| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "CHILDREN AUTISM": |
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Children with Autism, 2008.
This paper discusses the diagnosis and treatment of children with autism, a developmental disorder.
1,615 words (approx. 6.5 pages), 4 sources, APA, $ 52.95
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Abstract
This paper explains that children diagnosed with autism are known to have abnormal communication skills and social interactions and exhibit limited repetitive interests and behavior. The author points out that, due to this lack of social interaction with the rest of the world, autistic children are deprived of many experiences that would have eventually led them to an understanding of this world. The paper relates that there are many possible variations of these symptoms, which create numerous autism spectrum disorders that range from mild to severe disability. The author describes Asperger's syndrome, PPD (pervasive developmental disorder), Rett's syndrome and childhood disintegrative disorder. The paper concludes that, although there is no cure for autism, several systems and therapies have been designed to ease the obstacles and complications presented by autism. The paper includes a case observed by the author.
From the Paper
"In 1943, Kanner was the first to define autism; it was based on his study on eleven children which who all had an "unrecognized syndrome". Kanner discovered that the eleven children all had similar behavioral features. "These features included an inability to develop relationships with people, a delay in speech acquisition, the non-communicative use of speech after it develops, delayed echolalia, pronominal reversal, repetitive and stereotyped play activities, an obsessive insistence on the maintenance of the sameness, a lack of imagination, a good rote memory, and a normal physical appearance"."
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Communication Interventions for Children with Autism, 2007.
An analysis of possible strategies to improve communication in autistic children with verbal skills.
1,754 words (approx. 7.0 pages), 9 sources, MLA, $ 56.95
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Abstract
This paper focuses on children with autism who are verbal communicators, either because they always had verbal skills or because they acquired verbal abilities, as a result of early intervention, even though they were once nonverbal. The paper discusses difficulties that children with autism may encounter with regards to communication and discusses strategies that may assist them in improving their communication skills.
Table of Contents:
Introduction
Overview
Findings
Conclusion
From the Paper
"It is difficult to detach 'communication' from other deficits for children with autism. As a child grows older, social skills become more important than academic achievement. Not too different from those children without disabilities! And for academic growth alone, communication can tell a teacher that hand flapping represents the desire to provide answers to questions asked of the class. For a child with autism who asks the same question over and over, a potential friend might come to realize that their peer is trying to carry on a conversation in the only manner they know. For that same child, changing communication patterns may allow them to say 'appropriately' so much of what resides inside themselves."
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Autism in Children, 2005.
An overview of the developmental disability known as autism as it relates to children affected with the disability.
2,028 words (approx. 8.1 pages), 5 sources, APA, $ 64.95
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Abstract
This paper begins with a definition and description of autism and then takes a look at the characteristics and symptoms of the disability as well as the need for early identification for those affected with autism. The paper also looks at current methods of working with children with autism and in particular the increasingly popular method of "Social Stories".
From the Paper
"Autism can be defined as a developmental disability significantly affecting verbal and non-verbal communication and social interaction usually evident before age 3 that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movement, resistance to environmental change or change in daily routines, and usual sensory experiences (Coffey, 2004)."
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Autism in Children, 2001.
The author examines the causes of the disorder, the symptoms, guidelines to deal with the disorder and intervention mechanisms.
1,795 words (approx. 7.2 pages), 5 sources, $ 57.95
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Abstract
A look at the disorder called autism and how it effects children's lives and social capabilities. The author examines the causes of the disorder, the symptoms, guidelines to deal with the disorder and intervention mechanisms.
I. What is autism?
A. mysterious disorder that keeps children from interacting socially and emotionally
B. The prevalence of autism is between one and two autistic persons per thousand. However, another four or five per thousand have autistic spectrum disorder
C. a combination of behavior abnormalities (list)
D. do not properly process sensory information from their environment
II. What causes autism?
A. genetic basis
B. Structural brain differences
C. Rejected explanations (Bettelheim)
II. Diagnosis
A. New guidelines
B. early diagnosis of autism and early intervention improves outcomes for most children with autism
IV. Early intervention for autism
A. Benefits
B. Controversies
II Long-term implications
V. Bibliography
From the Paper
"Autism is a poorly understood disorder usually diagnosed in childhood. It interferes with the person?s ability to develop normal skills and form normal emotional bonds with others (Stokstad, 2001). Children who have autism will show behavioral differences when compared to other children. For instance, they may show marked social difficulties that can include complete social withdrawal; they may lack language or use it in idiosyncratic ways; they may have trouble making eye contact with others; they may make repetitive body movements such as head-banging, rocking or flapping their arms or hands.'
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Autism in Children, 2008.
This paper explores teaching methods for working with autistic children.
