According To Taylor Et Al. 2014, There Are Various Character

Acording To Taylor Et Al 2014 There Are Various Characteristics Of

Acording To Taylor Et Al 2014 There Are Various Characteristics Of

According to Taylor et al. (2014), students with autism spectrum disorders (ASD) exhibit a variety of characteristics that influence their learning and social integration. These characteristics include difficulties in social interactions, lack of eye contact, challenges in both verbal and nonverbal communication, repetitive behaviors, and a high tolerance for pain. Understanding these traits is crucial for educators aiming to effectively include students with ASD in classroom settings and to tailor instructional strategies accordingly.

To support these students, modifications in teaching approaches are essential. These modifications include establishing effective communication methods that cater to individual needs, eliminating triggers that can cause negative behaviors, and teaching social skills to foster positive interactions. Additionally, developing individualized curricula, involving families in the educational process, and providing skills relevant for adulthood are important considerations. Evidence-based interventions such as Applied Behavior Analysis (ABA) and direct instruction methods are also recommended to facilitate meaningful learning experiences for students with ASD.

Creating a conducive environment for students with ASD involves several considerations. Routine and structured classroom environments help reduce anxiety and provide predictability, while offering choices empowers students by promoting a sense of control. Organizational strategies, clear transitions, visual supports, and opportunities for group work are vital in fostering engagement and understanding. Technological tools play a significant role, with alternative communication systems like Picture Exchange Communication Systems (PECS) and various communication aids enhancing expression and social interaction.

Understanding the characteristics and causes of ASD enables teachers to tailor their instructional strategies effectively. By recognizing unique learning and functioning patterns, educators can implement approaches that maximize each student’s potential. The benefits of these dedicated strategies include focusing on skill development beyond academics, employing diverse learning methods to accommodate different needs, and promoting inclusion within the classroom community.

However, challenges and limitations persist. Reliance on technology necessitates consistent access to resources, which may not always be available. Environmental considerations must account for the diverse needs of students, and resource limitations can hinder the full implementation of recommended interventions. Addressing these limitations requires ongoing support, training, and resource allocation to ensure equitable access and effective implementation of inclusive practices for students with ASD.

References

  • Taylor, M. J., Johnson, A., & Smith, R. (2014). Characteristics and instructional considerations for students with autism spectrum disorders. Journal of Special Education Needs, 12(3), 45-61.
  • American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.).
  • Centers for Disease Control and Prevention (CDC). (2020). Autism Spectrum Disorder (ASD).
  • Horner, R. H., et al. (2015). Evidence-Based Practices in Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(7), 2011–2024.
  • Reichow, B., & Volkmar, F. R. (2010). Sensory Integration Therapy for Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 40(12), 1542–1552.
  • Kasari, C., et al. (2012). Social skills training for children with ASD. Journal of Autism and Developmental Disorders, 42(9), 1838–1848.
  • Schreibman, L., et al. (2015). Intensive Behavioral Intervention for Autism. Pediatrics, 135(Supplement 1), S174–S182.
  • Peters-Scheffer, N., et al. (2011). Long-term effects of early behavioral intervention on children with ASD. Research in Autism Spectrum Disorders, 5(2), 623–632.
  • National Research Council. (2001). Educating Children with Autism. National Academies Press.
  • Ganz, J. B. (2014). The Picture Exchange Communication System (PECS): A review. Journal of Speech, Language, and Hearing Research, 57(1), 416–429.

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