Professional Documents
Culture Documents
i. 70-80% of children
ii. underresponsive or overresponsive to stimuli
1. sounds/textures/taste/touch
(f) Intellectual functioning
i. 70-80% have an intellectual disability as well
1. about half are in the severe/profound
range
ii. low-funcioning vs high funtioning autism
1. those with and without additional
intellectual disabilities
iii. may be have savant syndrome
iv. may exhibit overselectivity
1. focus on tiny details rather than the
overall whole
v. May be able to preform some tasks incredibly well
(quoting an entire movie) but may stumble in some more basic academics
(g) Problem Behaviors
i. Self Injury
ii. Property destruction
iii. aggression towards others
iv. Sleep problems
v. eating problems
1. pica: compulsively eating nonfood
items
(h) Asperger Syndrome
i. Deep interest in a particular (sometimes incredibly
obscure) subject area
ii. Clumsiness
iii. Inflexible adherence to routines
iv. Fascination with maps, globes, routes
v. Superior rote memory
1. amass many related facts
vi. Speech and language impairments
1. semantics, pragmatics and prosody
2. pendanic, odd speech patterns
3. formal style of speaking
vii. Due to having superior intelligence and their verbal
tendancies, children with Asperger syndrome are often considered slackers
by teachers and peers
1. may be misdagnosed as ADHD or
OCD
viii. May have difficulties developing and maintaining
friendships
(i) Positive Characteristics
i. quite loving, thoughtful, and creative
ii. May think in pictures or sounds, syntesising
information and catagorizing it
4. Identification and Assessment Process
(a) Based on a behavioral analasys
(b)
(c)
(d)
(e)
(f)
(g)
(h)
5. Explain Applied Behavior Analysis: What is ABA and how might it relate to
students in your class?
(a) An approach to creating and conducting lessons that is based in research that
studies the correlation between the environment and learning.
i. using skill slike positive reinforcement, repeated
practise, and structured lessons to systematically teach and scaffold skills
in a variety of contexts.
(b) A common misconception is that ABA is purely 1 on 1 routine sequence of
activities.
i. DTT consists of
This is another article that highlights a tool that can be used to help teach a student with
diabilities. The student in the article had an ASD (Asperger Syndrome specifically) and had
trouble writing more than three words or copying something he had heard when asked to write
a story. Utilizing a piece of software that offered words and read sentences aloud, the student
was able to create more complex stories. The software did not help to create more complexity
in the way the sentences and stories were written, but the student was able to create stories with
a character, cause, and effect. A drawback of the tool is that, when asked to write on paper as
opposed to with a computer, the student would create almost identical stories to the one he had
made with the software.
9. Website with helpful academic (i.e., science, reading, math, organization, socialization)
information for students with emotional/behavioral disabilities:
1. Parents
http://eden2.org/top-10-autism-websites-recommended-by-parents/
2. Teachers
http://www.nea.org/home/15151.htm
3. Youth
http://www.autismgames.com.au/
10. Find and share a fact about students with Autism Spectrum Disorders in other
countries/cultures.
For example: Are they recognized? Are they served in schools (segregated or inclusion?)?
How do
families deal with the knowledge their child has a learning challenge? Could be a personal
story if
you wish.
In South America ASDs are recognized, but there is not an abundance of training nor are there
good systems in place for these students. In Venezuela it is estimated that roughly 1.1 of every
1000 students have an ASD of some sort, though that may be an understatement due to the lack
of active research. There is limited knowledge and awareness of ASDs in these countries, and
there is a general stigma towards students with these and other developmental disabilities. Brazil
is working towards increasing ASD research, and attempting to increase public awareness of the
disability, alongside funding research foundations and increasing the amount of professional
assistance and public services that exist for people with ASDs.