Pre-school Programs and Autistic Children

Paper Summary:

This paper explains that experts have a hard time agreeing on the causes and risks of autism, which is a spectrum disorder; however, there is a general agreement that it is a devastating disorder impacting social skills in ways that are far reaching. The author proposes a research study to determine if pre-school programs designed for disabled children are effective methods for helping children with autism develop their social skills and thus increase their ability to communicate. The paper reports that the research will use the case study method studying ten selected participants. The author will gather information using a multi-dimensional approach of interviews with the family members and teachers, observations and empirical data from program records.

Table of Contents
Introduction
Background of Study
Purpose of Study
Significance of Study
Research Questions
Assumptions
Delimitation
Definitions
Literature Review
Proposed Methodology
Exploring the Options
"What Is Methodology?
Literature Review
This Study Proposal Choice
Participants
Data Analysis
Limitations of Study
Conclusion

From the Paper:

"Children with autism often fail to develop appropriate social skills and are consequently treated differently by their school peers. In addition, their reactions to teachers and other personnel at the school may be inappropriate because they do not have the developed social skills needed to react appropriately. By the time children start school they have usually developed social skills that can help them navigate the day and the tasks that are required of them. For children with autism the inability to socially communicate can make the day difficult at best and impossible to navigate at worst."

Sample of Sources Used:

• Cicchetti, Domenic V.(1993) Quantifying social development in autism. Journal of the American Academy of Child and Adolescent Psychiatry
• Cohen, J. & Cohen, P. (1983), Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences, 2nd ed. Hillsdale, NJ: Erlbaum.
• Finucci, J. M., Isaacs, S. D., Whitehouse, C. C. & Childs, B. (1982), Empirical validation of reading and spelling quotients. Dev. Med. Child Neurol., 24:733-744.
• Freeman, B. J., Ritvo, E., Yokota, D., Childs, J. & Pollard, J. (1988), WISC-R and Vineland Adaptive Behavior Scale Scores in autistic children. J. Am. Acad. Child Adolesc. Psychiatry, 27:428-429.
• Geist, Eugene A.(2003) The effects of teaching play strategies on social interaction for a child with autism: a case study. Journal of Research in Childhood Education;

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