Learning+with+Autism

Running Head: ​LEARNING WITH AUTISMLearning and Autism Kayla East, Taylor Wheeler, and Katelyn Werthman Liberty University media type="youtube" key="G7kHSOgauhg" height="405" width="500"

​** //Introduction:What is Autism?// Autism is a disorder that usually develops by the age of three although many times the symptoms are easily overlooked. It is characterized by many different aspects including: 1. Impaired verbal and non-verbal communication-Some chidren with the disorder may not even be able to speak at all 2. Impaired social interaction with those surrounding them 3. Repetitive activities, exercises, and rituals Statistics illustrate that one in every one hundred and fifty babies born are born with the disorder known as autism. It is often seen that premature babies have a greater risk of developing autism. Individuals with autism often have difficulty developing relationships with other people. At times, they may have impairment in language and some may not speak at all. Autistic children easily pick up on emotions. Because of their disorder, it takes autistic kids a fraction of a second longer to process language and sound than the average child. Children with autism prefer to be surrounded by a quiet environment therefore, as a teacher, it is essential to speak to these students in a calm, low voice when teaching and interacting with them. Lighting and the brightness of their surroundings and environment also play a major role in the classroom. They prefer the lighting to be somewhat dim versus bright.These aspects may seem like they are small but in reality, they can greatly affect the learning environment as well as the outcome of a child's learning. Although this is a disorder, individuals with autism today are still able to attend college, enter the work force, and carry out normal, successful lives.

//Boys versus Girls: It has been proven that autism effects boys and girls differently. For example, girls have greater communication issues than boys do, whereas boys demonstrate more restricted and repetitive behavior. Studies also illustrated that girls who have autism are more likely to have sleeping problems, are more anxious, and more depressed.// Autism is also known to be more common in boys than it is in girls. **




 * //Symptoms

Symptoms tend to follow a general pattern although not all symptoms are present in every autistic child. Symptoms are noticed differently in infants and toddlers. Infants may act relatively normal during their first few months but this soon changes. Usually the change begins with the infant becoming less responsive to his/her parents as well as others. They show difficulty with potty training and feeding and may resist cuddling. Another symptom for infants is a lack of response in acknowledgement of their parents' faces. Poor eye contact, low muscle tone, and delayed babbling are also major signs of autism. Toddlers may have their own imagination but when it comes to toddlers with autism their imagination is often to an extreme. Often, toddlers seem to be living in their own world completely oblivious to their surroundings. They do not interact with other children as normal toddlers would. They tend to isolate themselves and prefer to play alone. Communicating becomes difficult due to their abnormal verbal and non-verbal communicational skills. Pretentious language and lingering use of echoing becomes common among these toddlers. They also have very poor judgment and trouble adjusting to change. //**



​**//Treatments//** 1. Providing precise and clear instructions 2. Immediatley praise as well as reward the child for achieving specific behaviors 3. Medication is also sometimes reccomended and prescribed to manage extreme mood chanages and hyperactivity in the classroom. In a study conducted by Timothy Keller PhD and Marcel Just PhD from the Brain Imaging and Department of Psychology at Carnegie Mellon University in Pittsburg, it was proven that tutoring improved the reading of autistic students. They found through brain scans that the brain's white matter strengthened itself in those students who participated in tutoring.**
 * There are many different treatments suggested for this disorder. Because the child needs extra help through one on one interaction, parents are encouraged to take an active role at home. Specail education classes are also offered in schools for children with autism to ensure they are recieving the special help they need. Behavioral treatment programs have been created in order to help children with development. These treatments include:



//**Teaching Strategies **// How you approach teaching students with autism has a huge impact on how well they learn. It is important to create a focused environment which eliminates possible distractions. Autistic children may struggle with learning while in the classroom but that does not mean they are incapable of learning at all. As a teacher, try to maintain a consistent daily routine including picture schedules to cater to their repetitive character. Also in teaching, exercise repetitive motions and rituals throughout lessons. Several autistic children do not like unexpected physical contact or loud sounds. Therefore, avoid physical contact and attempt to always speak in a low, calm voice. Autistic children are unlike average students during instructional time and trouble focusing while sitting at a desk. In order to avoid disruption, allow them to move around, sit on the floor, or in a space comfortable to them. Following is a list of strategies to effectively involve autistic students: //**1. Graphic Organizers-This helps students stay more focused and on task. 2. Visual Cues-This aids the students in the visual aspects of the disorder by putting a picture to a word. 3. Self-management- Recording and rewarding own behavior.**//



4. Planned Routines-Helps with the students' repetitive learning style. 5. Use Scripts (while teaching certain subjects) 6. Provide directions in various forms 7. Create to-do lists 8. Frequent use of pictures 9. Social Stories 10. Encourage interaction-Helps develop better social skills

