Print.
Wight, Susan. "The Beat of a Different Drum – Asperger’s Syndrome." Otherways: Home Education Network. N.p., n.d. Web. 22 Feb. 2011. http://www.home-ed.vic.edu.au/2005/07/30/the-beat-of-a-different-drum-aspergers-syndrome/.
Williams White, Susan , Kathleen Keonig, and Lawrence Scahill. "Social Skills Development in Children with Autism Spectrum Disorders." Virginia Commonwealth University. N.p., n.d. Web. 22 Feb. 2011. www.vcu.edu/psych/faculty/White/Social%20skill%20review%20paper_2006.pdf.
Posting Part 1
ReplyDeleteAs Vaughn, Bos and Schumm presented in our text, there are a number of similar behavior problems in children with autism and Asperger disorders (2011). Children with both exhibit impairments in social interaction including poor eye contact, failure to develop relationships and lack of responsiveness. However, where many children with autism will display a total unawareness of social situations, students with Asperger Syndrome will tend to show more interest but with many of the same difficulties in social interaction. It is noteworthy that children with Asperger syndrome tend to have “no clinically significant delay in language” and while use may at times be inappropriate, children with autism are more likely to have clinically significant deficiencies in language. Both those with autism and Asperger may engage in pervasive routines and repetitive motor movements which may cause children difficulties in the classroom and their social interaction. Individuals with Asperger have normal cognitive functions and actually may have high IQs whereas individuals with autism may have mental retardation and/or savant characteristics. A number of years ago I worked with a student as a tutor that was originally diagnosed as a young child as having autism. He was put in remedial classes and briefly removed from the regular classroom. Eventually, he underwent more extensive testing and it was discovered that had Asperger and actually was a very high performing and strong student. His parents expressed their concern that their son was treated as though he had mental retardation by many of his teachers when he was actually capable of comprehending very difficult subject content.
The first step to improve social skills and decrease problematic behaviors among students with autism and Asperger syndrome is identification. As our text indicates, identification of autism, particularly more severe forms of autism, may be fairly obvious and will likely have been identified when the students enter the classroom. However, Asperger may be more difficult to identify and students may simply appear withdrawn initially yet perform well in their coursework. It is important to look for the signs of Asperger as a means of initially identifying its existence so that activities can be formulated to help the student behaviorally and socially. The Mayo Clinic has fairly extensive diagnostic information and symptoms that teachers can look for to identify Asperger’s. The website is available at http://www.mayoclinic.com/health/aspergers-syndrome/DS00551. Some helpful indicators might be “difficulty understanding humor,” showing intense obsessions with narrow subject areas, speaking in a voice that is unusually monotonous. The Mayo Clinic’s site notes that all children have quirks so it is important not to simply jump to the conclusion that a student has autism or Asperger. Rather, it is important to consult a specialist or doctor if you believe a student may have Asperger.
Posting Part 2
ReplyDeleteBecause communication is one of the most difficult skills for students with ASD, it is obviously very important for us as teachers to work hard with students in this area. Reinforcement strategies can be particularly effective given the narrow focus of many students with Asperger and autism. The student I tutored was obsessed with using the mouse of the computer and with a particular math computer game. He was so obsessed with this particular game that his parents had to buy a copy at their home because he literally wouldn’t stop talking about it from the time he got home from school until the time he left in the morning. He also loved operating the mouse on the computer. I would utlize this interest to both a) incentivize productive work sessions and b) come up with activities on the computer where he could use the mouse while still communicating. Since he had a strong vocabulary but often appeared uncomfortable in face-to-face communication, communicating through instant messenger and email was frequently easier for him and got him comfortable interacting with other students. Online courses might be particularly useful for the same reason.
It is also important to work on naturalistic instruction. Students with autism and Aspergers might struggle with basic interactions and requests (as our book described--things as simple as requesting a glass of milk). Linking positive consequences to proper actions can be an effective way to promote positive behavior. Students also like routine which can be established both in the classroom and at home and can help to avoid distracting situations for the student and increase their comfort level.
