The document discusses social skill development theory for individuals with autism spectrum disorder (ASD). It describes common social skill deficits seen in ASD, including difficulties with nonverbal communication, social communication, social initiation, social reciprocity, and social cognition. Examples are provided for each area. Behavioral theory and developmental theory approaches for teaching social skills to individuals with ASD are also discussed.
Learn about the IEP (individual education plan) and common EC (exceptional children) acronyms. Learn strategies to deal with the hardest of students. Leave with usable materials and realistic methods to implement in any classroom. Focus will be on behavior and classroom management, the IEP and basic EC terms.
Learn about the IEP (individual education plan) and common EC (exceptional children) acronyms. Learn strategies to deal with the hardest of students. Leave with usable materials and realistic methods to implement in any classroom. Focus will be on behavior and classroom management, the IEP and basic EC terms.
What If? Chapter 14 Most relevant aspects of the book How to Teach English by...ESPE
In this Slide Show you will find the main ideas about chapter 14 of the book How to Teach English by Jeremy Harmer with some pictures related to the topic.
How can you assess your classroom and decide upon a plan that works for ALL students? Without managing student’s behavior in the classroom, learning cannot take place. Several classwide systems will be discussed and examples provided. You will leave the workshop knowing how to make your current behavior management system better or how to implement a new system in your class.
Teaching is an art. Rajeev Ranjan
If an educator is determined to bring desirable change in ACL , result can be seen over a period of time. Wise educator works on method, materials and managing pace with ACL learning styles. ACL learning depends on developing a right attitude to taste a sense of success over a period of time. Sense of achieving something boosts up the confidence of ACL and building of confidence leads to developing self interest for learning lesson. ACL learning ratio is basically proportionate to developing his own self interest to achieve. The day, “ S/He feels” that s/he is equal to one and all in the class, also at house and can do equally well like Rohan/Ranjan in a subject, educator hard work is started taking a shape and can give desirable learning interest in coming days.....................
"Our integrated effort should be based on helping a child to be inquisitive, self reliant and self motivated for learning. Indeed, it is a difficult task but If a child becomes self conscious of learning new topics/subjects, s/he will cross the boundary of complexity of learning. Inquisitive learner works hard to overcome complexity of learning."
"Our goal is to help ACL, to optimize his/her abilities to learn , and to meet highest, realistic expectations so that learning can be initiated by learner himself/herself".
25 Attention Grabbing Tips for the ClassroomEdutopia
Whether you're a new or experienced teacher, strategies for getting student attention are an important part of your classroom-management toolkit. In this presentation you’ll find 25 tips for quieting a noisy class.
Feel drained at the end the day? Power struggles with your students left you frustrated and exhausted? You’re not alone. Help is here! In this session, you’ll learn how to guide your students to make better behavior choices. Don’t give up! These simple tricks are already helping thousands of teachers.
What If? Chapter 14 Most relevant aspects of the book How to Teach English by...ESPE
In this Slide Show you will find the main ideas about chapter 14 of the book How to Teach English by Jeremy Harmer with some pictures related to the topic.
How can you assess your classroom and decide upon a plan that works for ALL students? Without managing student’s behavior in the classroom, learning cannot take place. Several classwide systems will be discussed and examples provided. You will leave the workshop knowing how to make your current behavior management system better or how to implement a new system in your class.
Teaching is an art. Rajeev Ranjan
If an educator is determined to bring desirable change in ACL , result can be seen over a period of time. Wise educator works on method, materials and managing pace with ACL learning styles. ACL learning depends on developing a right attitude to taste a sense of success over a period of time. Sense of achieving something boosts up the confidence of ACL and building of confidence leads to developing self interest for learning lesson. ACL learning ratio is basically proportionate to developing his own self interest to achieve. The day, “ S/He feels” that s/he is equal to one and all in the class, also at house and can do equally well like Rohan/Ranjan in a subject, educator hard work is started taking a shape and can give desirable learning interest in coming days.....................
"Our integrated effort should be based on helping a child to be inquisitive, self reliant and self motivated for learning. Indeed, it is a difficult task but If a child becomes self conscious of learning new topics/subjects, s/he will cross the boundary of complexity of learning. Inquisitive learner works hard to overcome complexity of learning."
