Social Skills And Appropriate Behavior For Specific Situations Education Essay

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Social Stories: Social stories, Short stories that describe a social situation and provide information about relevant social cues (eg, what they mean and why they are) to help one person to the appropriate response (Gray, 1995) to show. They effective for adults and preschoolers through the written or particularly interested in literacy-based materials (Swaggart et al have been reported as to have., 1995). Social skills and appropriate behavior for specific situations they are teaching. Research for children with ASD at home and school social behavior inappropriate use social stories (Cullain, 2000; Kuoch and Mirenda, 2004; Kuttler et al indicates the following settings., 1998, Norris and Dattilo, 1999, Smith, 2001; Swaggart, et al., 1995). Social stories are a promising practice.

Video Modeling: Video modeling one scene a person's roles and responsibilities to help people understand how a particular situation or specific skills were taken for screening strategies. A person with ASD watch a small video of an adult, peer or yourself to an identity sees skill or performance. The person is provided opportunities for his / her daily life skills for the practice. Such as the greeting has been used to teach skills, naming, or labels, free games, cooperative and social drama, self help skills; (Charlop-Christy et al., 2000), and the question is asking questions, and participate in further negotiations after around a specific topic exchange Charlop (Milstein, 1989). It's this kind of pet care, daily living skills to teach as table setting and make orange juice (Shipley-Benamou et al has been implemented, 2002). It is also effective in teaching children to take the perspective of another person (Charlop-Christy and Daneshvar, 2003; LeBlanc et al., 2003). For children with ASD A research review of video modeling Ayers (Langone, 2005) on this subject with all 15 studies, found positive results to show. Their conclusion was that the video modeling, a social and functional life skill to teach is a promising tool.

Communication facilities: Communications Facility (FC) serious problems with communication, they kind of message is a way of supporting people. Provide physical and emotional support for the person typing is involved. Authorship as communication much controversy had surrounded the question of intervention, providing material support level given communicator. FC use was dismissed by many, but not all, scientific and business communities Perry (Condillac, 2003, Hebert, et al., 2002, Simpson, 2005, American Pediatrics, l998 Academy). "There are more than 50 researches FC with 143 communicators is studying. American Speech Language (1994) Hearing Association said that there is a preponderance of scientific evidence of FC skill and facility lacks valid evidence

Responsible for messages affect communicators' (ASHA technical report, National Research Council 1994, 2001, at P. 62). Additional problems arose when using FC parents or caregivers of people were accused of abuse. "However, research studies do not support the legitimacy of intervention, a qualitative study shows that some children with autism FC have learned communication skills through independent" Beukelman (and Mirenda, l998, the National Research Council, 2001, in P 62 is cited.). He adds that the lack of validation of FC use of teams, including the Board for the use of augmentative and alternative communication system should not restrict to consider training. But the system should be independent of the target material used without the support and communication required to verify first with skepticism and independence should be seen. A significant amount of research indicates that there is a valid method of communication is not FC. FC studies through independent communication is something that some people are shown (Weiss, et al., 1996). Although a limited number of organizations supporting the use of FC, the largest professional organization is not.

Physiologically-based interventions:

Sensory integration: This research is a consensus that individuals with ASD often differ from those without ASD process sensory information. Some of these differences include demand / or sound, touch, movements, verbal stimulation, escape from pressure and vision. Sensory integration therapy to the nervous system that modulate sensory experience, are helping to organize the design includes providing and integrated information environment. The atmosphere is going to allow for more adaptive responses. Review existing research on the effectiveness of sensory integration indicates that there is limited research with small samples and designs are unlimited. Research because of these limitations, certain conclusions can be drawn on this point. Additional research is needed. (National Research Council, 2001, Herbert, et al., 2003, Perry and Condillac, 2003; Baranek, 2002, Dawson and Watling, 2000). It is recommended that the design supports, individuals with ASD strategies abnormal sensory responses and / or the environment being modified to adjust to deal with my sensitivity is supported. In the absence of clear support for sensory integration teams should identify and access data from intervention measures for expected results it has achieved the desired results. Sensory integration is currently an unsupported intervention.

Video Modeling: Video modeling one scene a person's roles and responsibilities to help people understand how a particular situation or specific skills were taken for screening strategies. A person with ASD a small video of an adult, peer or yourself to an identity sees skill or performance. The person is provided opportunities for his / her daily life skills for the practice. Such as the greeting has been used to teach skills, naming, or labels, free games, cooperative and social drama, self help skills; (Charlop-Christy et al., 2000), and the question is asking questions , and participate in further negotiations after around a specific topic exchange Charlop (Milstein, 1989). It's this kind of pet care, daily living skills to teach as table setting and make orange juice (Shipley-Benamou et al has been implemented, 2002). It is also effective in teaching children to take the perspective of another person (Charlop-Christy and Daneshvar, 2003; LeBlanc et al., 2003). For children with ASD A research review of video modeling Ayers (Langone, 2005) on this subject with all 15 studies, found positive results to show. Their conclusion was that the video modeling, social and functional life skills to teach is a promising tool.

Communication facilities: Communications Facility (FC) serious problems with communication, they kind of message is a way of supporting people. Provide physical and emotional support for the person typing is involved. Authorship as communication much controversy had surrounded the question of intervention, providing material support level given communicator. FC use was dismissed by many, but not all, scientific and business communities Perry (Condillac, 2003, Hebert, et al., 2002, Simpson, 2005, American Pediatrics, l998 Academy). "There's more than 50 research FC with 143 communicators are studying. American Speech Language Hearing Association (1994) said that there is scientific evidence of the impact FC skills and message feature a preponderance of the evidence is lacking valid for communicators responsible '(hope Technical Report, National Research Council 1994, 2001, P. 62).