Finally, I think a very important strategy to improve social skills and decrease problematic behaviors is to develop the strongest support network possible for students. This means combining the knowledge of doctors, specialists, parents, teachers administration, etc. For parents, I think it can become trying and stressful because they are dealing with their children 24 hours a day without break. A great resource for parents and source of additional knowledge and socialization of their children can be support groups. Autism Illinois has an excellent listing of area support networks and resources. An Asperger specific source is available at autismillinois.org/aspergersresources.aspx. I believe this can give parents a sense of normalcy as well as providing a forum where children and their parents can get together.
At the end of the day I think that it will be most important for me as a teacher to make sure to constantly acknowledge that students with autism and Asperger may at some time pose difficulty but they are just as if not more capable of progress and success as other students. Patience will be required but it will be particularly important to collaborate with the other professionals, parents and the resources available both online and in hard copy.
Resources Cited:
Autism Illinois: Aspergers Resources. Retrieved on February 22, 2011 from autismillinois.org/aspergersresources.aspx.
Mayo Clinic. Asperger’s Syndrome. Retrieved on February 22, 2011 from http://www.mayoclinic.com/health/aspergers-syndrome/DS00551.
Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom (5th ed.). Upper Saddle River: Pearson Education.
Part 1 of 2
ReplyDeleteStudents with autism and students with Asperger’s Syndrome are similar in that they have been diagnosed with a Pervasive Development Disorder. Augmented and alternative communication methods, classroom set up, and instruction must be made to accommodate children with these disorders. While autism and Asperger’s Syndrome may have cognitive abilities that are quite different, many of the problems with communication and social interaction are shared (Vaughn, Bos & Schumm, 2011).
Classroom routine is particularly important, and challenging when trying to address the needs of PDD students. Establishing a clear schedule requires various means of communication. Some students with Asperger’s may be able to follow spoken or written instruction, but many will require a more visual schedule. A visual schedule is a series of pictures that communicates the steps required for a specific activity (2009). A visual schedule can be used to communicate routines for anything from washing hands when a student enters the classroom, to showing steps for completing an art project. This type of schedule is often used with preverbal children to establish routines. We used visual Schedules to establish bedtime and morning schedules for our children when they were young. This allows the student/child to follow the steps to a predictable outcome. Visual schedules can be used as part of speech therapy, for a variety of routines at school, and at home. I was able to attend some of the classes at the Hope Institute in Springfield, and saw how different visual schedules were used in their classrooms. Many of the students have severe autism and the pictures are the only way they are able to communicate. The speech therapists and teachers even used visual schedules to help the students ask for lemonade during snack time. By pointing to the pictures of a lemon, a cup, a student, and the words thank you, each student was able to communicate with the instructor. While some of the students needed assistance to point to the pictures in order, some were able to verbalize different parts of the schedule based on the pictures. I got to see how the schedules allowed any daily activity to become a learning opportunity.
Social Development is another important skill for the student with autism or Asperger’s Syndrome. They often have trouble dealing with any kind of social interaction, making eye contact, or picking up on social cues (Vaughn, Bos & Schumm, 2011). Promoting social development can be promoted through direct instruction, prompting, and working with peers through initiated strategies and tutoring (TeacherVision). One way of helping students through every day social situations is with Social Stories. Social Stories were developed to help develop self-care skills, assist with transitions, provide positive feedback, and as a behavioral strategy (autism.org.uk). The story breaks an activity (like brushing teeth) down into a series of sentences (or pictures for strictly visual learners), and ends with the desired outcome. Hope Institute uses modeling and work opportunities to help develop the social skills required for transitioning some of their students into a general education classroom, or for adult students a group home or job. This allows students to learn desired social behaviors through repeated practice.
What are some of your thoughts on the similarities and differences in social skills and behavior problem in children with autism and Asperger's disorders?
