Location of Institution
Location of Institution
Autism is described by Moskowitz et al. (2017 p.3931) as a tenacious developmental disorder whose symptoms are evident from the period of early childhood. Singh et al. (2014 p.647) reveal that by 2015, the number of people suffering from autism had risen to over 160,000 or 1 out of every 150 individuals. According to Russa et al. (2015 p.95), the condition is prevalent among Australian children aged between 4 and 19 years. Zwaigenbaum, et al. (2015 p.861) explain that the condition reveals a wider array of symptomatic expressions which may impose profound negative effects on their functional capabilities. The fact that children with autism depict higher degrees of core activity limitations justifies the need for effective institutionalization of support systems aimed at presenting the casualties with supervisory services in their communication, motion, and self-care endeavors (Watkins, et al. (2015 p.1071)). Students suffering from autism present their schools with unique challenges and call for stakeholders such as members of the teaching profession to implement specialized practices in order to meet their needs. Iadarola et al. (2015 p.694) reveal that these students face troubles in their abilities to initiate interactions and to communicate effectively. Despite the challenges presented by these learners, teachers depict higher levels of confidence on their abilities to tackle their special needs. The current study seeks to present positive behavior intervention support as a policy tool adopted by school X to deal with children affected with autism in an inclusive classroom environment.
Positive Behavior Intervention Support
Positive Behavior Intervention Support (PBIS) is a policy tool and a strategy adopted by school X with the aim of fostering successful elimination of the behavioral challenges depicted by children suffering from autism. According to Iadarola et al. (2015 p.694), PBIS applies the propositions of the theory of operant conditioning and was structured to tackle the pre-determined traits depicted by scholars. The strategy works by rewarding the scholars with tokens such as edible treats, and free time activities and punishing those who reveal infarctions.
Zwaigenbaum, et al. (2015 p.861) demystify that while PBIS is not specifically meant to tackle children suffering from autism in an isolated institutional environment, it plays an effective role in fostering behavioral management and modification in the generalized educational settings. As a consequence, Russa et al. (2015 p.95) propose that the rituals and routines adopted by an educationist when initiating the PBIS must reveal higher degrees of inclusivity and designed in such a way that they are effective in minimizing the frequency and duration of the behavioral challenges under consideration. On the other hand Moskowitz et al. (2017 p.3932) reveal that the teacher must provide the end consumers of the program with the opportunities that will allow them to earn their ways back in instances where they present infractions and must be positively reinforced for the efforts they depict in instilling the desired correctional mechanisms. Further, Singh et al. (2014 p.649) explain that PBIS allows children with autism to benefit from stability by presenting a learning environment that instills correctional mechanisms for language deficiencies, delays in auditory processing and sensory impairments.
Task 2 – CHCDIS004
|
Example 1 |
Example 2 |
Example 3 |
|
|
Grade (or age) of student |
Kindergarten |
Year 1 |
Kindergarten |
|
Reason student requires support with communication |
The student experiences auditory processing delays |
The student depicts receptive language deficits |
The student depicts expressive language deficits |
|
Describe the augmentative and alternative communication tool used and provide an image or photo. |
Concrete study materials such as flashcards pictures and photographs are used by the student to express and offer support to the abstract concepts adopted in the teaching process. The concrete materials adopted allow the student to reconstruct the content presented in a real world dimension. |
Provision of voice recording opportunities by the use of an audio recorder as a way of initiating follow up activities. The audio recorder presents the student with an ample opportunity of reviewing the instructions presented in classroom settings. |
Use of self-questioning techniques to audit the activities undertaken in classroom settings. |
|
Describe how this tool is used by the student to communicate |
The student under consideration uses flashcards pictures and photographs when reviewing the content taught in class. For instance, when reviewing the topic “Animals reared at home”, the particular learner isolates the flashcards, pictures and photographs containing these animals. |
The learner uses the audio recorder during the afternoon relaxation period. He moves out of the class and sits under a shed with the teacher’s permission. He then listens to the audio recordings of the class proceedings and repeats the sentences that he considered to be challenging during class time. |
In his free time, the student instilled the self-questioning criterion. He adopted questions such as: what did the teacher say? What did I do? Who solved the problem? What did we do next? |
|
Where possible, provide details of your experiences using the communication tool. Did you have to learn how to use the augmentative and alternative communication device? What type of training were you provided with? How did you feel about using the device to communicate with the student and support them in the classroom? |
In this case, the student needs to undertake extensive collections to ensure that the flashcards pictures and photographs in her repository are adequate to cover the content of the grade. |
Here, the learner needs to adopt a backup system comprising of storage devices and a notebook Singh et al. (2014 p.648). These materials will play an effective role in enhancing the student’s memory. |
The student needs to adopt appropriate questioning strategies for effective comprehension of the topic of study Moskowitz et al. (2017 p.3933). |
References
Iadarola, S., Hetherington, S., Clinton, C., Dean, M., Reisinger, E., Huynh, L., Locke, J., Conn, K., Heinert, S., Kataoka, S. and Harwood, R., 2015. Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators. Autism, 19(6), pp.694-703.
Moskowitz, L.J., Walsh, C.E., Mulder, E., McLaughlin, D.M., Hajcak, G., Carr, E.G. and Zarcone, J.R., 2017. Intervention for anxiety and problem behavior in children with autism spectrum disorder and intellectual disability. Journal of autism and developmental disorders, 47(12), pp.3930-3948.
Russa, M.B., Matthews, A.L. and Owen-DeSchryver, J.S., 2015. Expanding supports to improve the lives of families of children with autism spectrum disorder. Journal of Positive Behavior Interventions, 17(2), pp.95-104.
Singh, N.N., Lancioni, G.E., Winton, A.S., Karazsia, B.T., Myers, R.E., Latham, L.L. and Singh, J., 2014. Mindfulness-based positive behavior support (MBPBS) for mothers of adolescents with autism spectrum disorder: Effects on adolescents’ behavior and parental stress. Mindfulness, 5(6), pp.646-657.
Watkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G.E., Sigafoos, J. and Lang, R., 2015. A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of autism and developmental disorders, 45(4), pp.1070-1083.
Zwaigenbaum, L., Bauman, M.L., Choueiri, R., Kasari, C., Carter, A., Granpeesheh, D., Mailloux, Z., Roley, S.S., Wagner, S., Fein, D. and Pierce, K., 2015. Early intervention for children with autism spectrum disorder under 3 years of age: recommendations for practice and research. Pediatrics, 136(Supplement 1), pp.S60-S81.
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