"Our goal is to help ACL, to optimize his/her abilities to learn , and to meet highest, realistic expectations so that learning can be initiated by learner himself/herself".
25 Attention Grabbing Tips for the ClassroomEdutopia
Whether you're a new or experienced teacher, strategies for getting student attention are an important part of your classroom-management toolkit. In this presentation you’ll find 25 tips for quieting a noisy class.
Feel drained at the end the day? Power struggles with your students left you frustrated and exhausted? You’re not alone. Help is here! In this session, you’ll learn how to guide your students to make better behavior choices. Don’t give up! These simple tricks are already helping thousands of teachers.
Artigo sobre a auto percepção dos jovens sobre sua cidadania, sua apropriação de direios e oportunidades, bem como seu potencial para promover um futuro melhor para si e toda a sociedade.
Etude PwC sur les femmes de la génération Y (mars 2015)PwC France
http://bit.ly/PwC-Female-Millennial A l’occasion de la Journée internationale de la femme le 8 mars prochain, le cabinet d’audit et de conseil PwC publie son étude « The female millennial : A new era of talent » qui chasse les idées reçues sur les femmes au travail. PwC a interrogé 8 756 femmes et 1 349 hommes appartenant à la génération Y (nés entre 1980 et 1995), issus de 75 pays, afin de révéler leur perception du monde du travail en général et de leur carrière en particulier.
PARADISE ISLAND RESORT MALDIVES FOR USD 532 VALID FOR ONLY SEPTEMBERShahrukh Hussain
The Package Includes:
Accommodation for 3 nights/4 Days in well appointed AC Superior Beach Bungalow.
Special meet and greet service by our Representative at Airport.
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Valid only for September 2013
Paradise Island Resort & Spa offers private villas and bungalows on an idyllic island in the Indian Ocean. The resort features an outdoor pool, 4 restaurants and a spa.
Guest units come with air conditioning, tiled flooring and a private terrace with serene ocean views. Amenities include satellite TV, a safe and a refrigerator. A tea/coffee maker is provided.
The Paradise Island Resort & Spa is a 20-minute speedboat ride from Malé International Airport. A mandatory transfer is provided by the resort, and charges are to be paid upon arrival.
The resort features a fitness centre and tennis courts. Snorkeling and diving equipment is available. The resort provides bicycle rental and a tour desk.
The resort’s restaurants offer a variety of cuisines, including Italian and Japanese. Beverages can be enjoyed at the Beach Bar and the Karaoke Bar. The Paradise Bar features live bands, a DJ and a dance floor.
Minha palestra proferida no evento TEDxUFG em 29/06/2013. Apenas tópicos, mas que carregam a importância de evoluirmos, quebrando paradigmas e nos engajando na conquistas de vidas melhores em um mundo melhor!
Respond to these students post. When responding, seek clarification.docxcarlstromcurtis
Respond to these students post. When responding, seek clarification, share your personal experiences that relate to their experiences, and provide feedback. You might offer additional ideas or suggestions for promoting positive techniques for communicating expectations.
Amanda post
I do not see as many unhelpful techniques from classroom teachers as I do from our specialist (gym teacher, art teacher, music, etc.). I have witnessed a few specialist teachers giving negative recognition in front of the whole class and threats about participation the next time they are with them. On the other hand, I consistently see classroom teachers bring students into the hallway away from preying eyes to talk about unwanted behavior. I, as well as my colleagues, use Class Dojo points for students meeting expectations which we establish through explicit instruction and written guidelines throughout the classroom and hallways. Our school follows the CHAMPS behavior expectations. CHAMPS stands for Conversation, Help, Activity, Movement, Participation and Success. Each activity throughout the school say has its variation of CHAMPS expectations. I see my colleagues giving positive recognition to individual and whole class. I work really hard at showing purposeful action. I tell me students I never make a promise that I cannot keep and I found that they trust me in that expectation. As a teacher and a leader in my school I would hope that I could lead by example and respectfully step in when I see student/teacher relationships moving negatively by showing my support and respect to both parties.
Danielle post
The least helpful technique for communicating expectations that I hear the most often in my school setting are threats:
“Jesse, if you hit someone again, you’re going to go to Dr. P’s office.”
