Children with Autism face complex disorder, which reduces their ability towards communicating with others. Autistic children have problems with their social skills and communication skills. Furthermore, they often present with inferring, inappropriate and even with dangerous behavior. However, the children can be completely cured and return to normal state of their life, when they get proper care of adults around them. Some of the most impressive caring adults in the lives of children with Autism are described below:
Like anyone else, children with Autism also respond more well to the positive reinforcements. The most impressive caring in this video was praising the Autism children for their behaviors and good works. Moreover, praising the behavior ultimately makes them feel good about themselves and build their confidence upon them (Magoo et al., 2015). Furthermore, rewarding the behavior or learning of new skills ultimately enhances the cognitive skills of the Autistic children.
One of the other impressive adult cares for the Autistic children was providing visual learning to them. It can be found that Autistic children are more successful to accomplish their task, when it is presented to them (Hoch, 2017). Moreover, they are more likely to respond to the presented task rather than verbal cues. Hence, this care was also very impressive in the lives of Autistic children.
It is quite natural for someone to be upset and frustrated, when they are misunderstood and ignored. The same thing is also happened with the children with Autism. This video has demonstrated that the adults are trying to finding out the motivation behind their tantrum. It can help in meeting the actual interest of the children and making them feel valued (Arnold et al., 2015). The adults of this video are also trying to properly understand the non-verbal cues of the children. It can assist the Autistic children to behave in normal state.
This video has also demonstrated that the adults are trying to make time for fun with the children with Autism. It was quite impressive care for the autistic children towards bringing them in the normal flow of life. Playing with the autistic children can make then smile and help them to come out of the shell (Boucenna et al., 2014). Hence, it is the best way to boost the confidence of autistic children.
This video have enough significance and meaning to a teacher. The video has demonstrated clear idea about the causes and symptoms about the children having Autism. Hence, it can help a teacher to be better equipped with informed decision about the children. The guidance provided in the video towards autism treatment is also quite significant to teacher. It can educate the teacher about treatment options and help in participating treatment decisions for the autistic children (Sarnat et al., 2016). Furthermore, the video also highlights the area of improving the social skills of the autistic children. The teacher can also know about the technical equipments to be used for the autistic children towards enhancing their social skills. Most importantly, this video has also demonstrated about the learning types for the autistic children. Hence, the teacher can know about the way a one to one teaching session can better improve the life of autistic children.
Verbal communication assists in effective listening for the autistic children. It can also clarify any misunderstanding between the children and the teacher. Moreover, verbal communication also helps in properly directing the parents towards the treatment of their children having autism. Verbal communication can also signify the interest level of both the students and their parents. Verbal communication helps in building language skills of the students having autism. It can also encourage the parents to participate in the discussion with the teachers towards better treatment of autism students (Du et al., 2015). The empathetic tone in the verbal communication can help in allay the fear of the autistic students and give reassurance to the parents for effective autism treatment.
Autistic students are usually slow in developing their language and often find difficulties in speaking and understanding the spoken language. Hence, non-verbal communication have major role for the effective teaching of autistic students. The autistic students face extreme difficulties in making eye contacts. Hence, making effective eye contacts with the autistic students can boost their confidence. It can build foundation of language. On the other hand, mimicking the sound of the students can also encourage more interaction and vocalizing (Arnold et al., 2015). The visual support devices enhance the social learning of the students. The teachers should also inform every guidance criteria to the parents through emails and letters.
Teachers can effectively use video modeling for facilitating social use of language for the autistic students. It can increase the attention level of the students to the modeled tasks. They can immediately direct the attention to the computer screen. Moreover, the teacher can model a simple and appropriate conversation first for encouraging the autistic children towards learning social use of language (Ploog et al., 2013). Furthermore, the student should be allowed to talk more than the students. It will facilitate the teacher towards effective social use of language in the classroom.
Proper arrangement of the technical equipments for social use of language is extremely time consuming. One of the important hurdles of implementing this into the classroom is the inconsistency in the classroom. Students may not have the same settings outside of their classrooms, which may reduce the effectiveness of the program (Talbott et al., 2015). Furthermore, insufficient access to the necessary materials can also minimize the effectiveness of social use of language in the classroom.
