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Autism Spectrum Disorder Essay

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Behavior among some students with Autism Spectrum Disorders is of concern. One of the significant responses that a student can experience by a student this has ASD is being stalked. Stalking behavior is a matter for both the student being hunted as well as the student with ASD. Interventions are used to address staking behavior by students with ASD. Once that has been done a full analysis and evaluation is conducted to provide suggestions for best practice for the student displaying the behavior. Throughout this study, there are interventions covered such as social skills groups, video modeling, self-management, video feedback, rule-governed behavior, scripts, visual supports, counseling, psychopharmacology and reducing the number of separate …show more content…

The participants consisted of a group of children who had no touch with classmates with ASD. All participants completed a self-report experiment. The implementation of multilevel modeling and moderation analysis indicated significant effects on all dependent variables as well as differences across gender and grade. Empirical research is used based on little educational interventions measuring children’s attitudes towards hypothetical peers with ASD following various types of sources of information about ASD. The purpose of this experiment was to note the effects of an integration project on different peers that were knowledgeable of individuals with ASD. Research suggested that students displayed attitudes towards their classmates with ASD; however, research focused on the outcomes of students with ASD. Studies addressing social behavior has yielded encouraging but variable results on the social issues of inclusion programming. The participants consisted of 475 children that were recruited from ten urban schools and 22 classrooms. Eleven students were in a class setting to complete a self-report that was due at the end of the school year. Each student was asked to indicate the date of birth, the name of school and grade. Additionally, students were asked to state the occurrence of sharing the same table with a student that has ASD during class time. Students were rated on their responses by using a Likert 5-point response

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New data from the Centers for Disease Control and Prevention concludes that with a 30 percent increase in the past two years, 1 in 68 U.S. children have been diagnosed with ASD concluding that early intervention can greatly improve a child’s long-term development and social behaviors (Autism 2014). There are several factors that may contribute to the rising prevalence rate of ASD. Like other disabilities, the occurrence rate of ASD for boys is five times higher than it is for girls. There could be several reasons for this disparity (Hallahan, Kauffman, Pullen, 2015, pp. 211). An article in Times Magazine entitled “Why Girls May be Protected Against Autism” explores why this may be the case.

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Parents and educators do not always have all the information they need to make good decisions about whether a particular student is “exceptional” and the category of exceptionality. Lack of information impedes the ability to comprehend the challenges children with ASD face. An effective parent-advocate possess the ability to gather as much

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Many students have learning disabilities that can affect them in many ways weather being writing focusing on a task at hand, standing up to people, talking backwards, having to make things perfect and many more. But there can be a disadvantage to all that. Having certain learning disabilities can be treated unfairly in certain schools like being separated from kids that might help them, or being treated like little children. When in reality being with “normal” kids might help them more.sometimes their needs are met and sometimes they are not. Which that is what this report is all about.

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Accordingly, the students that are having behavioral problem are often unresponsive to typical management and discipline systems, they often neglect their peers and become disrespectful to teacher responses and peer rejections. Therefore, school teachers and administrators asking to place such student in more restrictive environment or settings. Compared with other categories of students with disabilities, student behavioral disorder tend to be placed in even more restrictive and segregated educational settings, and fewer than half probe to be re-integrated for all or part of their education (Dowling et al.,

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Therefore, the mentors should find a club that relates to their preferred subjects by reason that it will interest them and make them feel more comfortable in their environment. It will also allow them to have the possibility of making new friends with similar interests and this grants them to feel like they “fit in”(Bauer 6). Two of the main goals, of mentoring a student with Autism or Asperger Syndrome, are to promote appropriate social interactions and try to help the child fit in better socially (Fritson 51). Attending the club helps in both of these areas and, at the same time, might help the mentee feel secure in school. Additionally, the mentors can help the mentee interact with others

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44(9), 32-34. Dudley-Marling, K. (2004). The social construction of learning disabilities. Journal of Learning Disabilities, 37(6), 482-489. Sleeter, C. E. (1998).

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There are many theories surrounding ASD and what needs to happen to accommodate the students' both in Australian and Internationally. In 2010, The Virginia Department of Education released the ‘Guidelines for Educating Students with Autism Spectrum Disorder’, stated in the guidelines is what the department believes is the best way to accommodate students with ASD. ‘For students with ASD, there are many important factors to consider based on their unique learning characteristics’ (The Virginia Department of Education, 2010).

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The National Autistic Society (2017) defines autism as a disability that affects how people perceive the world, interact and their lifelong development. Autism is a spectrum that can affect each person in a different way, although all autistic people share certain difficulties, for example, social communication and interaction, sensory, routines and highly focused interests. As the student find it difficult to focus and stay engaged when learning in the open zone it has an overall effect on the dynamics of the class. I have found that if one student is particularly distressed from too much sensory input then the student who is also non-verbal and struggles to communicate this but is transparent through their behaviour. As the student cannot keep on task and vocalises inappropriate noises which influences the quality of learning for others in the class.

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We know that ASD is a mental disorder that effects the ability to engage in social interactions, impairs communication skills and ritualistic behavior or unusual adherence to routines is seen in that individual. Symptoms according to Autismspeaks.org, are avoiding eye contact and prefers to be alone, struggles with understanding other people’s feelings, remains nonverbal or has delayed language development, repeats words or phrases over and over (echolalia), gets upset by minor changes in routine or surroundings, has highly restricted interests Performs repetitive behaviors such as flapping, rocking or spinning and also has unusual and often intense reactions to sounds, smells, tastes,

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Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.

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