Autism

Running Head: Autism

Laurel Bradley, Grace Luccia, and Kathleen Baker Liberty University Dr. Szapkiw 1 April 2010 **
 * Autism

=__**Abstract **__=

====//"Autism is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities."// ====

__Social Stories:__
1. Social Stories- Short stories written for individuals with social deficits; they describe specific activities and the appropriate behaviors expected for these activities. 2. Social Stories describe appropriate behaviors, they increase social interactions, decrease tantrums, decrease cheating, and negative comments during games. 3. Results of students after doing some of these Social Stories reduced tantrums to zero for 6 out of 7 days. 4. These stories aren't just on the computer, they can be on paper, or even through a song.

Example of a Social Story:

__Keeping My Hands to Myself__
There are a lot of children in my class. Sometimes I get excited when I see my friends moving around. It is okay to be excited. When I am excited, it is good to keep my hands to myself. If I push others, they may get hurt. My friends like it when I keep my hands to myself. That way no one gets hurt and we stay friends.

Comprehension Questions: 1. When around other children, should I keep my hands to myself? 2. If I push someone else, what will happen? 3. Where should my hands be?



4. By doing this SDLP parents can be trained to work well with their children.
==== 5. In one experiment the parents had to video tape themselves with the child for 10 minutes, just showing how their everyday routine goes. The researches would judge their stress levels, and judge what they need to work on with the child. Then they would send them an educational DVD that contained 14 chapters on it. The 14 chapters covered both basic behavior principals, and motivational procedures. The DVD also contained reviews after chapters, and chapter quizzes. ====

**Communicating to Children with Autism **
Communication in children with autism spectrum disorders (ASD) is unusually distinctive. It affects communication and social skills at different levels of degree. I learned how to communicate with someone with Autism and how Individual deficits vary from fluent speech to a total lack of verbal communication. It is important to start the child at a young age with communication signals such as Facial expressions and Crying. Study of Autism, Development Delays, & typical Development with Crying ** Crying is the first channel infants use to express themselves, needs, and a way to verbalize to their surroundings. Researchers examined cries from infants with medical conditions between 1960 and 1980. It was both chronological and developmental age matching for the autism group. · Scream: high pitched, · Moan: sound characterized by no harmonic vibrations and vocal folds, · Aspiration/expiration: cry sound that follows the breathing rhythm. (also called basic cry), · Pause: sound stops during an episode of crying (if crying lasts for than 10 seconds, the cycle of crying is considered terminated).  One game that works really well for a child with Autism is: I Spy!
 * 
 * The way they measured the cries was through a Cry Observation Code, **



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__**Questions:**__

1.  What are the 3 severe problems of Autism? a. Eating, talking, dancing b. Listening, paying attention, following directions c. Communication, Behavior, Social skills

2. What type of learning style fits most people with Autism?

3. True or False: Most autistic students know how to speak in full sentences but have trouble initiating a conversation.

4. What is an activity that teachers can use in classrooms with their Autistic students? a. Reading a book b. Math worksheets c. A textbook assignment d. A Social Story

5. What is the program called that helps parents increase their communication with their Autistic child? a. ELP's b. SDLP's c. ELL's d. TTC's

**__Bibliography __** · <span style="color: #7030a0; font-family: 'Times New Roman','serif';">Autism Society of America (www.autismsociety.org) · <span style="color: #7030a0; font-family: 'Times New Roman','serif';">Center for Autism and Related Disabilities/CARD ( [] .fmhi.usf.edu) · <span style="color: #7030a0; font-family: 'Times New Roman','serif';">Esposito, G., & Venuti, P.. (2009). Comparative Analysis of Crying in Children with Autism, Developmental Delays, and Typical Development. //Focus on Autism and Other Developmental Disabilities,// //24//(4), 240-247. Retrieved January 27, 2010, from ProQuest Education Journals. (Document ID: 1904313611). · <span style="color: #7030a0; font-family: 'Times New Roman','serif';">Ingersoll, B.. (2010). Teaching Social Communication :A Comparison of Naturalistic Behavioral and Development, Social Pragmatic Approaches for Children With Autism Spectrum Disorders. //Journal of Positive Behavior Interventions,// //12//(1), 33-43. Retrieved January 27, 2010, from ProQuest Education Journals. (Document ID: 1928977431). · <span style="color: #7030a0; font-family: 'Times New Roman','serif';">Lamar Consolidated Independent School District – Autism 101 (www.lcisd.org) · <span style="color: #e36c0a; font-family: 'Times New Roman','serif';">Mancil, G., Haydon, T., & Whitby, P.. (2009). Differentiated Effects of Paper and Computer-Assisted Social Stories(TM) on Inappropriate Behavior in Children With Autism. //Focus on Autism and Other Developmental Disabilities,// //24//(4), 205-215. Retrieved January 27, 2010, from ProQuest Education Journals. (Document ID: 1904313661). · <span style="color: #e36c0a; font-family: 'Times New Roman','serif';">Nefdt, N., Koegel, R., Singer, G., & Gerber, M.. (2010). The Use of a Self-Directed Learning Program to Provide Introductory Training in Pivotal Response Treatment to Parents of Children With Autism. //Journal of Positive Behavior Interventions,// //12//(1), 23-32. Retrieved January 27, 2010, from ProQuest Education Journals. (Document ID: 1928977421). · <span style="color: #e36c0a; font-family: 'Times New Roman','serif';">Ogletree, B., & Crawford, K.. (2009). Contemplating the Communicative Value of Objects: Establishing Iconic and Indexical Object Experiences With Individuals With Severe Intellectual Disabilities. //Focus on Autism and Other Developmental Disabilities,// //24//(4), 248-251. Retrieved January 27, 2010, from ProQuest Education Journals. (Document ID: 1904313651). · <span style="color: #00b050; font-family: 'Times New Roman','serif';">Smith Gabig, C.. (2010). Phonological Awareness and Word Recognition in Reading by Children With Autism. //Communication Disorders Quarterly,// //31//(2), 67-85. Retrieved January 27, 2010, from ProQuest Education Journals. (Document ID: 1945296691). · <span style="color: #00b050; font-family: 'Times New Roman','serif';">Volker, M., Lopata, C., Smith, D., & Thomeer, M.. (2009). Facial Encoding of Children with High-Functioning Autism Spectrum Disorders. //Focus on Autism and Other Developmental Disabilities,// //24//(4), 195-204. Retrieved January 27, 2010, from ProQuest Education Journals. (Document ID: 1904313671).