| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "COMMUNICATION SYSTEMS AUTISTIC CHILDREN": |
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Communication Systems for Autistic Children, 2008.
An analysis of the methodology of two studies discussing augmentative and alternative communication systems that can assist language development in autistic children.
1,566 words (approx. 6.3 pages), 2 sources, MLA, $ 51.95
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Abstract
This paper analyzes two studies that deal with augmentative and alternative communication systems that can assist language development in autistic children. It first reviews "Effects on Communicative Requesting and Speech Development of the Picture Exchange Communication System in Children With Characteristics of Autism," by Jennifer Ganz and Richard Simpson. It then looks at "Effects of a Computer-Based Intervention Program on the Communicative Functions of Children with Autism," by Orit Hetzroni and Juman Tannous.
From the Paper
"Subjects were taught to present a picture of the desired object and later to create picture sentences by placing strings of pictures on a Velcro strip. At first teachers presented students with the pictures, but the goal was for subjects to independently locate the desired items and string them to form sentences. Pictoral sentences were then to be accompanied by the appropriate verbalization. Each subject had his/her own book of pictures, which were expanded to include photographs of desired objects and sentence starters such as "I want" over time. In this way gradually more complex verbalization could be required. While the beginning pictures dealt primarily with objects themselves, gradually comments on qualities of an object or action as well as objections could also be verbalized. Sessions were videotaped, and independently and holistically scored by observers who agreed when a subject met the specified criteria for non-verbal and then verbal communication."
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Autistic Children, 2006.
A discussion on the various avenues of education available to autistic children, focusing primarily on enhanced milieu teaching.
3,860 words (approx. 15.4 pages), 31 sources, MLA, $ 105.95
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Abstract
This paper discusses the use of a mercury-based substance, Thimerosal, in children's vaccines has been proven to cause autism in children, as well as EMT or enhanced milieu teaching, one of the latest methods in the induction of children with autism into the 'normal' cognitive, communication world.
Contents:
Abstract
Educating Autistic Children Through Enhanced Milieu Teaching
More Support for 'Naturalistic' Teaching
Other Specific Protocols
Conclusion
From the Paper
"A Centers for Disease Control (CDC) epidemiologist named Tom Verstraeten "had analyzed the agency's massive database containing the medical records of 100,000 children" and found that the mercury-based preservative in the vaccines "appeared to be responsible for a dramatic increase in autism" (Kennedy, 2005, unpaged) as well as other neurological disorders in children. The evidence is difficult to ignore. In 1991, the CDC and the Federal Drug Administration (FDA) had recommended the administration of three additional vaccines "laced with the preservative" for extremely young infants, in one case only hours after birth. After that, "the estimated number of cases of autism had increased fifteen fold, form one in every 2,500 children to one in 166 children" (Kennedy, 2005, unpaged). By anyone's reckoning, that is too steep an increase to be caused by chance, and certainly genetic mutation takes infinitely longer than 'instantly.' Dr. Bill Weil, a consultant for the American Academy of Pediatrics, noted that he would not want his own grandson to get any containing-containing vaccines until more was known (Kennedy, 2005, unpaged)."
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| Term Paper # 99050 |
temporarily unavailable
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Autistic Children, 2004.
A discussion of coping strategies for mothers of autistic children.
6,900 words (approx. 27.6 pages), 19 sources, APA, $ 135.95
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Abstract
This paper studies and reviews coping strategies for mothers of autistic children. The paper begins by discussing the stressors faced by the mothers. Next the paper describes the results of cognitive defects in children. The paper includes a qualitative review of four published studies on the topic.
From the Paper
"This study identified and explored the effectiveness of the coping strategies used by mothers of children with autism. By using a qualitative review of four published studies that incorporated interviews of mothers of children with autism this research..."
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Music Therapy and Autistic Children, 2006.
Examines research which deals with the benefits of music therapy among autistic children.
2,181 words (approx. 8.7 pages), 34 sources, APA, $ 68.95
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Abstract
Researchers agree that there needs to be more research done on the effect of music therapy on autistic children. The paper shows that while case studies tentatively established a link between music therapy and the reduction of disruptive behavior (head-jerking and screaming, for example), more research is needed to establish positively the effects of music therapy on autism in children.