2,674 words (approx. 10.7 pages), 9 sources, APA, $ 80.95
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Abstract
The paper reveals that the prevalence of autism has increased in recent years. The paper then discusses fluency training, precision teaching and direct instruction techniques for teaching autistic children. The paper explains that since there are so many children diagnosed with the disorder each year, professionals, teachers and parents must work together to find solutions and allow autistic children to function in society.
Outline:
Prevalence/Incidence Rates
Meeting the needs of children with autism
Fluency and Precision Instruction
Direct Instruction
Summary
From the Paper
"The CDC explains a distinct difference between incidence rates and prevalence rates. The Center asserts that incidence refers to the amount of new cases of disease in a distinct group of people over an explicit time. On the other hand, prevelance refers to the amount of existing cases in a distinct group of people during a specific period ("Prevalence of ASDs", 2007). The CDC points out that prevalence measures are used to monitor a situation and to plan a response at both regional and national levels ("Prevalence of ASDs", 2007). The CDC also points out the difficulty associated with establishing incidence rates as it relates to autism because the exact time a person develops the disorder in unclear ("Prevalence of ASDs", 2007)."
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Autism in Children, 2002.
A discussion on the increase in autism cases in the United States.
3,280 words (approx. 13.1 pages), 8 sources, MLA, $ 94.95
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Abstract
This paper studies the development disorder of autism in children and sheds light on some important research in this area. The writer explores the statistics that reveal that autism is now on the rise among children in the United States with as many as 250,000 children suffering from this condition.
From the Paper
"Autism is a serious developmental disorder in which children often do not follow the correct development milestones and thus suffer form various forms of speech and cognitive defects. There are usually more than one symptoms of the disorder and the conditions can vary from person to person in its intensity and gravity but most commonly such children appear to exist in some isolated world. For reasons that appear completely baffling to researchers and scientist, Autistic children are usually not capable of understanding what the other person wants them to do; in short they cannot follow instructions correctly. Some children are often seen following a rather strange pattern of repetitive actions, such as banging their head or rocking back and forth. But it has been found that there are some less serious forms of autism too in which children usually do not engage in such activities but still their behavior cannot be termed as normal."
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Teaching Autistic Children, 2008.
This paper explores teaching strategies for children with autism.
1,589 words (approx. 6.4 pages), 5 sources, APA, $ 51.95
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Abstract
The paper discusses the creation and maintenance of effective teaching strategies and programs for children with autism. The paper looks at adult-directed teaching, child-directed teaching, visual supports, the reward system and imitation as a developmental tool. The paper also discusses the argument of the home vs. the traditional classroom setting for educating autistic children. The paper notes that, for those children who are only slightly or moderately afflicted with autism, the classroom, under the guidance of a trained professional and with the assistance of parents, appears to be the best environment for instruction and education.
Outline:
Child-Directed Teaching
Visual Supports
The Reward System
Imitation
From the Paper
"As any well-trained professional will attest to, the overall development of effective teaching strategies for children with autism is only a section of the continuing struggle over whether or not to include autistic children in a normal educational environment as one would find in any public school in the United States. Thus, there continues to be much debate concerning the argument by some that the home of an autistic child should be the prime environment for education as opposed to the other argument that autistic children should be included in classrooms with their "normal" peers. Within the last ten years or so, this situation has altered greatly, due to a number of clinical studies which have shown that young children with autism (5 to 7 years of age) when placed in a "normal" classroom environment do indeed respond favorably. However, controversy and disagreement abound and as Karen S. Exkorn explains it, the main issue is "whether it is best to include autistic children in regular classrooms or to provide separate special education classrooms," all the while keeping in mind "the child's basic civil rights to be part of his/her community and the child's individual requirements for instruction" (2005, 67)."
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Shirley Cohen's Book on Autism, 2004.
A book review "Targeting Autism: What We Know, Don't Know and Can Do to Help Young Children with Autism and Related Disorders" by Shirley Cohen.
1,125 words (approx. 4.5 pages), 1 source, MLA, $ 39.95
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Abstract
This paper presents an overview and discussion of Shirley Cohen's book, "Targeting Autism: What We Know, Don't Know and Can Do to Help Young Children With Autism and Related Disorders". The paper focuses on areas most relevant to educators and includes an overall review of the book. The paper contends that Cohen's book is a comprehensive and objective examination of the key areas of autism.
From the Paper
"Shirley Cohen's "Targeting Autism: What We Know Don't Know and Can Do to Help Young Children with Autism and Related Disorders" offers comprehensive and objective examination of the key areas of autism. The subsequent review of this book will thus offer a concise overview of the book with a special focus on specific areas that can be highly useful to educators. Furthermore the impact of the book on my views as an educator will also be presented. Divided into three parts this book first introduces readers to..."
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Inclusion for Autistic Children, 2007.
A study exploring the effectiveness of full inclusion for children with autism.
