Inside+Autism

===Inside Autism: Teaching Those Once Thought Unteachable === Ashley Liddell

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Autism is a form of Autistic Spectrum Disorder, similar to Aspergers Disease. "Autism is a developmental brain disorder that affects social and communication skills." (Winerman, 2004) Because they cannot understand the motivations and actions of other, autistic children often feel isolated from their peers and the world around them. Many of them live in their own isolated world all together. At one time, autistic children were regarded as unintelligent and unable to be taught. But through research and many behavioral intervention programs, it has been proven that these children are in fact able to learn. The question remains however, "If they are able to learn, how do we teach them?" The key to teaching them is to try understand them. Understanding enables instructors to develop teaching methods for reaching these exceptional students. No matter what society says about exceptional children, I believe that every child can learn. Say it with me if you believe it too:

= Every Child Can Learn! =

Applied Behavior Analysis
Amid the many behavior interventions researched and implemented, the one that stands above the rest is Applied Behavior Analysis. The National Research Council states that "ABA interventions do have solid scientific support documenting their utility in enhancing social skills, communication, regulation of challenging behavior, self-care, and proficiency at academic or vocational tasks" (Smith, 2008). ABA is the most research-supported method of intervention, but research alone is not enough to prove effectiveness. The evidence of a high success rate in actual situations also backs up ABA. ABA implements sequences of trials developed for each individual learner, seeking to reach specific goals. Specific is the key word. Generalization will not work if positive results are going to be displayed. Each goal must be tailored to each child, because every child is at a different level, and learns differently. There is no standardized regimen that will work for everyone, and instructors have to realize this. Behavior interventions need to be rigorous and repetitive. "Early, Intensive ABA" has the highest rate of success. (Smith, 2008) The target amount of time to implement therapy sessions is 40 hours per week. Each specific goal in ABA seeks to engage the child, with something as basic as "make eye contact" being the first goal for some children. Engagement is critical in improving the autistic child's condition. The NRC defines engagement as "sustained attention to an activity or person" (article 2) revise Even establishing eye contact is a step in achieving goals to bring the child out of his own world, and to make connections with the real world, beginning with his instructor and parents.

The Program
In addition to the setting of small achievable goals that are realistic for each individual, components of ABA include specific skills that are clearly defined, vigorous sessions, much repetition, and positive reinforcement. Positive reinforcement may be nearly anything the instructor finds effective, including high fives, a hug, a "good job!", a sticker, or even skittles or m&m's. In this video, we see the instructor implementing positive reinforcement once the child reaches his goal. Notice how the goal was very specific: He knew he needed to get 5 tokens before he got his reward. He also knew what he reward would be. media type="youtube" key="im04U9Be4mA" height="405" width="500"

Notice also how the instructor established eye contact with the child, for three seconds. That eye contact is critical in producing actual engaging sessions.

The Fluency Precision Teaching Method is part of an ABA intervention method widely used in classrooms with autistic students. media type="file" key="fluency_precision.m4a" width="300" height="50"

Learning Styles
Everyone learns particularly well through a certain style, or perhaps through two. The most common learning style is visual, which makes regular classroom lectures with powerpoint and white boards effective modes of teaching. But many people learn better through either kinesthetic or auditory channels. Autistic children can only learn through one channel, whereas most people can learn through two or even all three. Instructors need to understand how to plan lessons around the child's learning style. Andy Humphrey says, "Determine which learning style best suits the child with autism, and emphasize that method of learning and communication." (Humphrey, 2009) Sight oriented learners need to be stimulated through colors, shapes, and objects. They will learn how to associate them with each other and build their associate skills as well as identification. Sound oriented learners will process more quickly what they hear spoken or sounds objects will make. They will be able more readily to reproduce what they hear verbally, or perhaps through writing, if not verbal words. Children who learn kinesthetically will need mostly hands-on therapy session, with a great deal of touching things and identifying while touching. Some children may learn to use a different learning style, although not as dominantly as their first one, but most children will only ever learn through one channel.

