Literature Review

Autism

Ha Nguyen (Hana)

California State of Fullerton

CAS 301

Professor: Sarah Culbertson

October 1, 2019

Autism

Autism children often have challenging behaviors in their daily routine ( Fragale & Rojeski & O' Reilly, 2016). Autism children are just like typical kids and always go to their happy places, but they just stay there for a lot of longer. Therefore, as teachers, they have to guide children in the right way with full development (Hanley and Mary, 2017). Autism children desire all opportunities like normal kids, but they need extra help, extra time to impact their good behaviors far from the future. Autism children usually do everything to follow their parents and teacher and if anything changes, they might get angry and don’t want to follow.

Autism kids need a small classroom two on one, study step by step, and repeat multiple times ( Hanley and Mary, 2017). For example, in a class with five autistic kids, the teacher asked a boy," what is it?" He didn't reply. The teacher told him for a second time, "You didn't tell me what it is?" and the boy answered, "It is a bus." The teacher replied, " Yes, it is a school bus." The boy repeated “ school bus” after the teacher. The teacher engages the boy to notice the object by asking. The teacher explains discrete trial teaching Antecedent Behaviour Consequences ( ABCs) is an invention method utilizing applied behavioral analysis. ABCs is one of the main approaches educators use with children who exhibit autism ( Kreibich SR, Chen M, Reichle J, 2015). The teacher helps children connect with special instruction and then gives them a prompt. After that, children will respond, but it is either right or wrong. For the right response, the teacher will give them a positive award, remain the activity or shake head for the wrong response. Thus, consequences depend on what children do—for instance, Miss. Duchez sat down and told the boy," Do everything that I do," She put the toy on the board and used two hands to touch her head. The boy did exactly what she was doing, and the teacher smiled and used his favorite action to reward him. Autism children have a goal to achieve, although their behaviors are good or bad. Also, educators have applied behavioral analysis (APA) principles to fit their needs, such as break down into small steps, communicate appropriately with peers, quickly show work, and know-how to express their feelings or know other feelings ( Callahan K, Foxx RM, Swierczynski A, et, 2019). as parents, they should take a step back to understand their children and not emotionally. Grace is one of the autism children in the classroom; she was a very anxious child and always in a crying mood. After following the early interventional program, she has positive skill change, increases language, socially significant, and play skills. When she sat with her teacher and her friend Eco, the teacher asked her how her friend felt, and she could say Eco was sad because he was crying. According to her parents, she is not completely like a normal kid, but she went a lot of further than the first moment she was. When the teacher took all her students into the new room to study music with a different teacher, they were not scared and could adapt the lesson.

Moreover, the family of an autism kid should have a good connection with school because the family needs to educate to communicate and deal with nonverbal or aggressive children (Harris & Sandra, 2005). Schools should be able to help families with autism kids so that the child will have more benefit from both environments. Providing more materials that help autism kids learn. Also, creating more opportunities for parents to bring their kids to school such as: buses take their kids to school for parents who don't have transportation or don’t have time. Teachers should share some experiences and be thoughtful to the families, so they can feel more trust and less anxious.

Conclusion

In conclusion, the Early Intervention Program helps autism children gain their goals little by little. Parents might understand how their autism child learns at school, how teachers work with them, and how cooperation with teachers can bring the best success. Autism children can go back to normal life if they can receive the right treatment. They will release their anxiety, develop vocabulary, and skill socialization. Also, parents should partner with school because good outcomes always come along with the home environment. To educate the family effectively, parents need to pay attention to building a complete family, in which all members have obligations and responsibilities to each other. Build a well-ordered lifestyle, suitable to the excitement's needs, to promote the positive aspects of the child. In particular, parents and adults must maintain their exemplary role in the family and in society. Regularly contacting schools and unions to grasp educational purposes, with close coordination. Actively participating in the school's parent association, paying attention to helping the school build facilities and teaching facilities so that the school has conditions to improve the quality of education. At school-organized meetings, parents need to go fully to understand the educational requirements of the school that is incorporated.

References

Callahan, K., Foxx, R. M., Swierczynski, A., Aerts, X., Mehta, S., McComb, M.-E., Nichols, S. M., Segal, G., Donald, A., & Sharma, R. (2019). Behavioral artistry: Examining the relationship between the interpersonal skills and effective practice repertoires of applied behavior analysis practitioners. Journal of Autism and Developmental Disorders, Vol 49(9), Sep 15, 2019. pp. 3557-3570.

http://dx.doi.org.lib-proxy.fullerton.edu/10.1007/s10803-019-04082-1

Kreibich, S. R., Chen, M., & Reichle, J. (2015). Teaching a child with autism to request breaks while concurrently increasing task engagement. Language, Speech, and Hearing Services in Schools, 46(3), 256–265.

http://dx.doi.org.lib-proxy.fullerton.edu/10.1044/2015_LSHSS-14-0081

Fragale, C., Rojeski, L., O’Reilly, M., & Gevarter, C. (2016). Evaluation of functional communication training as a satiation procedure to reduce challenging behavior in instructional environments for children with autism. International Journal of Developmental Disabilities, 62(3), 139–146.

http://dx.doi.org.lib-proxy.fullerton.edu/10.1080/20473869.2016.1183957

Hanley, M., Khairat, M., Taylor, K., Wilson, R., Cole-Fletcher, R., & Riby, D. M. (2017). Classroom displays—Attraction or distraction? Evidence of impact on attention and learning from children with and without autism. Developmental Psychology, 53(7), 1265–1275.

http://dx.doi.org.lib-proxy.fullerton.edu/10.1037/dev0000271

Handleman, Jan S.; Harris, Sandra L. (2005) Douglass Developmental Disabilities Center: An ABA program for children and adults with autism spectrum disorders. Academic Journal Vol 1(4), pp. 301-311 http://dx.doi.org.lib-proxy.fullerton.edu/10.1037/h0100754