From the essay "The behavior of a nonverbal student with autism" it is clear that overall classroom management has been more so based on behaviors of the individual students. In addition to their behavior support plans, the teacher uses token boards to reinforce desired/correct behaviors…
According to 2013 Adequate Yearly Progress (AYP), the Lamar Elementary School met 14 of 17 AYP criteria. In 2013, the school also earned API of 940, and the 2012-13 API Growth was -9. Sam is enrolled in an instructed classroom in which routine and visual structure are provided. A new program called SUCCESS is applied in the classroom, and the classroom is divided into four areas: 1:1, I.W.S., Group Area, and Small Group. In 1:1 area, an Intensive Behavior Interventionists (IBI) works with the students on their individual behavior goals. The students at the Independent Work Station (I.W.S.) are assigned tasks that they already know how to do. Moreover, the goal is for the student to come to the station, sit down, go through the tasks, and do so all independently and without needing reminders to stay on task. At Group Area, the teacher does whole group activity at the table where the purpose is mostly acquiring social skills, such as learning to sit in a group, waiting for their turn, and staying attended to the task. The teacher works with his students to cover Early Literacy Skills Building, Math curriculum, Handwriting without Tears, and the students’ IEP academic goals. Eight students are grouped for instructions based on behaviors and how the adults can best manage the students as well as their station. The overall classroom management has been more so based on behaviors of the individual students. In addition to their behavior support plans, the teacher uses token boards to reinforce desired/correct behaviors. ...
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(The Behavior of a Nonverbal Student With Autism Essay)
“The Behavior of a Nonverbal Student With Autism Essay”, n.d. https://studentshare.net/education/697035-the-behavior-of-a-nonverbal-student-with-autism.
Autism is widely recognized as a complicated developmental impairment. Autism is the outcome of a neurological problem that has an impact on the normal functioning of the brain, influencing development of the individual’s social interaction and communication abilities.
Many goals are usually stipulated within IEP (Individualized Education Program) and as such, these goals must be accompanied by specific standards. Different specific standards are usually tied or informed by objectives that are pertinent to developmental sequence.
In the clinical practice, the word autism spectrum disorder abbreviated as ASD and it is always used jointly to refer to autism, Asperger syndrome, and PDD-NOS. Communication uniqueness that is the diagnostic of autism is recapitulated, with deliberation of the overlap amid social and communication problem, predominantly for children with autism performance at the prelinguistic stage.
The real cause of the disorder has not yet been discovered. However, psychologists associate it to atypical chemistry and biological processes in the brain (Corsello, 2005). Autistic children encounter difficulties when performing activities such as verbal and nonverbal communication, play, and social interactions (Cohen, 2002).
Weaver and Hersey (2005) report that at least 1.5 million children and adults have been diagnosed with Autism in America as estimated by the The Spectrum Autism Spectrum Disorders (ASD), also known as Pervasive Developmental Disorders (PDD) along with the developmental disorders that fall under its umbrella are disorders are characterized by deficits in social and communication skills.
Symptoms of autism are generally noticeable to the trained eye before a child’s third birthday but the disorder usually remains undiagnosed until or after that age. The level of autistic severity varies. Some afflicted persons require constant and extensive assistance in virtually all facets of their lives but others have the ability to perform at a much higher level. Some, with adequate and early therapy, are able to attend regular classes in school and secure avenues of employment afterwards albeit somewhat limited.
Some of the problems observed in children with autism include self-injury, pica, property destruction, tantrums, stereotypy, and physical aggression (American Psychiatric Association, 2000). The behaviors can disrupt community, home environment,
The author states that the performance of individual learners is of utmost importance for the justification of the continued provision and funding for education programs and projects all over the world. Schools and educators are keen to promote the improvement of educational performance of students.