The Hope Within
Although the outlook at times look exceedingly bleak for people with autism, there is always hope for learning. Children with autism have the potential to succeed in school, and many of them have even been known to go on to graduate from college and excel in the world on their own. Lea Winerman, in her article in "Monitor on Psychology", says that many autistic children "have average or above-average intelligence." (Winerman, 2004) That intelligence only needs to be drawn out. ABA interventions seek to draw out the potential that is locked inside these children. They cannot find a way to communicate what they are feeling and thinking without help from therapies like ABA. ABA operates under the belief that every child can learn, a belief that I also firmly hold to. This intervention brings us one step closer to unraveling the mystery of autism so autistic children can have a hopeful and bright future.

This little guy is proof that autistic children are brilliant, if only given the chance.
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= Handout =

What is Autism? +Autism is a form of Autistic Spectrum Disorder. +It affects communication and social skills, cutting children off from their peers. +It was once thought that Autistic children were unable to learn, and that they had very low intelligence.

How can Autistic kids learn? +Autistic kids are incredibly smart, and have amazing potential to succeed in life, if worked with. +Every child can learn!

Applied Behavior Analysis +ABA interventions are the most highly regarded methods for teaching autistic kids. +Lessons operate on the criteria of 1) small achievable goals, 2) specific skills, 3) vigorous learning sessions, and 4) positive reinforcement. +ABA especially stresses **specific** intervention for each child, and **rigorous** training. Early, intense training yields the most positive results. +Autistic kids need to know what they are working for. Making their goals for each class time very specific will prove far less frustrating to them than trying to work without a focused goal.

Learning Styles +Autistic kids usually only use one learning style, as opposed to most people who use two, or even all three. +Lessons need to be completely planned around the child's learning style. +If a child is obsessed with something in particular, say for instance, a train, then incorporating that into lessons will prove effective. +Because some children will have over developed senses, care needs to be taken that noise levels are reduced, or bright lights are avoided, as these could potentially make a child incapable of focusing at all.

The Hope Within +Autistic children are intelligent and have potential to become successful in life. +ABA treatments have proven to be effective methods of improving the behavior and learning abilities of autistic students. +Teachers of autistic children need to **research, implement good techniques,** and **work on a team with parents** in order to give autistic kids the chance to overcome their disability, and succeed.

Questions: 1) According to the text, what is a key to effectively teaching autistic children? a)Concern b)Understanding c)Organizing 2) What are the two R's of behavior interventions? a)relaxation b)repetition c)rigorous d)reading 3) What are three components of ABA? 4) True or False: Many autistic students graduate and go to college 5) According to the text, what are two examples of positive reinforcement? a)cookies b)m&m's c)high fives d)a toy



References

Autism: Making sense of a confusing world. CBC News:Health:Neurological Disorders. November 4, 2009

Autism Teaching Tools. http://www.autismteachingtools.com/page/bbbfg/bbbbfz 

F. Charles Mace. (1993) The Significance and Future of Functional Analysis Methodologies. //Journal of Applied Behavior Analysis// V.26 I4. Retrieved March 9, 2010, from EBSCOhost

Green, Gina. Applied Behavior Analysis for Autism. San Diego State University and University of North Texas Board of Trustees, Cambridge Center for Behavioral Studies. http://www.behavior.org/autism/ 

Humphrey, Andy. How To Teach Autistic Children. //Information and Resources for Teaching Kids with Autism.// http://www.howtodothings.com/health-and-fitness/a3856

Individual and Environmental Determinants of Engagement in Autism. //Journal of Autism and Developmental Disorders.// (2007) Retrieved February 18, 2010, from EBSCOhost

IANResearch:Interactive Autism Network, Linking Researchers and Families. http://www.ianresearch.org/login 

Lovitt, Thomas C. (1994) A Brief History of Applied Behavior Analysis At The University of Washington. //Journal of Applied Behavior Analysis.// V.26 I4 Retrieved March 9, 2010, from EBSCOhost

Smith, Tristram. (2008) Empirically Supported and Unsupported Treatments For Autism Spectrum Disorders. //Scientific Review of Mental Health Practice//. Vol 6 I 1. Retrieved February 17, 2010, from EBSCOhost

Winerman, Lea. (2004) Effective Education for Autism. //Monitor on Psychology//. Vol 35 I 11. http://www.apa.org/monitor/dec04/autism.aspx

http://www.haughtonlearningcenter.com/methods_subpage.html 