Data Interpretation on Autism Spectrum Disorder - Essay Example

DATA INTERPRETATION AND ANALYSIS By CHAPTER FOUR: RESEARCH FINDINGS, ANALYSIS AND DISCUSSION 4.1 Introduction This major focus of this chapter is the analysis of the data collected from the field as well the discussions of the findings. The study results are based on the research general objectives which were a study on Autism Spectrum Disorder and Play Therapy. The results of the study are bestowed in both tabular and graphical format. 4.2 Response Rate The study targeted population was basically the children where they were expected to take part in a language skills test. The test session was to be conducted through their teachers who were the main respondents of the interview questions. The data or results collected from various stated aspects collected were analyzed using synchronous statistics such as percentages and frequencies. It was mainly presented using charts and graphs. Data representation The respondents were supposed to indicate the student’s name, school, age, sex and date. The number of times or female was chosen depended on many aspects. In this case the respondent was also expected to describe the referred student and his or her classroom. Then later selected another referred student of a different sex and indicate the difference between the two. These aspects are as presented in the table below Table 1: referred student According to the data collected on the score of language skills in the following aspects need for help, speech response rate, asking permission, talking while outside the class and clearly and then taking turns while speaking. The language skills of students are seen to improve in the last two weeks of the session. The skill on responding adequately while talked to is seen to improve in week three significantly up to week five. Students who took part in the skills session are seen to be possession of the asking for permission from the word go, that is from the time the language skills test session start. However, as they get used to the session the skills goes down significantly compared to other language skills determinants. In the second student the respondent shows that the student language skills are different when compared to those from the first student. The student ability to ask for assistance clearly has increased significantly from the first week of the session. The student level of having an engaging speech was perfect from the first week, however, it deteriorated in week 2 and week 2 then it shoots to be among the best language skills for the students. The clear language speaking skills are evident in last two weeks of the session. In this case the student the skill on responding while being talked to has shown significant improvement. In the context of increased and improved experience in language every aspect tested shows significant improvement in week 4 and week 5.Among these aspects is seeking for help, clear response, talking in class and having an organized speech. Part 2 Health concerns This was another major issue the respondents were expected to indicate whether a student was under medication or not that are likely to affect the behavior and the student. The respondents were supposed to one to three problem behaviors in order of severity where a general description was not acceptable, other than an actual one. The main aim for this research area is to identify how any form of medication affects the behavior of a student. Goods and positive behavioral skills are crucial in successful performance in life. These skills help in determining on what to say and make good choices as well as behave in diverse situations. Eye contact and asking permission are among the behavioral skills portrayed by this student. These students are children and adolescents and posses’ good skills in that can easily influence their behavior, academic performance and extracurricular activates. These skills are can also be connected to the quality of school safety and environment. The student may have picked the positive skills seen in this graph as a result of their every day interaction within their parents and peers. Although some of behavioral skills portrayed by the student improved with time or during the five weeks the first and five weeks shows the best social and behavioral skills. In this student eye contact is recorded as the most portrayed behavioral and positive social skill with a maximum score of four. Again these student skills are evident within the first week although they improve within the five weeks to class. The main reason for this can also be linked with adults, teachers and peers. That is it’s possible to learn these skills throughout a person life without necessarily. In presence of a full repertoire of social skills a student’s ability to make good social choices improves while the interpersonal skills and relationship assist success in school. The positive social and behavioral skills shown by the student can be linked to positive and conducive school environment. As shown by other two students the first three aspects of positive and behavioral skills are also evident in this student. However the student portrays these skills within the last two weeks, the last three aspects are hard to acquire easily as shown by the above research results. Negative social and behavioral skills The student portrays negative behavior skills within the first week of the session. Every aspect of the student is seen to disagree with every aspect showed. The skills improve toward the last week of session. This can be linked to the fact that students manages to acquire positive social and behavioral skill These negative behavioral and social skills can be linked to experience in problems in interpersonal relations with the parents’ teachers as well as peers. Responses from others are highly evoked that results into increased level of peer rejection. Students and school violence is one of the negative and behavioral occasions that can be connected to peer rejection. These signs can result into depression, anxiety and aggression. Student also demonstrates decline in academic performance as one of the indirect consequence. Playing the game dominates among all the negative skills seen in this student. In the relationship demonstrated amongst the social skills and safety there is increased ways to search for better ways that students can be helped effectively in order to develop positive social skills, in school and in the society. In segregation, the social skills are not enough in making sure that school safety or that of the students interventions must be limited to student training and instruction(Gilbert, G., & Connolly,). The skills that were being measured in this study can also be connected with change in the school culture which must be facilitated through the infusion of social skills training into an inclusive school system of safety and discipline strategies emphasis on relationship-building among students and faculty teachers and administrators and within schools and families, and providing effective behavior organization and academic instruction Behaviors Check-List In order to evaluate the student’s behaviors a checklist which comprised 26 behaviors was used. This was contained for six weeks and analyzed finally. According to the resulted obtained in week six it was identified that play therapy increased the communication skill among the students. Most communication activates took place between students themselves and teachers as a result of an action that made them active. However, in the case of negative behaviors the play therapy had no effect on the behaviors. Research Journals In reference to journals were written out of observable students behaviors. After analyzing the journals the researcher managed to find that, resolving psychosocial challenges played a key role in assisting students in communicating with others. Some of these through participating in rhyme singing and instruments playing Post-Surveys The respondents in this case were the teachers and parents. The aim was to identify the type of play or session and whether or not they support continuation of the paly therapy. The researcher identified that 98% of the respondents agreed that the type an action chose to influence the therapy was appropriate for this age. However, the remaining 2% was not sure of whether the play therapy was appropriate or not. The researcher also wanted to if there was any noticed aspect in the student’s problematic behaviors. A 100% response was no. It was concluded that the play therapy is quite effectual as an intervention plan for students with Autism. Data Findings Interpretations It is evident from the study that play therapy helped student who had Autism and who were not able to use language in communication will communicating with others. This therapy helped these students in the use communication aspects such as facial expression and eye contact. The students expressed themselves through dancing. The play therapy research comprised of sample of 17 children with Autism 14 males(82%) and 3 females(8%).This population was divided into two groups the play therapy session 9 and social Skill group, both with 9 and 8 participants. The researcher used video recording, Social Responsiveness Scale (SRS), as well as, Autism Treatment Evaluation Checklist (ATEC).There were great improvements in social behaviors as a result of play therapy where increment of joint attention with peers and eye gaze were increasingly observed. In the social group participants were not able to interact with compeers, but they were willing to do so with grownups. Conclusion The study shows that play therapy has a positive impact on student’s social skills especially those with Autism. There were great improvements in use of eye contact by permitting the participant to act with other compeers in the same group. This was as a result of a steady increase in the use of eye contact, and facial expression which were weekly observed. Student’s behaviors did not improve a lot while those problematic never increased as well. Finally, the session got note of the fact that a couple of students were calm and had ability to handle emotions in a better way. Reference List Gilbert, D. G., & Connolly, J. J. 1991. Personality, social skills, and psychopathology: an individual differences approach. New York, Plenum Press. Council for Children With Behavioral Disorders. 1996. Improving the social skills of children and youth with emotional/behavioral disorders. Reston, Va, The Council. Read More