| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "TEACHING AUTISTIC CHILDREN": |
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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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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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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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Teaching the Autistic Child, 2005.
This paper describes a series of training sessions to educate primary teachers to include autistic children in a general education classroom.
1,945 words (approx. 7.8 pages), 6 sources, APA, $ 61.95
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Abstract
This paper explains that most studies today show that the inclusion of students with cognitive disabilities is not only the least restrictive environment for disabled students, but also the best learning environment for most students both disabled and non-disabled; however, these studies also point out that simply placing a student with cognitive impairment in a general education classroom does not constitute inclusion. The author outlines a five session training to provide teachers with the understanding and skills to achieve this objective. The paper concludes that all of the teacher training in the world will be ineffective if nothing happens after the training is complete; all teachers and service providers need to meet regularly to discuss the progress of the student and determine if additional supports are needed or if some supports can be removed.
Table of Content
Training Sessions
Session One
Description of Autism
Session Two
Sensitivity Training
Session Three
Documentation Strategies
Session Four
Positive Behavior Interventions
Self-Management
PECS - The Picture Exchange Communication System
Social Stories
Visual Schedules
Sensory Integration
Session Five
Accommodations and Modifications
Summary Statement
From the Paper
"How can we reach these teachers? Some will be interested enough and take the time and initiative to participate in workshops offered either through their local ISD or other statewide symposiums. Others may need to be reached through either in-service programs or staff meetings. Our school systems need to not only provide the time and training for all teachers but mandate their participation. Hopefully within the next few years students who are working on their degree in education will have the training necessary as part of their requirements. But even then, regular training within the school system will hone their skills and update all teachers on new and innovative practices."
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Sensory Integration Therapy for Autistic Children, 2007.
This paper explores the benefits sensory integration therapy offers for autistic children.
1,152 words (approx. 4.6 pages), 13 sources, MLA, $ 39.95
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Abstract
The paper explains that sensory integration therapy is an attempt to rectify sensory disparity and dysfunction in autistic children. The paper presents the profile of the autistic child who would most benefit from this therapy. The paper relates that research shows how sensory integration therapy can improve the child's ability to play and interact better with his/her surroundings. The paper notes, however, that it may be uncomfortable and create a less than positive situation for the development of the child. The paper concludes that it is therefore important that the therapist be fully trained in the latest theories and praxis.
From the Paper
"Numerous studies in recent years have shown that there is a possible link between sensory integration therapy and improving the quality of life for autistic children. This form of therapy is seen as a "....valuable tool to teach autistic children how to interact with their environment." ( Evans R.) The problem of sensory integration is a crucial factor for many autistic children. It is very often the case that the sensory impulses of the child conflict with and are contradicted by those expected by the society in which they have to interact."
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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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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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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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Pre-school Programs and Autistic Children, 2006.
This paper is a research proposal to determine whether preschool disabled programs have a positive impact on the social development of autistic children.
5,730 words (approx. 22.9 pages), 10 sources, APA, $ 138.95
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Abstract
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."
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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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Families with an Autistic Child, 2008.
An analysis of some of the issues that face families with an autistic child.
1,298 words (approx. 5.2 pages), 11 sources, APA, $ 43.95
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Abstract
This paper looks at some of the challenges that are faced by families with an autistic child. It begins by presenting a case study of a family who struggled to diagnose a child with autism. It also discusses crisis issues within families who have children with autism. The paper then analyzes a study that looks at whether there is a connection between language and theory of mind between autistic children and those with moderate learning difficulties.
Table of Contents:
Introduction
Families with Autistic Children and Crisis
Methods
Results
Conclusion
From the Paper
"In another study titled, "The Broader Cognitive Phenotype of Autism in Parents: How Specific is the tendency for local processing and executive dysfunction?" (Bolte, 2006, p. 639) showed parents of autism spectrum disorder (ASD) children performed faster in processing their children with a myriad of interactive tests (Embedded Figures Test, Block Design, Wisconsin Card Sorting Test, Tower of Hanoi, and Trailmaking Test) compared to parents with schizophrenia or mental retardation (640-1). It seems that autistic children need more attention from parents compared to the other children having schizophrenia and mental retardation. As the parents learn to cope with autistic disorder, their children seem to trust and cope with their parents."
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TESOL Teaching Material, 2005.
An analysis of two sets of teaching materials for a Teaching English to Speakers of Other Languages (TESOL) course.
6,306 words (approx. 25.2 pages), 8 sources, MLA, $ 147.95
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Abstract
This paper sets out to analyse two sets of exercises in teaching various aspects of English language, from grammar, to vocabulary, to communication. The two texts are "Studying Strategies Students' Book" by B Abbs and I Freebairn and "Cutting Edge Pre-Intermediate" by S Cunningham and P Moor. It looks at how each book approaches the teaching of these areas in different manners, one following a more audio-lingual based method of teaching, and the other focusing more on tasks and communication.
From the Paper
"Looking first at the extract from Studying Strategies, which includes such Audio-linguist teaching tools as drills role-plays, it is apparent that this is a method in which Kuwaiti students would feel comfortable as a result of the entirety of their education being based on rote learning. They would feel comfortable with the tight structure and teacher-led instruction that extract A offers, as the only demands made of them would be to learn and repeat. In general, Kuwaitis are excellent at mimicking languages, thus making them quite proficient in oral work, the area of language learning that they feel most comfortable. In fact, the majority of Kuwaiti students are able to hold a conversation in English quite easily, and yet their accuracy levels fall below par in comparison."
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