Communication in Autistic Students

Paper Summary:

The paper describes several activities that encourage communication in the classroom setting. The paper discusses the do-watch-listen-say model of socialization that is a means by which children plan and solve problems by imitation. The paper then discusses when standardized assessments of children with severe language and communication delays are initiated. Finally, the paper identifies naturalistic and structured teaching approaches that offer few opportunities for an autistic child to have time on his own and subject him to an environment where he is given little choice but to communicate.

Outline:
Opportunities for Communication
The Do-Watch-Listen-Say Model of Socialization for Children
Standardized Assessments
Communication Interventions

From the Paper:

"Three different opportunities for Shelly to communicate can be seen in scenarios involving musical instruments, during lunch and outdoor play activities. For the musical instrument activity, the environment can be modified in such a way that Shelly and the other students face each other without desks (such as in a circle). The play space must be adequate to prevent crowding and conflicts, yet facilitate interaction. The activity would involve the children listening to different musical instruments. Each one would pick one favorite musical instrument sound that drew their attention. They would be prompted to gradually communicate as the sound kept their attention. The end result would be learning common social communications skills such as greeting and saying good bye, asking permission, introducing one' self, etc."

Sample of Sources Used:

• American Academy of Neurology & Child Neurology Society. Practice parameter: Screening and diagnosis of autism, report of the quality standards subcommittee of the American Academy of Neurology and the Child Neurology Society. 2003. 23 April 2007. <http://www.guideline.gov>.
• Handleman, Jan S., and Lara M. Delmolino. "Chapter 8 Assessment of Children with Autism." Autism Spectrum Disorders: Identification, Education, and Treatment. Ed. Dianne Zager. Mahwah, NJ: Lawrence Erlbaum Associates, 2005. 269-290. Questia. 23 Apr. 2007 <http://www.questia.com/PM.qst?a=o&d=104641277>.
• Hutinger, Patricia and Robert Rippey. "How Five Preschool Children with Autism Responded to Computers." Western Illinois University. n.d. 23 April 2007. < http://www.wiu.edu/thecenter/articles/autism.html>.
• Kohler, Frank W., Leslie J. Anthony, Stacie A. Steighner, and Marilyn Hoyson. "Teaching Social Interaction Skills in the Integrated Preschool: An Examination of Naturalistic Tactics." Topics in Early Childhood Special Education 21.2 (2001): 93+. Questia. 23 Apr. 2007 <http://www.questia.com/PM.qst?a=o&d=5001944793>.
• Siegel, Bryna. Helping Children with Autism Learn: Treatment Approaches for Parents and Professionals. New York: Oxford University Press, 2003. Questia. 23 Apr. 2007 <http://www.questia.com/PM.qst?a=o&d=103563471>.

More papers on Communication in Autistic Students:

• Research Paper # 104086 : "Autism and Autistic Students"
• Research Paper # 106394 : "Autism Interventions in the Classroom"
• Research Paper # 120342 : "Literacy Instruction for Special Needs Students"

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