2,703 words (approx. 10.8 pages), 22 sources, MLA, $ 81.95
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Abstract
The paper discusses the laws about the placement of autistic children in inclusive settings, reviews various methods used in the classroom to teach the child and discusses parents' perspective towards inclusion. The paper provides an overview of previous studies, strategies and pilot programs to analyze the effects of inclusion. The paper explores the concerns involved and the many good reasons to include autistic children in general education classrooms. The paper demonstrates how inclusion could be done successfully and appropriately if professionals have a true understanding of inclusion. The paper contends that all children with special needs have the right to be integrated into the classroom, unless the nature of their disability makes this process not beneficial to them.
From the Paper
"Having a child with a disability is not an easy responsibility for families, especially when the child does not have a disability that is apparent to others. Their educational process may be compromised particularly if this child has been diagnosed with autism, this is when a child has communication and social interaction issues. The child may need special services to satisfy have his or her needs. A family wants their special child to be treated normally and give them all the attention they needed because they are unique. "I want my child to have a normal life as much as he can", is a one of the statement often heard at Individualized Educational Plan (IEP) meetings with parents. This is what parents want with their child, living a normal and typical life despite his disorders."
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Educating Preschoolers with Autism in China, 2008.
A research proposal into American education programs for children with autism and their application in Chinese learning environments.
1,545 words (approx. 6.2 pages), 45 sources, APA, $ 50.95
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Abstract
This paper discusses American special education programs. It specifically focuses on programs for educating preschoolers with autism. It then looks at how these programs can be applied in Chinese learning environments and discusses the current treatment for autism spectrum disorders in the People's Republic of China. The paper presents a research proposal for the subject matter.
From the Paper
"This program contains structured reinforcements and feedback including the use of 'no' at the incorrect response of a child. A study conducted at the University of California at Los Angeles states a 47% recovery rate for child below the age of four years old. This program is a 40-hour per week program of one-on-one therapy for a period of two years. This method is reliant on introducing a skill, prompting and reinforcement of the skills. (Programs for Children with Autism Spectrum Disorders, nd) There are currently studies underway in order to make a determination as to the prevalence of autism in China. At the present, there are no formal programs for autistic children with only very treatments programs in the larger city private schools. Treatments in China are said to range from "herbal medicines and acupuncture to sensory integration training and, in rare instances, applied behavior analysis." (Clark and Zhou, 2005) The work of Tsang, et al (2006) reports a longitudinal study conducted on 34 autistic children in Hong Kong using the TEACCH program in a preschool. Stated is that "eighteen children received full-time center-based TEACCH program training. The control group included 16 children who received different types of individualized or group training but not TEACCH program training. Instruments validated in Hong Kong were used to assess the children's social adaptive functioning and developmental abilities before and during the training at 6-month intervals for 12 months. Children in the experimental group showed better outcomes at posttest. They also showed progress in different developmental domains over time. The study provided initial support for the effectiveness of using the TEACCH program with Chinese children." (Tsang, et al, 2000)"
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Inappropriate Behavior of Children with Developmental Disabilities, 2005.
A paper on the use of everyday activities to reduce inappropriate behavior displayed by children with autism and other developmental disabilities.
9,070 words (approx. 36.3 pages), 50 sources, APA, $ 188.95
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Abstract
This dissertation study tests the effectiveness of an everyday activities-based protocol for managing challenging and disruptive behaviors of 13-23 year old residential students (male and female) with autism who live at Melmark Homes and attend school or adult day programs. The study applies behavior analysis and focuses on everyday occupations (activities) and combines this analysis and focus during the intervention phase. The study also uses reinforcements sub-task completion and the duration of participation, but not for the absence of target maladaptive or disruptive behaviors. Behavior analysis is used, however, to document the frequency/duration of the target behaviors during each condition. In the study, interventions occur daily, Monday through Friday and a single-subject, multiple-baseline, across-subjects design with nine subjects is used to evaluate change in behaviors under alternating conditions. Data is analyzed using graphical, semi-statistical, and statistical techniques, including slopes, 2 standard deviation bands, and the C-statistic. The projected outcome of the study is the validation of an activities-based protocol to enable greater participation of individuals with Autism in everyday activities and in their communities, be they residential or non-residential (home-based) communities.
Research Question
Significance
Background
Review of the Relevant Literature
From the Paper
"Historically, documented disruptive behaviors displayed by residential students diagnosed with autism and other developmental disabilities include noncompliance, physical and verbal aggression, inappropriate verbalizations not characterized as aggression, poor social skills, as well as deficits in attention to task (Green, 1996; Luce, 1981; Maurice, 1996). These behaviors require residential treatment and preclude participation in community based activities, (Luce, 2004). Educators generally agree that deficits in academic skills result from a decrease in on-task behaviors because of disruptive off-task behaviors (Skinn, Ramsey, Walker, Stieber, & O'Neill, 1987)."
