Educating Children with Autism (2001) / Chapter Skim
Currently Skimming:
11 Instructional Strategies
11 Instructional Strategies
Pages 133-139
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 133... ...
Behavioral strategies take various approaches to the concepts of discrete trials, massed trials, naturalistic behavior, and peer mediation. A discrete trial is defined as a set of acts that includes a stimulus or antecedent, a behavior, and a consequence.
|
From page 134... ...
The typical peers of a child with an autistic spectrum disorder are instructed in a more adult-centered, mass-trial approach, while children with autistic spectrum disorders are taught by their peers in a more child-centered, naturalistic type of approach. Decreasing or Altering Existing Behaviors These strategies may include aversive approaches, functional analysis, differential reinforcement of other behaviors, extinction, antecedent manipulation, and combinations of these strategies (Dunlap et al., 1994.
|
From page 135... ...
Detailed procedures for performing a functional assessment of behavior are available to practitioners (O'Neill et al., 1990~. The approach generally referred to as differential reinforcement of other behaviors, or differential reinforcement of incompatible behaviors, involves replacing the unwanted behavior with a more desirable behavior, built on the same reinforcing consequence that is currently supporting the unwanted behavior.
|
From page 136... ...
Rather, there is some evidence that alternative strategies may assist development in some areas (Bondy and Frost, 1994~. Current practices in education of young children with autistic spectrum disorders generally support the tailored use of alternative and augmentative communication strategies, where appropriate, to facilitate participation in the educational environment by some children with autistic spectrum disorders.
|
From page 137... ...
Instruction in these group routines is usually delivered like other areas of instruction for children with autistic spectrum disorders: the initial teaching is provided with maximal individual instruction and support, and then adult instruction and prompting are gradually faded as the child learns to carry out the routine independently. Task analysis is often used to identify the specific skills involved in classroom routines and to develop teaching strategies.
|
From page 138... ...
These interventions have been found to be most powerful when delivered in inclusive preschools, but they have also been used successfully by parents and siblings in homes (Strain and Danko, 1995; Strain et al., 1994; parent training is discussed in detail in Chapter 3~. These highly effective peer-mediation approaches are complex to deliver, requiring socially skilled typical peers and precise adult control in training peers, managing and fading reinforcement, and monitoring ongoing child interaction data.
|
From page 139... ...
The current role of psychologists and behavior specialists as interventionists in the education of young children with autistic spectrum disorders most often involves assessment, consultation, and development of intervention strategies. Psychologists and behavior specialists are often involved in providing functional analyses of problem behaviors; designing behavioral interventions; providing cognitive, adaptive, and social assessments; guiding the educational curriculum in these areas; and consulting with the rest of the educational team about educational strategies and interventions.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.