Teachers have the prime responsibilities towards developing the skills of the autistic students. They also manage the classroom for maintaining the effectiveness of the classroom session. They are to frame various innovative ways towards social use of language in the classroom and schools. Moreover, the teachers become the role model for the autistic children and nurture their skills towards effective implementing social use of language in the classroom (Du et al., 2015). Paraprofessionals are the assistant of teachers, who helps the teachers by assisting him properly implementing the program in the classroom and school. They free up time for the teachers for better skill and language development (Asha.org, 2017). Furthermore, administrative department assist in coordinating the class curricula. They also set the school budget for arranging the necessary materials in implementing social use of language in the classroom.
In response to this question, the pathologist has answered that he educates the other staffs in the school regarding the specific needs of the autistic students. Therefore, the professional teachers and paraprofessionals can better develop the skills of the autistic children.
In response to this question, the SLP has answered that he works with students having full range of communicational disorders. It includes language, fluency, articulation, swallowing and voice/resonance. The SLP personally meet with the autistic students for identifying their specific developmental issues and scope of development in future. Moreover, based on the specific issue of the student, he contributes to the curriculum of the classroom. In this way, the innovative program adopted by the SLP towards developing autistic students can change their completely.
In response to this question, the SLP has stated that he addresses the personal, academic, social/emotional and vocational needs of the students. Based on these needs, he set the education goals for the autistic children so that it is perfectly blended with their development. It helps the teachers to set their personal goals for achieving overall educational goals. On the other hand, the SLP also educates the teachers as per the specific needs of the autistic students. In this way, the SLP assists the teachers in their perfect teaching and perfect development of the children.
In response to this question, the SLP has stated that he maintain an interdisciplinary working environment in the general educational settings. In case of general educational setting, the SLP counsels the students and understand their potentially improving areas. In this way, he arranges the teachers and learning equipments of the educational setting for better educational environment.
References
Arnold, B., Elliott, A., Laohamroonvorapongse, D., Hanna, J., Norvell, D., & Koh, J. (2015). Autistic children and anesthesia: is their perioperative experience different?. Pediatric Anesthesia, 25(11), 1103-1110.
asha.org. (2017). Asha.org. Retrieved 28 March 2017, from https://www.asha.org/policy/PI2010-00317.htm
Boucenna, S., Narzisi, A., Tilmont, E., Muratori, F., Pioggia, G., Cohen, D., & Chetouani, M. (2014). Interactive technologies for autistic children: a review. Cognitive Computation, 6(4), 722-740.
Du, R. Y., Yiu, C. C., Wong, V. C., & McGrath, C. P. (2015). Autism Developmental Profiles and Cooperation with Oral Health Screening. Journal of autism and developmental disorders, 45(9), 2758-2763.
Hoch, M. (2017). Autism Now Series: A Viewer’s Guide. PBS NewsHour. Retrieved 28 March 2017, from https://www.pbs.org/newshour/rundown/viewers-guide-autism-today/
Magoo, J., Shetty, A. K., Chandra, P., Anandkrishna, L., Kamath, P. S., & Iyengar, U. (2015). Knowledge, attitude and practice towards oral health care among parents of autism spectrum disorder children. Journal of Advanced Clinical & Research Insights Vol, 1(4), 1.
Ploog, B. O., Scharf, A., Nelson, D., & Brooks, P. J. (2013). Use of computer-assisted technologies (CAT) to enhance social, communicative, and language development in children with autism spectrum disorders. Journal of autism and developmental disorders, 43(2), 301-322.
Sarnat, H., Samuel, E., Ashkenazi-Alfasi, N., & Peretz, B. (2016). Oral health characteristics of preschool children with autistic syndrome disorder. Journal of Clinical Pediatric Dentistry, 40(1), 21-25.
Talbott, M. R., Nelson, C. A., & Tager-Flusberg, H. (2015). Maternal gesture use and language development in infant siblings of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(1), 4-14.
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