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Autistic Spectrum Disorders, 2005.
A look at the challenges that children and adults with autism face regarding communication and speech development.
4,949 words (approx. 19.8 pages), 26 sources, MLA, $ 125.95
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Abstract
This study attempts to determine the impact that technology has on the acquisition of speech in children with autism, compared to a teacher directed model of communication. The researcher attempts to uncover the disparities that currently exist in the research in order to better understand how speech might be enhanced by technological and teacher directed interventions. The problem addressed includes an examination of how speech acquisition can be better mastered independently by children with autism related disorders, assuming that children with autism have the ability to acquire speech independently.
Abstract
Introduction
Problem Statement
Background of the Study
Significance of the Study
Preliminary Literature Review
Technology and Autism
Directed Teaching in Combination with Technology
Methods
From the Paper
"There is evidence suggesting that the number of patients diagnosed with autism has steadily increased in recent years (MRN, 2005; Rutter, 2000). While scientists are still working diligently to uncover the causes of autism, they have yet to completely understand this disorder and develop a single theory that explains why someone will develop autism and who might be more susceptible to developing the disorder (MRN, 2005; Happe, 1998)."
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Autism, 2006.
This paper discusses autism, a serious developmental disorder in children.
2,585 words (approx. 10.3 pages), 8 sources, MLA, $ 78.95
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Abstract
This paper explains that children with autism do not follow the correct development milestones and thus suffer from various forms of speech and cognitive defects. The author points out that, from a very young age, children often start exhibiting symptoms of autism such as lack of proper eye contact, appearing deaf and pretending as if he or she cannot see the people around him or her. The paper reports that the actual cause of this disorder remains an unsolved mystery ranging from some defect in the brain chemistry to faulty genes.
Table of Contents
Introduction to Autism
Symptoms of Autism
Social Development in Autistic Children
Communication Problems
Causes of Autism in Children
Prevalence
Autism Research and Breakthroughs
From the Paper
"Patricia Rodier is of the view that this mutation of gene could be the result of a drug that some women take during pregnancy. But Rodier is not the only scientist to maintain that autism exists prenatally, there are some other researchers who have presented theories that support this view. It is very interesting that scientists normally do not give views in favor of or against any particular research findings. Instead most scientists have developed their own theories, each one being more intriguing than the other."
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Autism, 2006.
An article review studying autistic preschool children and the enhanced milieu teaching method.
900 words (approx. 3.6 pages), 3 sources, MLA, $ 31.95
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Abstract
This paper reviews and discusses the study by Terry B. Hancock and Ann P. Kaiser titled 'The Effects of Trainer-Implemented Enhanced Milieu Teaching on the Social Communication of Children with Autism'. According to the paper, this article examines the effects of enhanced milieu teaching on the social communication skills of preschool children with autism.
From the Paper
"In the December 22, 2003 issue of Journal of Research in Childhood Education, Eugene A. Geist discussed a case study in which research was conducted in an integrated preschool setting, which included children with a variety of disabilities as well as children who were considered to be typically developing (Geist 2003). Debate have raged for years over the best methodology to use in educating children with autism, with much of the research advocating developmentally appropriate practice as the best guide for teaching in early childhood (Geist 2003). Research also advocates formalized, structured teaching for children with autism, while Geist's study assessed the effectiveness of merging elements from both philosophies in order to address the educational needs of children with autism (Geist 2003). "
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Autism, 2007.
This paper provides a detailed discussion of autism.
2,237 words (approx. 8.9 pages), 6 sources, APA, $ 69.95
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Abstract
In this article, the writer discusses the subject of autism. The writer describes, in detail, how autism affects all areas of a person's life from the moment they are born all the way into adulthood. The writer explains that autism means living in terms of the self. The writer further explains that, to a spectator, a child in a condition of autism emerges to be self-centered while he shows little response to the outside world. In reality, however, the child in such a state has little awareness of being a 'self'. The writer concludes that the design of truly individual treatment plans that use strengths and compensate for weaknesses starts with a thorough understanding of how learning is different for children with autism from those without autism and how learning is different among different children with autism.
Outline:
The Autism of Early Infancy
The Autism Associated with Psychosis
Autism as a Learning Disability
Conclusion
From the Paper
"This is a normal condition. There is little responsiveness of the outside world as such, which is experienced in the mode of the infant's bodily organs, processes and zones. A normal infant emerges from this state due to an innate disposition to recognize patterns, similarities, repetitions and continuities. These are the raw materials for such mental processes as recognition, classification, object creation and understanding. Through these processes, the child builds an inner representation of usually agreed reality and turns out to be self-conscious. The study of children who have failed to emerge adequately from the state of normal primary autism brings home to us the intricacy and delicacy of the time-consuming process of becoming aware of the world and its objects, persons and other minds."
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