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Article Review for SPE

Article Review for SPE

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    Article Review Article Review Presentation Transcript

    • Brittney Santoyo, Christine Hill, Renita Patton, Chis Torres SPE 576: Characteristics of Autism Spectrum Disorder April 27th, 2014 Richard Tivnan
    • • Assessed individual: Helen • The article discussed the assessment process in great detail. • Results collected at 15 months, 23 months, and 32 months. • Provided information of improvement and decreases in Helen’s skills • Assessments measured data in expressive language, cognitive communication, social aspects of communication, and communication modalities. • Assessments used: Mullen Scales of Early Learning, MacArthur Communicative Development Inventory, Communication and Symbolic Behavioral Scales Development Profile, and Vineland Adaptive Behavior Scales.
    • • Article describes assessments used very thoroughly. • One many find it difficult to diagnose at an early age, but the successes of the assessments and accurate diagnosis means early interventions. • Early interventions play a huge factor in shaping/fading behaviors in children with ASD. • The data collected from assessments are key to identifying a child’s expressive language, cognitive communication, social aspects of communication, and communication modalities.
    • • Knowledge gained from this article would be informational to a collaborative team. • It addressed the assessments themselves, but also the importance of the goals set for the client. • The goals shown in the article were very detailed and specific. They varied from “designing the environment to provide opportunities for her to independently initiate communicative acts”, “ increase her capacity to communicate for engaging in social interaction”, “increase Helen’s single- word vocabulary through the use of photo/picture communication system”. • These goals not only help Helen learn the skills to be successful in her environments, but they lay a foundation to bigger and more developed skills. • These goals will help Helen later in life to have positive relationships and interact in society appropriately.
    • • Stresses the importance of team work and education of all involved. • The more we become educated on new techniques, assessment tools, and laws the better we can serve students with ASD. • Speech is taught as a verbal behavior. • In the beginning, goals target verbal imitation, one step commands, receptive discrimination of body parts, name and pictures, and expressive labels. • Objective language comes later this includes- prepositions, pronouns, same and different, and yes and no.
    • • This article supports the beliefs and practices regarding personal beliefs on communication abilities with students that have ASD. • Communication skills are very important. • Ability to communicate can cut down unwanted behaviors. • Transition plays a big role in day to day activities and being able to be part of a functional classroom. • This is a major milestone for many children with ASD.
    • • The Education of the team is the primary form of treatment for children with ASD. • Collaborating and effectively communicating within the IEP Team is crucial. • Early diagnosis and intervention is the best way to set a child with ASD on the path for success. • Children are trying to figure out their place in the world and how to live in the world which makes teaching coping skills at an early age highly important. • Children with ASD rely on educators to facilitate and help them maneuver through life and help strengthen their development.
    • • The brain is more malleable in the first three years of life. • Most children are not diagnosed until the age of five. • Autism can be more effectively treated with a more intensely focused assessment of babies in the age of newborn to 24 months. • Babies display differences in behaviors when they are first born. • Klin suspects that autism is a predisposed genetic anomaly in the brain classifying this as a brain disorder. • Social growth charts for infants who developed autism showed that they initially made more eye contact then peers of the same age not affected by autism. • Learning path changes as they grow and they become more captivated by things instead of people.
    • • There are over 100 genes currently associated with autism. • Klin believes that number will grow with more research. • If individuals receive interventions earlier they may have the chance to learn skills that would have been missed if interventions were started later in life. • Klin points out that even though students with autism may be nonverbal, they still are able to make sound. • If you were to enter a classroom with students who are autistic, you would hear lots of noise by individuals doing individual things. • Klin believe this can be impacted by lack of early intervention.
    • • This video implies that in the first three years the brain is more malleable, yet students are usually not diagnosed until five. • This proves that there needs to be earlier assessment. Klin argues that instead of universal screening that we should focus on universal treatment in the beginning of life. • The final point that is very insightful into the aim of the video. • The goal is not to “cure” autism, but to free individuals with autism. • Free them from the devastating consequences such as not being able to interact with others, isolation, intellectual disabilities, or the lack of language. • Early intervention is crucial in finding new ways to help autistic children develop the survival skills necessary for life.
    • • Discusses the importance of understanding the needs of children. • It is highly important for the paraprofessionals, co-teachers, and other individuals to work together for the child to progress. • Peer mediation is something to consider as a positive influence for helping students with autism. • It helps cognitive communication and social development skills. • Parental involvement is also crucial- for education and the multiple roles they play in the child’s life. • While peer mediation may be highly useful it is essential to have teachers and supports that are familiar with ASD before utilizing peer mediation.
    • • Children with autism lack responsiveness and are hypersensitive. • Working with children that are autistic has its challenges. • Expressive language and cognitive communication need to be taught by trained professionals. • Peer mediation is still beneficial. It can assist with adaptive behaviors and behavior intervention. • Adaptive behaviors are an important aspect of children with autism. • It will help with independent performance in their daily life and social development. • It is important for teachers to evaluate all possible potential interventions.
    • • Peer intervention is something new and one can be skeptical incorporating such interventions. • Peer must have a certain understanding of autism to be effective in teaching and helping. • Training peers to assist children with autism may be a good start to help with other teaching strategies that might prove profitable. • Knowing more about autism will help teachers train peers for interventions with the approval of the IEP team and the parent. • Parents are the first to recognize that their child has ASD and it is essential for positive growth for the parent to work closely with the teacher. • This will allow the child to lean and function in their everyday lives more successfully. • Cognitive development in children with autism may be complex but working together to find new intervention will prove beneficial.
    • Klin, A., Chawarska, K., Rhea, P., Rubin, E., et al. (2004). Autism in a 15-month old child. The American Journal of Psychiatry, 161(11), 1981-1988. Lord Catherine, McGee James P. (2001) Educating Children with Autism. Committee on Educational Inventions for Children with Autism Films Media Group (2012). Challenges of Autism (03:17) From Title: TEDTalks: Ami Klin-A New Way to Diagnose Autism. Peer Mediation Approaches for Children and Youth with Autism and Developmental Disabilities: (1997, January). Focus on Autism and Other Developmental Disabilities, 12(4),