//**Reciprocal Pretend Play Reciprocal pretend play is a method used in teaching children with autism social play skills. The way this is carried out is through videos involving play scripts. Allowing autistic children to observe these videos gives them the opportunity to learn typical social skills without the distractions of a natural envronment. Another positive outcome of using these videos is that they can be replayed often which assists their repetitive nature. It is important to assist autistic children when it comes to their social skills since they do not excel within this domension. Tis has been proven through multiple studies to be very effective.**//

//**Focused Intervention Practice and Comprehensive Treatment Models**// 1. Prompting 2. Reinforcement 3. Discrete trail teaching 4. Social stories 5. Peer mediated interventions These focused intervention practices are generally only used for short periods of time, typically they last for about three months. In contrast, comprehensive treatment models last for longer periods of time, typically for about a year or more. Comprehensive treatment models also tend to be more intense than focused intervention practices.**
 * Focused intervention practice and comprehensive treatment models are two classifications of intervention involving autism. Focused intervention practices are used to help develop positive behavioral and developmental outcomes while comprehensive treatment models are designed to broaden their learning skills. Some examples of focused inervention practices include:

//**Photovoice**// Photovoice is an educational tool that allows students to actively participate by using visual aids. The process behind this tool begins with the students taking photos of personal, relevant items. After taking these pictures, they come together as a group to discuss and share. The aspect of photovoice that benefits autistic individuals is they can effectively communicate what they feel by using visual representations. It not only uses the importance of visual aids but also excercises the students' capability to function in a social setting.

Conclusion: Autism: It is Possible to Learn Through research we have learned that although autism is a disorder, students with this disorder are still capable of learning. It is important to understand what autism is and the symptoms, that way as a teacher, one can be prepared to deal with these students. Symptoms as stated above, can vary from poor social skils to not even being able to speak. Research has proven that there are many affective teaching strategies that can be used to cater to students with autism. As previously stated, visual aids, picture schedules, repetitive exercises, and one on one interaction are among many of these startegies. It is important to realize that individuals with this disorder are affected differently and may require more or less attention while in the classroom. As a teacher, one should try to their best ability to include and pay attention to these students and create alternative lesson plans when necessary. The most important fact individuals could know about students with autism is that they are just as capable of learning as an average student without this disorder. Questions: 1. By what age does autism usually develop? 2. True or False? Boys have greater communication issues than girls? 3. Which of the following are characteristics of autism? a. May prefer to be alone b. No real fear of danger c. May not like cuddling d. All of the above 4. Which of the following is not a treatment for autism? a. Providing clear precise instructions b. Immediately praise and reward good behavior c. Medication can sometimes be recommended d. Isolate the child while in the classroom 5. It is important to create a(n) _ environment. a. Distracting b. Focussed c. Loud d. Bright References: 1. Carnahan, C. (2006). Photovoice: Engaging Children With Autism and Their Teachers. //Teaching Exceptional Children//, //39//(2), 44-50. Retrieved from Academic Search Complete database 2. Cotliar, S. (2010). COULD THIS BABY HAVE AUTISM?. //People//, //73//(12), 121-122. Retrieved from Academic Search Complete database. 3. HART, J., & WHALON, K. (2008). Promote Academic Engagement and Communication of Students With Autism Spectrum Disorder in Inclusive Settings. //Intervention in School & Clinic//, //44//(2), 116-120. Retrieved from Academic Search Complete database. <span style="font-family: 'Tahoma','sans-serif'; font-size: 12pt; line-height: 115%;">4. Hartley, S., & Sikora, D. (2009). Sex Differences in Autism Spectrum Disorder: An Examination of Developmental Functioning, Autistic Symptoms, and Coexisting Behavior Problems in Toddlers. //Journal of Autism & Developmental Disorders//, //39//(12), 1715-1722. doi:10.1007/s10803-009-0810-8. 5. Nigam, R. (2001). Dynamic Assessment of Graphic Symbol Combinations by Children with Autism. //Focus on Autism & Other Developmental Disabilities//, //16//(3), 190. Retrieved from Academic Search Complete database. 6. Odom, S., Boyd, B., Hall, L., & Hume, K. (2010). Erratum to: Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders. //Journal of Autism & Developmental Disorders//, //40//(4), 437. doi:10.1007/s10803-009-0873-6. 7. Volkmar, F. (2009). L. K. Koegel and C. LaZebnik: Growing up on the Spectrum: A Guide to Life, Love, and Learning for Teens and Young Adults with Autism and Asperger’s. //Journal of Autism & Developmental Disorders//, //39//(12), 1761. doi:10.1007/s10803-009-0788-2. <span style="font-family: 'Tahoma','sans-serif'; font-size: 12pt; line-height: 115%;">8. (2010). DIGEST. //Adapted Physical Activity Quarterly//, //27//(2), 163-167. Retrieved from Academic Search Complete database. 9. (2010, February). Early intervention for toddlers with autism highly effective. //Infectious Diseases in Children//, p. 43. Retrieved from Academic Search Complete database.