ReplyDeleteAutism and Asperger’s disorder fall under the classification of Pervasive Developmental Disorders which include common characteristics: "impairments in social interaction, imaginative activity, verbal and nonverbal communication skills, and a limited number of interests and activities that tend to be repetitive." (Tsai, 2). According to the DSM-IV Autistic Disorder children will express difficulty with expressive and receptive language, social skills or adaptive behavior, and impairment in social interaction (Tsai, 4). Asperger’s Disorder also has similar behaviors and social problems. Some of the impairments of Asperger’s Disorder are issues such as: difficulty developing peer relationships, doesn't seek to share enjoyment or interests with others, and a lack of social or emotional reciprocity. The Diagnostic Criteria for these two disorders are very similar. Therefore, it is easy to see commonalities in the social and behavioral issues between the two disorders. Autism and Aspergers are similar in that both suffer with communication and socialization difficulties. Students with Aspergers communication disorders are directly related to their social interactions. Children with Aspergers lack social skills and have a difficulty forming friendships. I believe this is due to their inability to share their joys and interests with friends as well as the difficulty to understand the subtleties in humor. Autistic children also suffer from difficulties with forming friendships and understanding and communicating with language. I think the issues with Austic children forming positive social interactions is there difficulty with making eye contact, facial expression and gestures. These are things we often take for granted in our communication with students. The lack of or delay in spoken language also poses a problem for students social development. When students are unable to relate to each other through informal language (joking around, sharing interests, etc.) it makes it very difficult for them to form positive friendships. Students with both Autism and Asperger’s will need a lot of support in their social interactions. In my experience, creating a supportive and open classroom culture will help aid in this. When all students feel comfortable in the classroom they are able to learn and interact more openly with each other. I also think in this supportive environment it is important that students understand the child's difficulties and are sensitive to them. Students should also be given strategies for how to help the child with the disorder. By forming a classroom community that is a culture of mistakes are okay and that each child is responsible for helping and supporting each other, will allow all the children to be at easy, especially any children with more difficulties.
As far as behavior, children with the two disorders will most likely both express "restricted repetitive and stereotyped patterns of behavior, interest, and activities" (Tsai, 3). These types of behaviors I think are very disruptive to the classroom if not addressed in the correct manner. Students will have hand or whole body movements while trying to sit with the group or at their seat and do work. These could not only be disruptive to the student's learning but also the other children around them. Strategies will need to be taught to help students control these behaviors. Some strategies I've used wtih students in the past is giving them a specific foam ball they can use to squeeze instead of clapping or snapping. There are also specific pillows that students can sit on that will help them sit more still. Also, I've used the soft side of Velcro under the students desk to give them something to touch and rub, instead of making disruptive noises.
Although there are many strategies to help these types of behavior be minimized, I believe it is most important to know the student. Each student will have their own characteristics and those should be taken into account. It will be important to work closely with the student's parent to ensure that the strategies are followed through with at home. In my experience, when strategies are reinforced at home, the student finds success more quickly in using the strategy.
ReplyDeleteAutism and Asperger's disorders also have differences. Autism seems to be more physically apparent. Asperger’s disorder typically is characterized by many difficulties with social interests and interactions, however a normal to adequate language skills in the areas of vocabulary and grammar. Theses children will also possess an average to above average intelligence. These students will need a high level of support in helping them cope with their social and language issues however, still being academically challenged. I think they best way to do this is to, again, be in touch with the child. It is important that as teachers we know our students and taylor our instruction to their needs. Some call this differentiated instruction, but I like to think of it as “good” teaching. When teachers know their students’ strengths and needs, teachers are most able to meet the needs of their students.
I think the resources available are extremely helpful. Its important that teachers understand their students and these resources are a perfect place to find the answers. Two that I found very helpful in understand my students in the past and brainstorming solutions are http://www.specialed.us/autism/asper/asper11.html and http://www.myaspergerschild.com/2008/11/teaching-aspergers-children-tips-for.html
The second website is a blog and you would be able to follow the blog on blogger. This way you can be updated when the author updates the site.
Works Citied
Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom (5th ed.). Upper Saddle River: Pearson Education.
Tsai, Luke. "Pervasive Developmental Disorders." National Dissemination Center for Children with Disabilities. N.p., Jan. 1998. Web. 22 Feb. 2011. www.nichcy.org/InformationResources/Documents/NICHCY%20PUBS/fs20.pdf.
