Writing Feedback / Autism is a spectrum disorder; Introduction to Autism [7]

Ceressie Smith
SED: 6021 Spring/Summer-07
Essay Analysis

Autism is a spectrum disorder. The symptoms and characteristics of autism can present themselves in a wide variety of combinations, from mild to severe. Two children, both with the same diagnosis, can act very differently from one another and have varying skills. Public awareness of autism has increased and more and more children are being identified as having ASD. Early diagnosis, treatments and positive behavioral support is needed for children with Autism Spectrum Disorder.

Parents of children with autism often have many questions about their child's behaviors, diagnosis and treatments. The Book, The Autism sourcebook; Everything You need to Know About Diagnosis, Treatment, Coping, and Healing, ( Karen Siff Exkorn,2005) is an informative, easy reading, guide into the world of autism. Parents and educators will find it to be a vital resource book.

In Chapter 3, Understanding Your Child's Behavior, (Exkorn, K. pg. 38), the author discusses how most behaviors in children are considered typical behaviors but those same behaviors can be atypical in children with ASDs. It is a matter of severity.

One example would be children spinning around. All children engage in spinning. A typical child may spin around and fall to the ground laughing before switching to another

form of play. A child with ASD may spin for hours. Another example would be typical children who eat only chicken nuggets for every meal are considered to be picky eaters.

Children with ASDs who eat chicken nuggets for every meal are considered to be engaging in an idiosyncratic behavior characteristic of an ASD. The difference is the intensity, frequency, duration, and nature of the behavior. These behaviors are present along with a cluster of other behaviors that are symptomatic of ASDs.

Throughout this chapter the author list parental concerns and questions and then answer them by showing the parent what a typical child looks like verses a child with ASD in the same situation. I thought it was great how the author presented the parent questions and then the answers. I've heard many parents ask these questions and this chapter is a must read for parents, very informative.

In chapter 2, The science and fiction of Autism, (Laura Schreibman, 2005), the author discusses the characteristics of Autism. She states the hallmark feature of autism is the deficit in social behavior and attachment. Children with autism often do not bond with their parents, do not play with other children, may ignore or avoid the social initiation of others, and refer to be alone. She discusses each characteristic:

- Deficits in Social behavior and Attachment
- Deficits in Communication
- Restricted, Repetitive, and Stereotyped Patterns of Behavior
- Abnormalities in Response to the Physical Environment
- Abnormalities of Affect
- Intellectual Functioning
- Disruptive Behaviors
As one can see, it can be very frustrating, challenging, and overwhelming to raise and care for a child with autism Parents need all the help and assistance possible.

In chapter three, the author talks about the importance of diagnosis and assessment.
She states four reasons why diagnostic criteria and a classification system for autism are critical:
1. For scientist to be able to communicate clearly the nature of study populations. The more precise, comprehensive, and detailed a classification system is, the more valuable it is as a means of communication for researchers.

2. Diagnostic precision is important to clinicians for the development, implementation, and evaluation of treatment.
3. Educators and other community service providers depend upon diagnosis and classification systems for appropriate placement for children with autism.
4. Diagnosis and classification are always important to other community entities such as governmental agencies, the legal system, and insurance companies.
Diagnosis and assessment usually provide the individual with a label, ,and as stated by the author, diagnosis can be a two-edged sword in that it can just as easily be used to deny as well as qualify individuals for service

In comparison, Exkron and Schreibman provide two excellent books full of practical information, examples and quotations.

Schreibman's book is more scientifically reliable with a wealth of research knowledge. Exkron's book was less scientific and more "parent friendly" and compassionate. The contrast would be the format of the books and the way the content material was presented. They are both vital resources for parents and professionals who are involved with children who have autism spectrum disorders.

References:

Schreibman, L. (2005). The Science and Fiction of Autism. MA: Howard University Press

Exkron, K. (2005). The Autism Sourcebook: Everything You need to Know About Diagnosis, Treatment, Coping, and Healing. NY: HarperCollins Publishers Inc.

