reflection

Behavior management and teaching methods for children with autism and PDD ( Chapter 11

Students who have autism and PDD are challenged in the areas of communication and socialization . Interactions with these students must be well planned , fair , and consistent . While students with these diss do not always understand the nuances of human interactions they do understand cause and effect . Students understand clearly that to get what they truly want they have to do a specific task . This is first learned in the home during parental interactions and food Teachers at an

elementary level can implement these same interactions inside of a classroom . The first step in this process is development a reward hierarchy . This process is most efficiently completed with the input of a student 's parent or guardian . The first question to be asked is what is most rewarding to the child and list those in increasing degree , from most rewarding to least rewarding . These rewards can take many forms from verbal encouragement to sensory enforcers . Additional behavior management methods include time outs which accompanied . This can be done by stopping the present activity and , as the teacher counting next to the child

In addition the text supports the idea of aversives . Aversives refer to a negative enforcement is which is implemented to prompt the student to performed the desired behavior . The text offers the example of holding the mouth of a student , which can be uncomfortable but not painful , and releasing it only when the student speaks . The text is quick to point out the aversives are necessary and useful . However , it is clear even if the text does not admit it , that aversives are easily misused and even abused in a classroom setting and should be a last resort

Teaching communication skills to children with autism and PDD ( chapter 12

Students with autism and PDD must be taught communication skills slowly and in a consistent manner . The text advises the use of a communication board in which 3D objects are placed on the board and hidden by other objects . In addition , students who depend on signing will often drop signing as soon as they learn to communicate effectively through words It is extremely important for a students with autism and PDD to learn to communicate in words because this leads to peer interaction which is vital in integrating these students in to a traditional classroom environment - socially and academically

Model Programs and Exemplary Classes : What can we learn ( chapter 13

Princeton child development institute (PCDI ) - A major feature of this particular program is the utilization of activity schedules . These schedules are developed by each student at the beginning of each class The schedule can be created with words and pictures . It acts as a visual reminder of what each child not only needs to do but wants to do and learn for the day . The course of instructional lessons are based on student needs and wants

UNC- Chapel Hill teaching preschool - A major feature of this program is the small class size , each class consists of 5 students and a staff member for each student . The one on one time is essential for the success of the program . In addition behavioral management and prompts are activity related . This allows students to stay full involved in the instruction and the learning goals ...