From the Paper
"Using the self-reports of adults with autism, Toigo (1992) argues that music therapy is well suited to assisting individuals with autism.There are very few studies that have examined the effectiveness of music therapy with individuals with autism. Indeed, the music therapy profession itself recognises that there is a need to conduct sound research to evaluate the efficacy of music therapy and, in particular, to develop reliable measures of change that may occurduring intervention (Toolan & Coleman, 1994; Wimpory, Chadwick, & Nash,1995). Some research reports in this area rely on single case studies (Monti, 1985).In others, the intervention procedures and the characteristics of the participants arenot clearly explained (Hairston, 1990;)"
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Teaching Autistic Children, 2005.
A proposal for a study on teaching autistic children and how to improve their academic achievement levels.
1,350 words (approx. 5.4 pages), 12 sources, APA, $ 47.95
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Abstract
The proposed study examines whether the academic achievement of a sample of 10 to 13 year old, autistic children can be significantly improved through cooperative learning techniques.
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Teaching Methods for Autistic Children, 2002.
An overview of teaching methods for autistic children.
2,400 words (approx. 9.6 pages), 5 sources, $ 89.95
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Abstract
This ten-page undergraduate paper discusses different teaching methods and technique for children with autism. These children need individualized programs, which focus on the development of communication and social skills.
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| Term Paper # 94557 |
temporarily unavailable
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Preschool and Autistic Children, 2002.
The effects of a preschool disabled program on the social development of autistic children.
5,150 words (approx. 20.6 pages), 11 sources, $ 187.95
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Abstract
This study represents an attempt to build a home-based intervention package wherein caregivers encourage positive interactions between young children with autism and their siblings. Using a previously validated, classroom-based social skills intervention package, caregivers in three homes were able to produce substantial improvements in sibling interactions. Social validation assessment revealed that the modified intervention package was easy and enjoyable to follow. Moreover, caregivers reported interest in continuing to use the package after study completion.
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Siblings of Autistic Children, 2005.
An investigation to determine whether children with an autistic sibling are at greater risk for developing conduct disorder, oppositional defiant disorder and antisocial behavior.
4,691 words (approx. 18.8 pages), 26 sources, APA, $ 120.95
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Abstract
This study examines the psychological well-being and sibling relationships in adolescent siblings who have a brother or sister with an autism spectrum disorder. In examining these children, the paper attempts to determine the incidence of children who experience conduct disorder, oppositional defiant disorder and antisocial behavior who also have autistic siblings as well as what factors tend to contribute to an increased incidence of these conditions in otherwise-normal siblings of autistic children. Finally, the study attempts to identify clinical interventions that have been proven effective in helping the entire family in general, and otherwise-normal siblings in particular, in the past.
Introduction
Background of the Problem
Statement of the Problem
Purpose of the Study
Significance of the Study
Research Questions
Limitations and Delimitations
Definitions
Summary
Preliminary Literature Review
Methodology
Description of the Study Approach
Data-gathering Method and Database of Study
From the Paper
"The number of children who have been diagnosed with autism has increased sharply in recent years; the data had suggested that autism occurs in at least one of every 1,000 children; however, more recent studies demonstrated a prevalence rate that was two- to three-times higher than these earlier estimates. According to Mayes, "Autistic spectrum disorders occur much more frequently in males than females, with the exception of Rett Syndrome, a rare and severe disorder only occurring in females" (p. 92). Autism often occurs in combination with other mental impairments, such as mental retardation, seizure disorders, and attention deficit-hyperactivity/disorder. Furthermore, autism is often misdiagnosed or not diagnosed, but once the condition is diagnosed, the most effective response is early, aggressive intervention focusing on social and communicative deficits; however, older individuals with autism may also gain some benefit from structured interventions."
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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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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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Facilitated Communication and the Autistic Child, 2002.
Discussing this method of treatment and communication and how it can be beneficial to an autistic child.
3,208 words (approx. 12.8 pages), 5 sources, MLA, $ 92.95
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Abstract
This paper explains and defines Facilitated Communication (F/C) as a technique used to help some persons with limited or no speech to communicate by typing or pointing. A facilitator provides both physical and emotional support. It examines why this treatment is used on autistic children and why the support factor is so essential in developing a communicative relationship with the child.
From the Paper
"Ever since the syndrome of autism was first recognized and named, parents have been concerned with the lack of communication they have with their autistic children. While other aspects of autistic behavior are also extremely disturbing, the inability to understand what their children wanted, or were experiencing, was for many parents the most frustrating element. This frustration seemed as if it would be alleviated by the introduction of a new technique, known as facilitated communication."
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Communication in Autistic Students, 2008.
This paper discusses the development of an autistic child's communication skills in the classroom.
1,159 words (approx. 4.6 pages), 8 sources, MLA, $ 39.95
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Abstract
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."
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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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