Differential Reinforcement of Other behavior intervention is very good at dealing with autistics who struggle with controlling repetitive behaviors. The paper "The Features Of The Education Of Children With Autism" discusses the benefits and disadvantages of the treatment of children with DRO…
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When playing or cooperating with others, he imagines goals and objectives differently, and one of the few ways that he is mean or uncooperative with his fellow classmates is when he views them as “stupid” because they don't share his perspective on the game or its objectives. He is very rational in some ways, struggling to understand how others make emotionally motivated or social decisions.
Adam B. does very well in art, geometry, science, and math getting As and Bs very easily and wondering why others find it so hard. He fails to understand how they can be doing badly at these tasks. Meanwhile, he struggles to get above a C in history, English, and other classes, though he has managed to keep his grades high. The material does not resonate with him, and he finds it very hard to do anything besides keeping dates and places straight: He finds it difficult to understand motivations in stories and history. He is competent in music but he doesn't understand what others experience when they listen to it: He views music exclusively as a way to calm him and doesn't like the noise. In physical education, he is poorly coordinated but very strong and doesn't know how to coordinate his own strength. He is larger than most of his classmates, being in the 80th percentile of height.
His social strengths are that he is very nice, helpful to others, and tries to greet others warmly. His academic strengths are in rational, logical, ordered tasks that do not involve understanding motivations or theories.
However, he gets very impatient with others. He struggles to make eye contact, and when he is nervous, he does repetitive behaviors that distance him from others: He mutters a nonsense language under his breath and plays with his fingers, tapping them against each other and shaking them rhythmically. He acts up when there is too much noise or activity, and finds it hard to play with others when they are being too loud.
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The main differences found between the two methods of teaching and learning included student behavior, efficient use of teacher’s and students’ time, student independence, use of playful learning, inclusion of art, music and physical movement and academic learning.
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.
Different specific standards are usually tied or informed by objectives that are pertinent to developmental sequence. In this regards, the assessor can observe whether the child is suspected of autism is able to perform all of the items is provided in an assessment (Fouse, 1999).
A few methods for inclusive education, discussed in this paper, have had dramatic results with both the autistic children in the classroom and the people with whom they interact with. These children have been able to learn more readily and teachers have found that many of the disruptions an autistic child can cause are more easily resolved.
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Education is one of the most important things in our life; however, the best way to learn is to read. Reading is the key to knowledge and education.
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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,
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