Autism Communication and Learning

I chose "Autism Communication and Learning" as my Wiki topic to discover the most effective teaching techniques teachers can use for a curriculum that enforces both teacher-to-student and student-to-student interaction. In my Wiki research, I want to acquire information in how autism spectrum disorders affect communication and ways to implement individual activities that collaborates with the communication skills of each autistic student. I also want to find the school programs being used to accommodate children with Autism.

Top 5 things I learned:
  • In creating an individual task for the students, the teacher needs to unify the various parts of an activity to demonstrate one purpose and organize the materials of the activity into one unit so that the students can easily follow the task and become visually attuned and ready to perform the components of the task provided. It is known that students with autism have great visual ability and if they can see what can be done they can do it.
  • In demonstrating the activities of a given task, it is felt that short durations of similar activities is better than a constant repetition of one activity to successfully complete the task. This focus on short time periods spent on similar activities appeals to the child's interest and can prevent boredom from completing the task.
  • The materials of the given task should be separated from containers so any loose materials that are handled will not distract the children. Also materials should be separated from containers to ward off any confusion that the children might face if they handle several unneeded materials.
  • Effective communication with autistic children involves imperative and declarative language. Imperative language focuses on compelling a child for an answer or response to a problem. While declarative language is more experiential and environmental by how teachers comment on the experiences and environments that they might share with the students.
  • Echolalia is the automatic repetition of vocalizations made by another person which is profound among young Autistic children.

Best Resource:

The most informative and efficiently described resource would be the first one shown below. This resource defines the individual task using ShoeboxTasks and how student can successful complete a task using their fine motor skills and visual awareness that is distinguished upon their own developmental level. The ShoeboxTasks were created to express the first steps Autistic children are making to gain independence and break away from teacher-to-student teaching sessions.

Source #1

This source is from YouTube and describes the benefits of ShoeboxTasks and what skills can be obtained from independent learning and focusing on individual tasks and activities. I would rate this video 5 out of 5 because of its in-depth description of foundational learning and how developmental abilities can be shaped by individual tasks.

Source #2

This is a video from YouTube and it provides effective ways of communicating with Autistic children using declarative language. This video also provides key differences in distinguishing between imperative and declarative language. It does this by presenting a definition of imperative languages while providing anecdotal evidence of how declarative language can work. I rate this video 3 out of 5 because she did not provide real life examples of imperative language and she failed to present a concise definition of declarative language.

Source #3

This slideshow exemplifies positive reinforcements for clear communication and challenging behavior. This slideshow provides techniques to create awareness and understanding of what behavior is challenging and difficult for each individual to commit and how to communicate that effectively. I rate this 4 out of 5 because of its extensive explanation of the relationship between communication and behavior.

Source #4

The radio broadcast emphasizes on the college life and programs being created to accommodate children with Autism or a higher functioning form of Autism know as Aspergers. This broadcast also expresses a student being prepared by a peer mentor for a job interview and focusing on nonverbal and verbal communication to strengthen social interaction on campus. I would rate this broadcast 4 out of 5 because of how it correlates social interaction on campus with preparation to find jobs.

Source #5

Autism Learning Strategies - Autism Spectrum... by butler4924
This video describes the various programs and therapies designed for children with Autism Spectrum disorders such as speech therapy, occupational therapy, and social training. I would rate this video 4 out of 5 because it provides a good outline for the available programs outside school boundaries.

Source #6

This YouTube video shows how technology is being transformed into learning materials for Autistic students. It provides students learning and identifying objects through computer interactive games. I would rate this video 3 out of 5 because it did not explain the purpose and methods of learning from the computer game.

Source #7

This slideshow discusses how to incorporate communication in a MDS behavioral classroom. This slideshow focuses on different forms of verbal and non-verbal communication and how to facilitate them properly. I rate this 4 out of 5 because of its in-depth analysis of how different forms of communication and environments intertwine.

Source #8

This video distinguishes the differences in communication between an Autistic child and normal child. The key differences are the ability to form more words and complete sentences and the presence of echolalia, which is used by the Autistic child in repeating what the adult said. I rate this 3 out of 5 because this level of communication is not distinct for all children with Autism.