This comment has been removed by the author.
ReplyDeleteI have been having problems posting blogs, Today I have had to post my blogs several times, only to come back later in to find that they had just vanished. This also happened to me the second week of postings.
ReplyDeleteAfter signing in and Google made me confirm my account by telephone. They sent me a message saying that there had been usually activity on my account.
My question is: Is it possible for someone to hack into my blog posting? I really getting frustrated by this.
If anyone has any suggestion or ideas please let me know.
Thank
Patrick Grafton
Autism and Asperger’s Disorder are similar enough that they are both grouped together under the pervasive development disorder (PDD) called autism spectrum disorders (ASD). However there are also certain characteristics of each of these disorders which distinguish them from one another and thus require one to understand them more deeply. The similarities between autism and Asperger’s are somewhat general: all children with ASD have deficient social and communication skills, and to some degree display repetitive behaviors. Vaughn, Bos, & Schumm state that it is the severity and expression of these symptoms which signifies whether a child has autism or Asperger’s (2011). In defining ASD it is important to understand that there is a range of behaviors and symptoms which permeate the ASD spectrum. This is illustrated in that sometimes children will be described as having high-functioning autism. On the ASD spectrum high-functioning autism falls somewhere in the middle between autism and Asperger’s disorder. Children with Asperger’s have higher levels of cognition than autistic children. An autistic child may be mentally retarded while Asperger’s does not include mental retardation as a symptom. Those with Asperger’s also tend to be much better communicators than autistic children as well understand their social environment better.
ReplyDeleteTo improve the social skills of a child with ASD a teacher should work on teaching the communication skills that the specific child is lacking in. Ways to do this mentioned in our text are by using naturalistic instruction or by using communication tools such as a communication board or picture and word schedules for daily activities (Vaughn, et al, 2011). In order to reduce problematic behavior in children with ASD a teacher will benefit by using a Functional Behavioral Assessment (FBA) and incorporating effective behavior management strategies such as establishing a classroom routine, being consistent in actions and expectations, and monitoring behavior problems closely. One technique I liked leaning about is for a teacher to systematically expect more and more from an ASD student. This seems like a very positive and effective way to help a child with ASD.
I found the following 2 websites which helped my understanding of ASD and ways for teachers to address it in the classroom:
www.autismteachinginstitute.org
www.autismepicenter.com/teaching-children-with-autism.shtml
Works cited:
Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom (5th ed.). Upper Saddle River: Pearson Education.
First off, I found that this chapter, in general, was really informative. My knowledge was extremely limited on topics such as Autism, and Asperger’s. I mean I am by no means an expert now, but I think this helped me understand how much these disorders differ and are similar. After reading the text I found it interesting that the similarities were overlapping and the differences very specific (Vaughn et al., 2011). For example, children who are autistic may be completely unaware of their social surroundings, whereas individuals with Asperger’s syndrome will converse with others but only on topics they are interested in (Vaughn et al., 2011). Typically individuals with Asperger’s syndrome won’t give anyone else a chance to speak on the topic (Vaughn et al., 2011). What they have in common is that both will make eye contact (Vaughn et al., 2011). Although it must be noted that autistic individuals may not make any eye contact, and those with Asperger’s syndrome will make awkward eye contact (Vaughn et al., 2001). This makes me thankful for all the specialists who make it their career to help students with pervasive development disorder (PDD). The differences are so subtle. I mean who hasn’t been so interested in a topic that they dominate conversations; I know I’m guilty of it. I was familiar with the behavioral problems listed in the book: disruption, aggression, and self-injury (Vaughn et al., 2011). This was mainly due to my parents being in education and telling stories throughout their careers. One thought that kept reoccurring as I read the text is that more research needs to be conducted in order to create definite characteristics for each disorder. The differences appear to be shades of grey instead of black and white, but this is just my personality. I like things to be one way or the other, but I do understand that this is not always the case. The other thought that was running through my head as I read about challenging behavior was if teachers have to physically stop students from harming themselves? If so, due they get hurt in the process or are they even allowed to physically stop them. I mean litigation has become apart of the education system now. I would hope educators would be allowed to stop students from hurting themselves.