Writing Feedback / Behavioral Support, Social relationships & Peer support. [2]

Ceressie Smith
SED-5140/Winter 07
Essay Analysis

In Chapter 4, "Behavior Support", the authors (Janney & Snell) stress the importance of effective social skills and friendship development in all children and how these skills should be taught just like the other academic skills. They offer many strategies for adapting social skills for children with severe cognitive disabilities.

The authors state that students with serious behavior problems lack social and self management skills. They also lack the ability to manage their own emotions and behavior as well as get along with others. Children should learn to solve problems encountered in their daily lives. A behavior support plan should include plans to help the child to manage his own behavior and emotions as well as increase the student's interpersonal skills.

The author gives a brief introduction to methods and curricula for teaching social and self management skills. Some of the more popular social skills curricula mentioned were:

- Skillstreaming In Early Childhood teaching Prosocial Skills to Preschool and Kindergarten Children (McGinnis& Goldstein, 1990)
- Skillstreaming the Elementary School Child (McGinnis & Goldstein, 1984
- Skillsstreaming the Adolescent ( Goldstein, Sprafkin, Gershaw, & Klein, 1980)
- The Walker Social skills Curriculum: the ACCEPTS Program (Walker et al., 1983)
- ASSET: A Social skills Program for Adolescents (Hazel, Schumaker, Sherman, & Sheldon-Wildgen, 1981)

In Chapter 3, "Social Relationships and Peer Relationship ", the authors continue to discuss social relationships in students. They describe some proven strategies for facilitating social relationship between students who have disabilities and their peers.

In chapter 4, the authors (Janney & Snell), states that the teaching strategies used to promote effective social skills include direct instruction. The strategies also include incidental teaching in natural contexts where social skills come into play.

Some possible adaptation mentioned in the chapter were: simplifying the language, reduce the number of steps, script the role play , provide additional modeling to aide in memory retention and the use of pictures cues for skill steps.

These adaptations really help with my students; I use the picture cues and modeling strategies.

In Chapter 3, Social relationships and Peer Support, the authors Snell and Janney, also share more information about modeling and role-playing.

Chapter 13, "Problem- Solving Case Studies" by Chandler & Dalquist was a great chapter because it made me really think. It gave me the chance to read case studies and determine if the student's behavior should be identified as challenging or not. If the behavior was considered a challenging behavior, should it be changed using functional assessment and intervention model described?

One study was about a student named Cherri. The teacher found Cherri's behaviors to be challenging and she wanted the consultant to develop interventions to stop Cherri's behaviors. During the writing task, Cherri would tap her pencil five times after each answer, then move on to the next question, clear her throat, say, "I'm sorry" ,sit quietly, and stare ahead. The students ignored Cherri's behavior.

Andy would tell her to be quiet (tactile and auditory stimulation) and then her peers would say, "It's okay, just be quiet"

The consultant did note the context in which the behaviors happened and consequences for the behaviors. She completed an ABC recording (Antecedents and Setting, Behavior, and Consequence)

The behavior consultant observed Cherri in class and she noted the behaviors identified by the teacher (tapping desk, blowing air, rubbing leg, rocks in chair and taking apart the pen.) The consultant also observed several examples of appropriate behaviors (work completion, answering questions, waiting her turn, present her project, ask questions and claps for presenters when they are finished.)

After reading the case study, I did not think the student displayed challenging behaviors. Cherri's behavior did not harm anyone, stop her or her peers from learning or hinder positive social interactions and relationships.

A challenging is defined as behavior that (1) interferes with the student's learning or the learning of other individuals, (2) hinders positive social interactions and relationships, or (3) harms the student, peers, adult, or family members (Bailey & Woley, 1992; Chandler Dahlquist, 1998).

Some of the behaviors helped Cherri to think and function in class.
I thought Cherri's behavior served the purpose of self- stimulatory/sensory.
This study was very interesting and informative.