“David, I have told you three times to sit still and listen. Next time, you’re going to sit in a quiet chair. Do you understand?”
I can hear my teachers saying these warnings, albeit they are being said often with a kind and quiet tone, however, I cringe every time because I know that these are very ineffective and make the teacher seem weak and lazy (Shindler, 2010) to the children. I know they mean well, and they are probably thinking that they are giving the child another chance with the warning (Shindler, 2010), but the same kids are getting numerous warnings day after day.
Instead, I would prefer them to use clarifying questions:
“Jesse, what should you be doing with your hands?”
“David, what is the best way we should be sitting in Circle Time?”
And positive recognition:
“It is wonderful when we remember to keep our hands to ourselves. Our friends will be happy about this too.”
“I am seeing people doing a good job sitting criss-cross applesauce with their hands in their lap to show me they are ready.”
As an administrator, I already use a lot of these when talking with children to help model this for my teachers. To expand on this ...
How to Motivate Your Students and Get Them to Listen to You part 1Rachel Wise
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ReDo Day is a program for high school and junior high students that seeks to end bullying by building empathy and self-awareness. This document contains information and guidelines for Adult Volunteers that will be be participating in one of our events.
ReDo Day is a program in southwest Ohio developed by the Violence Free Coalition of Warren County in Lebanon, Ohio.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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1. Identify current research in the area of social skill development theory.
Developmental theory Developmental theory is about teaching the skills needed that
the student with ASD has not developed or learned. This is usually functional skills. Teaching
the child to choice is a great way to initiate conversation and it will also teach the student with
ASD to communicate their wants and needs. This can be taught to all students. Choice also give
the student control even though the teachers picks the choices, then asks do you want this or
that? Then the student makes a choice. Another developmental theory point is when teaching
is occurring in the natural environment, with natural interactions, and natural consequences.
Natural consequences are more effective when teaching and shaping behaviors. The goals for
this theory are to teach generalization of skills.
When teaching individuals with ASD there is not one intervention that works well with
everyone. All individuals have an individual’s education plan. When teaching students with
ASD, there are several theoretical perspectives approaches that can be tried; behavioral theory,
developmental theory, and perceptual-cognitive theory. Many times several approached are
used together to help the individual to learn.
Behavioral theory is scientific based practices. There is a lot of data and research based
on the approaches. Behavioral theory approaches are applied behavioral Analysis (ABA),
Discrete Trial training (DTT) and incident training. When you are completing DTT, the teacher
will provide an antecedent (what happened before the behavior), then usually you will see the
behavior, then what is the consequences for that behavior. An example of DTT could be the
following. Define the behavior that you want to change. Now you will need to state a
replacement behavior (what do you want to see from the student with ASD?) Then, decide
how you will implement this in the classroom.
Example:
Behavior: loudly saying “Mom” when the teacher asks a question to the class.
Replacement behavior: Teaching the student to raise their hand, wait quietly.
Then define your procedure: When all the students sit down in their seats, a question will be
asked. (Does everyone have their homework done?) When the students raises his hand the
student will receive verbal praise, “You did a great job raising your hand.” and a pat on the
back.
Student yells, “Mom,” the teacher will calmly walk over to the student and ask him to raise his
hand and wait to be called on.
2. Behavior data can be immediately taken on the trial that was just given. The teacher will also
need to reward the student with ASD when he/she does raise the hand. Make sure you are
tracking the frequency of the replacement behavior.
With incidental training this occurs in the natural setting. When the teachers is teaching
and asking questions, the students responds to each question by yelling “mom,” the teacher
then teaches what she wants the student to do instead of yelling mom. This seems to occur
very naturally for the teachers. Again data can be collect of the frequency.
The difference between DTT and incidental training is that with DTT the teacher sets up
the environment and she knows she has to ask that question as soon as all the students sit
down. The environment is set up for these trials to occur. With incidental training you teach as
it occurs.
Describe common social skill deficits in Autism Spectrum Disorders.
Social skill skills deficits for individuals with ASD can be the following: Many people with ASD
do not understand nonverbal communication. They are not able to understand that when I
teacher gives “the look” that means to stop talking, or they do not understand when another
student stomps on the ground and makes a nasty look that means they are frustrated or upset.