ReplyDeletehttp://www.nationalautismassociation.org/psa.php
ReplyDeletehttp://www.aspergers.com/
These two websites both had good information about symptoms and treatments of children diagnosed with autism and aspergers. They would be good information sites for parents who are unsure whether their child is displaying symptoms or for what to do once their child has been diagnosed.
Both Autism and aspergers share some symptoms: echolalia, abnormal social behavior, restricted range of interest, and poor motor skills. Sufferers will present one or more of these symptoms. However, those with aspergers generally are able to live independently and suffer much milder symptoms. They do not experience communication delays, and aspergers is considered a high-functioning form of autism. Those with aspergers generally have a very functioning language and a overwhelming interest in one subject. Autism is much more severe and generally is diagnosed early by watching for delays in learning language.
There are many treatments to help improve autism disorders. Many therapies are used such as physical, speech, music, and chelation. Also, behavior modification can be effective. Some doctors also used dietary methods of therapy. I think it is key to catch signs of autism early so that the child can immediately get one on one help to develop to their full potential.
Part One:
ReplyDeleteAs I read chapter nine and reviewed the various websites. I realized just how ignorant I was about “Autism Spectrum Disorders” (ASD). My visual image of a person with autism had been provided for me by Dustin Hoffman in the movie “Rain Man.” I had shared in believing many of the myths, which the “Camp Make Believe Kids” addresses. While I had heard of high functioning autism, the term “Asperger’s Syndrome” (AS) was one which I was unfamiliar with.
While autism and “AS” are similar in some aspects, “AS” is considered a separate disorder (Gallagher & Gallagher, 2002). According to the Gallagher’s the major difference between autism and “AS” is the mental function (2002, p. 1). Table 9.1 on page 233, of 5th addition of Teaching Students, makes comparisons of autism and “As” students: both groups struggle with developing social skills; students with autism have limited verbal communication and lower cognitive abilities than those with “AS” (Vaughn, Bos, & Schumm, 2011)
When I first started substitute teaching, I met a high school student who did not say much, did not socialize with other students, and seemed to be staring at the floor. My first impression of this student was one of circumspection. I thought he may be on the verge of having a violent emotional outburst. I have since learned that this young man has been diagnosed with “Asperger’s Syndrome.” I have been blessed with the privilege of getting to know this young man and have discovered that my first impressions were completely off base.
Today I have the privilege of working with this student on a daily basis. I am amazed at the way he now socializes with his classmates and marvel at his dedication to obtain excellent grades. When I asked my supervisor what strategies have been implemented to help him, she shared the following information. First she said that most important was that his family was active in establishing strategies. She stated that his mother educated herself about “AS” and made sure that his teachers were aware of the facts about his condition (Foiles, 2011). The website, “Medical/Disability Information for Classroom Teachers” provides a check lists for teachers to follow when working with students who have autism or “AS”. The first process they recommend is collaboration with parents to develop a educational plan. (Autisim Spectrum Disorder).
Since students with “ASD” often experience anxiety, not only is it important for these students to have a set routine; they should be warned in advance if their will be a change in routine (Autism Spectrum Disorder). If a teacher knows there will be a change in routine he or she should warn the student in advance (Foiles, 2011). When a unexpected change has occurred a teacher should explain to the student why or what has happened (Smith, 2010).
Another way the anxiety of “ASD” students can be reduced is by allowing them to have access to a safe place to escape, such as the school’s resource room (Smith, 2010). The student is still responsible for accomplishing his or her assignments, however in this safe place they can regain control of their emotions (Lin & Myles, 2004).
These are just a few suggestions that I have found that may be used to help “ASD” students. I personally think the key component of working with students with “ASD” is developing a relationship with them. Each one is an individual, and may share similar symptoms with other “ASD” students but, each student is unique.
