Term Paper on "Observations: ASD"

Term Paper 7 pages (2271 words) Sources: 0

[EXCERPT] . . . .

But for children with ASD, making these unconscious aspects of daily life explicit is essential for them to function in a way that enables them to establish meaningful connections with others.

Of course, the degree to which different children can learn so-called normal behaviors will vary with every child: some children can easily pick up when instructed; nonverbal children may struggle even to learn how to point to what they want without grabbing it. Patience on the part of the teacher is essential, also it is necessary to adapt one's instruction to the needs of every individual. A common cliche is that if 'you have met one person with autism, you've met one person with autism,' i.e. that autism spectrum disorders are very individualistic and every child has different symptoms and falls at different points on the spectrum.

ASD is very clearly a spectrum disorder. Some children are not noticeably impaired and only after extensive observation does it seem that there is anything markedly 'different' about them in comparison to their peers. Others are nonverbal or have much more limited social skills. Still others have additional difficulties because of co-morbid disorders, such as ADHD (attention deficit hyperactivity disorder). Teachers must respect individual differences even while creating a coherent curriculum to explicitly address various needs.

Entry 5

Although at times it can be frustrating to play with children who have ASD, on the other hands the small victories can be very rewarding, such as when a child who talks very little finally speaks in a conversational format. I can understand better why having teachers specially trained in the disorder are necessary, however, given that a teacher without training might quickly become frustrated with a non-responsive child. Even some of the parents I spoke with after class expressed frustration with their children.

There is often a delicate balance that must be struck between accommodating children and also stretching their boundaries. A good example of this is the sensory issues many children with autism have. Children often have issues with specific fabrics, sounds, flashing lights, or even motor activities such as walking up and down stairs. Trying to get them to push through their fears can result in extreme behavior and the adult must be aware that the child genuinely experiences the feeling as traumatic in a way that other people cannot necessarily appreciate. On the other hand, part of education is encouraging people to learn skills so they can function normally in the real world and that includes coping with unpleasant sensory stimuli.

I have heard of some therapists having success in specifically desensitizing children to scary sounds and sights. But in the context of a larger classroom, such one-on-one therapy is often not feasible. The classroom did have a time out corner that was not specifically a punishment but was there for when children were feeling overwhelmed and needed time to themselves to escape the hustle and bustle of the larger classroom environment.

Entry 6

Today I felt very gratified that I was able to have an extended conversation with one of the children. He did not look me in the eyes as I spoke, but we had a genuine conversation in which I was able to volunteer information and he answered back. I considered this an important first step. I think it is very important to acknowledge small victories. Even if progress comes in fits and starts, at least it is still progress.

Showing interest in a child's activities and obsessions seems to be the best way to initiate dialogue. Even if the child first engages with the adult in a monologue, eventually he or she may respond with actual comments that address questions, rather than simply talking in long, extended paragraphs. I noticed that the child still tended to talk in a monotone without a great deal of vocal variation. This is typical of some of the children (others have odd inflections). Sometimes making the child aware of the need for eye contact and vocal variation makes a difference, sometimes it does not. As with all educational efforts, repeating the instruction in the hopes that it will eventually sink in is key.

No child shows all of the symptoms of autism 24/7 and even some normal children can exhibit socially avoidant behavior. Although some classification of students is necessary to provide treatment, ultimately it is important not to become too fixated on labels and to treat the individual needs of the child as they arise. READ MORE

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