People with autism questioned

People with autism on their own specific way other person, And no two people with autism in all the mentioned features are likely to perform guide. However, what about when the interview is described below is necessary to know a person with autism.

Stress and anxiety leading to interviews

This knowledge is essential that people with autism find changes in routine is difficult handle. He stressed that his lifestyle certainly being taken for one will be upset Police Station, for example. Even planned events, such as an interview with a lawyer, maybe very stressful. A person can be excited in a strange environment, as one court or waiting room. Some people with autism hypersensitive to noise and light and others are afraid crowd. They wait for their turn often have difficulty understanding or social traditions

Such as front Ktarbddh began. For one person may be unable to endure such an experience, their concern they are excited or disruptive key. If their concern is growing they lash out. If a person's status is thus any interrogators can be adversely affected.

 

Difficulties in understanding

 

People with autism have difficulty understanding what to them is likely, and may have been difficulties have a meaningful two way conversation, it may be more likely to maintain when they are stressed. Seems even those with good expressive speech is likely to ethnic fighting that speech, sarcasm, or joke as verbal communication data. They

What do they have to take often completely virtually, so, for example, if one were appointed but for 2 at the right time can expect to be seen.

 

Interview process indicated support for:

 

All information you need during an interview is possible to mobilize. You can organizing several sessions with a person belonging is constructed. If possible, talk person's parents or careers, or professionals involved with them, such as your psychiatrist, for advice about the best way to interview them.

 

In addition, consult a psychologist or a social worker may be necessary who experts in the field of autism are. An appropriate adult 'support for either a child or adults with autism, especially one who has knowledge of disability, often required for help this process move forward. On this occasion, it can call on a good plan service of a lawyer.

 

The interview will be useful to keep as low as possible. A child with autism can not be any more than ten to 15 minutes from now able to focus. When a person with Autism information overleaf will help one interview:

 

 

Summary of debate and research:

Recently much research for early intervention services for young children most effectively answer the question (born eight) with ASD home, school and community is focused on. There is an area about which approach is most effective in debate. There about the current state of research available on issues should be discussed is a kind. Both Prizant and Wetherby (1999) and National Research Council (2001) currently available regarding effective intervention for young children in research limitations discussed. These limitations are discussed below.

 

Characteristics of children in the study described in literature is very limited, it is difficult to generalize results.

 

Such as lack of appropriate experimental design, matched control group, lack of standard assessment tool used to reduce the level of performance before and after, etc. available to measure the methodological shortcomings in research is

 

There results presented in literature several measures, lack of consensus appropriate, with regard to meaningful results. Intensity of treatment "" Current research is defined variably defined and an appropriate level of intensity of treatment can not judge how the state.

 

There is too much overlap in attitudes, it is difficult to identify key elements that result in getting the best results.

 

Treatment Fidelity research has generally not been measured. Study of the treatment process described in the Fidelity of treatment refers to the fact that really are providing for children was going.

 

Studies or documents outside of the package of treatment such as what is happening day out of school is responsible for other variables, family variables, medical interventions, alternative treatments, etc.

 

These deficiencies in the body of research available for young children the most difficult course on effective measures to describe.

While technology, sterile foreign, or as some unusual technology, can be considered early PDA's, cell phones, laptops with the social mainstream melding, and MP-3 players are getting faster and cheaper than normal. Use of this increase in autism is that children with autism would not be standing out from the crowd with the results of technology intervention for children coming to colleagues can lead to acceptance, but, in our more advanced technological society mixture. PDA-based activity between autism referred Schedule your classes with an elementary school child may appear quite normal. In addition, market competition and technological advances have made sustainable products, to alleviate the concerns of 1970 computers a realistic objection "is the cost, Colby (some people in the world for this type of work to reach million dollar computer ", 1973, P. 260).

Some technologies substantially more reductions in prices, while the other edge technologies such as virtual reality and robotics for many individuals are still unsurpassed. Although currently more than can be difficult to conduct research with these technologies, it is important that we identify and critically evaluate the utility of these tools to identify the most effective measures and more within a consumer creating market-driven demand for affordable technology progress. Research are investigating the design features produce therapeutic effects and how they impact the design features (ie, understanding of mechanisms for change) to be important.

 

Although current literature provides some suggestions, additional research with technology development for children with autism and it is necessary to establish guidelines for use. Measures requires the use of technology often require technical or programming expertise that many doctors lack of multidisciplinary research and clinical work is to make the spinach. It is important that programmers and engineers with clinicians and researchers partner behavior of these technologies has become more relaxed with and developing or modifying equipment to help in investigating questions that interest us.

 

Recommendations:

 

• Reach diagnosis, prognosis, treatment and information about intervention options, available resources, supporting parents, etc. A central location for development.

 

• Start FITP, elementary education and served as Youth with ASD with the National Research Council recommendations for children about the need to provide intensive early intervention providers interact with childhood. When negotiations reached an infrastructure of trained personnel and financial resources for development to provide this service.

 

• Extension schools, availability of training for agencies, experts, consultants and evidence based practices as a family. Instructors to provide training for development workers.

 

• Improve the capacity of schools and agencies to best practice guidelines development through technical assistance and training needs of children with ASD.

 

• Home and school and school adult living in the process of transition Improve coordination of services.

 

• Comprehensive services, home and community when they need to increase availability. Human Services Agency, which clearly depict a system for developing and services to pay to meet the needs of children with ASD, is responsible for needs.

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