According to Vaughn, Bos, & Schumm, the Autism Spectrum Disorders (autism and Asperger Syndrome) share many overlapping characteristics (2011). Both have difficulties with eye contact, have difficulties with social interaction, and may have repetitive motor movements. However, they have some key distinguishing points. Asperger's are interested in the social environment but often has difficulties reading social cues. Autistic children have more unaware of the social environment (an "empty shell" is how one teacher described it). Another major difference between the two conditions is the presence of developmental delays. Autistic children may have mental retardation and more often have severe verbal communication difficulties; Asperger's do not have speech or cognitive delays.
ReplyDeletePrior to this week's resources and discussion, I knew very little about the ASDs. One key question I had was can children with these diagnoses get better--can they learn appropriate behaviors and social interactions? I was happy to learn that many can. I think modeling is the most powerful strategy for improving social skills and reducing problem behaviors. Children learn what is appropriate by observing other people and witnessing the consequences of their behaviors (both positive and negative). Parents and teachers can also construct situations for the child in which they gain experience interacting with students. Communicating clear rules for classroom activities can also help an ASD child's behavior. Problem behavior could be due to the child not understanding what they should be doing or them choosing not to do it--if they understand what is expected, that's half the solution. Another way children can learn appropriate behavior is through storytelling; a teacher can work examples of appropriate behaviors and/or consequences into lessons.
http://www.autism-help.org/
http://www.nasponline.org/resources/handouts/Autism204_blue.pdf
Ruble, L., & Gallagher, T. (2004). Autism Spectrum Disorders: Primer for parents and educators. Retrieved from http://www.nasponline.org/resources/handouts/Autism204_blue.pdf
Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom (5th ed.). Upper Saddle River, NJ: Pearson.
I've been having difficulties posting this week as well. It seems I finally have it working after removing the hyperlinks from my post. It could be a coincidence, but I thought I'd share in case it might help others in the future. Good luck!
ReplyDeletePart 2 of 2
ReplyDelete(This was submitted on Feb. 25th, but I did not see it upon reviewing the posts today)
Whether you are teaching a student with autism, Asperger’s Syndrome, or any of the Pervasive Development Disorders you need to adapt your instruction methods, your lessons, and your classroom to fit their needs. To do this in a general education classroom, you need to have as much information about the student’s needs and abilities as possible. By making sure your student is able to follow your instructions, you will help eliminate problematic behaviors and promote academic and social development.
Works cited:
Vaughn, S.R., BOS, C.S., & Schumm, J.S. (2011). Teaching Students Who Are Exceptional, Diverse, and at Risk in the General Education Classroom (5th ed.).
Upper Saddle River: Pearson Education.
Web sites:
Healing Thresholds
Connecting Community and Science to Heal Autism
December 2009
autism.healingthresholds.com/therapy/visual-schedules
LucasWorks
Products for autism and other special needs
lucasworks.org/visual-schedule-autism.html
TeacherVision
Lesson plans, printables, and more
teachervision.fen.com/autism/teaching-methods/8193.html
Polyxo.com
Teaching children with autism
polyxo.com/socialstories/ss0005.html
The National Autistic Society
Social Stories and Comic Strip Conversations
autism.org.uk/living-with-autism
Autism Intervention Strategies
Social Skills Stories for Children With Autism
autismsocialstories.com
The similarity between Asperger’s and autism is really only the lack of eye contact that the children with either have with people around them. Autism is a disability that appears within the first 3 years of a child’s life. Asperger’s has a later onset of about 7 or 8 years of age and usually referred to as a higher function form of autism.
ReplyDeleteSome characteristic of the two types are:
* Autism—95% of individuals with autism are visual learners, listening is the weakest ability, and can have mental retardation.
• Asperger’s—show no clinical delay in cognition, become very preoccupied with a topic, and can’t read social cues.
Ways to improve social skills and decrease problematic behaviors are:
• create a structure setting
• using joint action routines (JARS) which are everyday routines that encourage communication, using choice boards, and by making transitions smooth
• Transitions for students with autism can cause stress and feeling of disorientations
In using the above mentioned ways to students will start to feel a little more at ease and progress can be made.