The individual with ASD has a difficult time understand body language.
Social communication is what is being said with non verbal and verbal communication and
being able to understand the communicative intent. The social communication can be sign,
written words, facial expression, or gestures. Individuals with ASD do not read and
understand non verbal communication. They would not understand the nasty look on someone
face after they ate something that tasted horrible. They would not understand the teacher was
mad at them for interrupting when the teacher gave the index finger and a mean look.
Social initiation is when the individual with ASD may sit in the corner by themselves. It is
important the they are not shamed. Peer modeling has helped teach these skills. The peers in
the class can be taught to initiate conversation, invite the individual to the group, as well as
work on introducing each other. It is also important for the peers to ask questions to the
individual with ASD. Deficit is their inability to initiate interactions with others. Teachers could
also have the individuals who wants to initiate conversation at all times. The individual with
ASD may want to talk about their special topic of interest or answer the questions all the time.
There for the individual with ASD could initiate conversation all the time or they do not want to
initiate any conversation.
Social Reciprocity is another deficit that the individual with ASD is unable to give in take
in a conversation. Many times the conversation can be one sided with individuals with ASD.
3. They are unable to see the nonverbal body language when others do not want to hear about
their topic and they talk frequently and nonstop on the topic (Bellini 2007).
Social cognition is the last social communication deficit. The individual with ASD doe sot
understand the conversation at hand. They are unable to understand what is being said and
what it means. There is where individuals with ASD do not understand the unwritten rules of
social skills. The individuals with ASD do not understand jokes and sarcasms (Bellini 2007).
Examples of Social Communication:
The young lady that I am working with I use what she can already say and sign and use
that when we communicate together. I also use what she already knows by adding
more sign to her vocabulary and pair the sign with spoken words. Multi modes of
communication has helped her use the words in the correct context.
Another example of social communication is watching a television program, stopping
the video and asking the individual what were they saying with their body. You are
teaching non verbal body language. You can also use video monitoring to teach non
verbal body language. Many times the individual with ADS needs a simple explanation
of what is expected and why.
Example of Social initiation:
When the individual talks all the time it is important that boundaries are in place. Rules
with a social story can be written to address when it is OK to talk, when it is OK to
answer questions.
Another example would be teaching a student how to engage themselves in a
conversation, how to start up a conversation with another person, and how to end a
conversation with another person.
4. Example: Social reciprocity is when the individual cannot give and take in a conversation.
We can teach this with videotaping a conversation and pointing out with the individual
with ASD how the conversation is give and take.
We can also teach this skill by playing games and showing how one person plays then
you have to wait for the other person to play.
Another example to teach this in the classroomby giving a cue that is set up between
the teacher and the student with ASD. When the cue is given, this teaches the individual
with ASD that he needs to end the conversation and allow another person to talk.
https://www.youtube.com/watch?v=3RjRZ9jMfs0 This is how to teach an person to
give and take in a conversation.
Example Social cognition:
https://www.youtube.com/watch?v=8iTPPh1d2j8
This clip is an animated social story about Keeping your hands to yourself but also
teaches turn taking. This social story touches base on not touching people without their
permission. This is a problem with individuals with ASD due to sensory issues as well as
not understanding social boundaries with others. This social story teachers what not to
do as well as the appropriate acceptable social skills when touching. This clip could be
used to show my young lady. She likes to touch people on the side and touch noses
without asking for permission. My young lady has limited speech, therefore, asking to
touch would be asking for a high 5 or by placing her hand out for the physical contact
from others.
Another example could be an individual was asked to go sit down and they sit down
right down where they are. What was being communicated was please go sit down in
your seat. The individual with a ASD could think the teacher was meaning right there
and they take the conversation very literally.
5. Bellini, Scott Ph.D. (2011). Autism Spectrum Disorder Effective Instructional Practices. Upper
Saddle: NJ, Pearson Education.
WonderGrove Kids.(2014, July22). KeepYourHands to Yourself.
https://www.youtube.com/watch?v=8iTPPh1d2j8
TD Social Skills Channel. (2012, March 11). Social Skills Training: Taking Turns Speaking.
https://www.youtube.com/watch?v=3RjRZ9jMfs0