Websites—
http://www.nationalautismassociation.org
http://www.autismspeaks.org
http://www.mychildwithoutlimits.org
Children with Autism and children with Asperger’s disorders are very similar in their social skills and behavior. So similar that, until fairly recently, Asperger’s was called high functioning autism. Similar social skills of Children with autism and Asperger’s Syndrome are poor eye contact when they or someone else is speaking. Another similarity is that neither appear to understand or aware of other people’s feelings. Both children with autism and Aspergers show unusual or awkward body postures and gestures such as rocking, finger flicking, or tapping. Also both will usually speak with a monotonous voice.
ReplyDeleteAutistic children tend to play alone and seem to be in their own world. Many times when they are spoken to they will not respond or appear not to hear. They resist cuddling or contact. Children with Aspergers tend to have one-sided conversations on subjects they have an obsessive interest in. When speaking to people children with Aspergers have a hard time understanding humor or meaning of a conversation.
To improve social skills and decrease problematic behaviors, teachers should have a good knowledge of the child’s disorder. The teacher should assist in helping the special education teacher with the students SST. The teacher should use the classroom to work on Social learning strategies. Working on individual social skills in the classroom is a major tool to overcome or learn to work with the disabilities. Teachers should adapt and modify their assignments to allow the students to achieve success in the classroom.
http://www.webmd.com/brain/autism/mental-health-aspergers-syndrome
http://www.mayoclinic.com/health/autism/DS00348/DSECTION=symptoms
I did a presentation over these two last summer in my education class. I found that many children with Autism Spectrum Disorder and Asperger’s Syndrome have many similarities and differences. Some similarities include social problems, such as lack of eye contact and obsessions with objects, such as a toy or blanket. Children often have trouble maintaining focus on one thing when multiple things are happening throughout the classroom. As many characteristics of these two are similar, their differences are almost the same, but with little twists. For example, some characteristics of Asperger’s are sensitivity to noise, touch, and/or feel of clothing, odd speech and/or very proper speech, craves routine, and very intelligent that can excel in a field not requiring a lot of social interaction. Characteristics of the autism spectrum disorder include children that don’t like change, difficulty in expressing needs, repeats words or phrases, tend to laugh or cry for no reason, doesn’t like physical contact, and no real fears of danger.. Since these two disorders are somewhat similar, teachers can adapt or modify their instruction according to these similar characteristics. Children don’t like change and crave routine, so teachers can develop routines in the classroom. For example, they can always have the subjects at the same time of day and make a calendar to write down when things need to be turned in or when a test is going to come up. Often children with these disorders are more visual learners than any other type. My teacher last summer suggested that teachers can use multiple learning styles in their teaching because students learn in all different types of ways and when the teacher covers more of them, more students will be able to understand the material better. Since children have an obsession with a certain type of object, teachers can use this to their advantage. They can use that object to motivate learning. For example, a math teacher of a lower level can print out pictures of the object and have them add the pictures together for a simple addition lesson. Teachers mainly need to develop a relationship with all their students. Many can have different characteristics and when the teacher knows these characteristics, it can be easier to adapt or understand their needs better. Focus on the child’s strengths and feed off of them. Often teachers can make the classroom a better experience with students with these disorders by having an overall positive atmosphere for all. When the mood is positive all the students can create a learning environment that is fun for them.
ReplyDeletehttp://www.aspergersyndrome.org/
http://www.aspergerfoundation.org.uk/
http://www.nichd.nih.gov/health/topics/asd.cfm
Saturday, February 26, 2011
ReplyDeleteWeek 6 Post
I think that the similarities between a child with autism and a child with asperger's is that each requires individual attention from a patient, caring and creative teacher. An autistic child may be unable to interact with other students while the students with Aspergersmight seek out a more social environment. They are often described in terms which appear opposite but each requires specialized attention to maintain their interest in the classroom. I cannot help but picture these students in a high school classroom and image the monumental task necessary to engage these students in classroom activities without allowing them to feel overwhelmed or threatened by their surroundings. Small class size as well as a regular routine might help both situations. Maintaining consistent control of student behavior should also foster less problemetic behavior.
www.hhs.gov/autism and http://www.apergersyndrome.org/