Autism Essays and Research Papers

Instructions for Autism College Essay Examples

Title: IEP Development Lesson

  • Total Pages: 2
  • Words: 551
  • Works Cited:0
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Autism spectrum disorder is characterized by persistent deficits in social interactions and communication across multiple contexts, including deficits in social reciprocity, nonverbal communicative behaviors used for social interaction, and skills in developing, maintaining and understanding relationships. In addition to the social communication deficits, the diagnosis of autism spectrum disorder requires the presence of restricted, repetitive patterns of behavior, interests, or activities. (American Psychiatric Association, 2013). While IDEA 2004 does not mandate inclusion in the legislation, there is accepted movement by families, professionals and advocacy groups such as Council for Exceptional Children-Division for Early Childhood (2001) and the National Association for the Education of Young Children (Brendekamp and Copple 1997), to include young children with disabilities in early childhood programs. Young children with autism are being increasingly included in early childhood programs with typically developing peers. Early childhood educators have risen to face the challenge, and this has resulted in enhanced learning for young children autism in the regular classroom. As collaboration becomes more defined it changes the dynamics of teaching from one of working alone in the classroom to sharing duties such as planning, instruction, responsibility for students, assessment of student learning, problem solving, and classroom management (Ripley 1991).


This assignment focuses on the multiple roles of early childhood educators as they work with the diverse needs of young children with autism in their classrooms.


The following is a fictitious scenario which exemplifies the needs and services often encountered in today's early childhood public school setting. This vignette specifically identifies that service provision for children with disabilities must be a collaborative effort. Service provision is a team effort and must include everyone. "Everyone" is defined as early childhood educator, intervention specialist, related services/support personnel, administrators and parent(s).
Cody is a 4 year old child who attends preschool. The preschool teacher, Mrs. Benedetti, has observed that Cody is not demonstrating the skills typical and expected of a child of his age level. He repeats most of what was said to him, does not know his colors, and does not play with the other children. He makes little eye contact and his attention span is much shorter than that of his peers. He also has frequent temper tantrums when asked to transition from one activity to another. This is Cody's first experience in a preschool or child care setting. Mrs. Benedetti has observed these behaviors and expressed concerns to her building administrator within the first weeks of the school year. Nonetheless, she decided to wait for a couple of weeks to make sure that Cody was not just experiencing adjustment problems. Cody's behaviors did not change, so the administrator organized a meeting with Mrs. Benedetti, the speech and language therapist, the school psychologist, and Cody's mother, Katie, to discuss Cody's behaviors and plan strategies to support his learning.
The team decided to observe Cody in a variety of situations and use some basic strategies that might help with his language and socialization skills. These strategies included structured play in which language and social skills were embedded, positive behavioral supports and a weekly progress report to Cody's mother. The team suggested that Katie consider taking Cody for a comprehensive evaluation from a developmental pediatrician.
The team met again a month later. It was determined that the intervention they tried had not been successful and decided to proceed with individual psychological and speech and language evaluations. In the meantime, Cody's mother had also taken him to a developmental pediatrician who diagnosed Cody with autism. The results of these evaluations and with the recommendations of his team qualified him as eligible for special education services.
Cody displayed the following characteristics. in his interactions in the classroom. He often did not respond to oral communication, his speech was echolalic, where he repeated the last two words heard with little understanding, and he avoided eye contact. Cody's plan was extremely ritualistic and lacked imagination. he spent most of his time lining up toys or stacking blocks in a specific order. When other children entered his play area Cody immediately left the setting. He did not participate in group activities including circle time. Transitions were difficult and he had frequent tantrums.
Initially, Katie was reluctant to identify Cody as a student with special needs because had negative memories of special education and children being isolated in separate classrooms. Eventually, she agreed to the identification because Cody would be able to stay in his regular classroom. In this environment, he received speech and language therapy through a speech and language pathologist. In addition, he was provided with specific educational interventions for the development of his academic and social skills through the services of an itinerant early childhood intervention specialist. An IEP (Individual Education Program) was developed in order to document his level of functioning, needs and goals/objectives. Katie agreed to this IEP as a result of a successful team meeting with all stakeholders.

1. Develop an IEP for Cody.
One of the early steps to successful collaboration and effective practices, of which the parent is an active partner, is the implementation of the Individual Education Program (IEP).

Write an IEP to meet Cory's unique needs including identifying eligible special education services in the regular education setting with typically developing peers. Fill in the blank form provided to create Cody's IEP. DO NOT COMPLETE PAGE 6 OF THE IEP WHICH IS ABOUT STATE EXAMS. You will type into the IEP document all of the responses.

2. Collaborating with Cody's family.
Collaboration is the banding together of the team of practitioners and parents to better plan and meet the needs of their students (Friend and Bursuck 2009) It is the sharing of resources, skills and various perspectives of the team to enhance learning (Ripley 1997). The last several years has seen the role of teachers redefined to reflect issues such as inclusion which necessitates collaboration among professionals, students, families and community agencies (Salend 2008).

a) Describe how you can involve Cody's family in functional skills such as language, self-help, and social/behavioral skills.

b) Describe how you can create opportunities for Cody's parents to share their needs, expectations, and values, and for school personnel to listen.

3. Physical Environment.
As the suggestion of the itinerant early childhood intervention specialist, Mrs. Benedetti replaced the tube lights with softer lamps when natural lighting was insufficient. While Cody was impacted more light, certain sounds also bothered him at times. During those times Cody was allowed to wear headphones or earplugs to reduce distress caused by the noise.

Since Cody had significant qualitative differences with social interactions and language, the natural environment, the classroom, must include opportunities for Cody to use language and interact with his peers through materials and topics which are of high interest to him during play.

Describe how you would address these needs in the 3 sections below?
1. Daily routines.
2.Play activities.
3. Learning centers. Ex. Dramatic play, blocks, etc.

When done addressing on the three, How would you begin to transition the child into an activity set up for the child?


To the writer

After completing
Part 1: IEP forms then you will respond to
Part 2: The collaboration with parts a and b. Then you will respond to
Part 3: Physical environment of a preschool classroom with parts 1, 2, and 3.

The IEP is about 9 pages to fill in responses. The other questions in part 2 and 3 are about a page each.

I will email the IEP forms now.

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Title: The topic relation Autism comorbidity disorders For paper sources professional journals books popular media Psychology Today Web MD blogs Wikipedia permitted The purpose assignment research information found textbook

  • Total Pages: 7
  • Words: 2247
  • Bibliography:5
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: The topic is the relation between Autism and with the comorbidity of other disorders.
For this paper, you must use five sources from professional journals or books (popular media as Psychology Today, Web MD, blogs and Wikipedia are not permitted). The purpose of this assignment is to research information other than that which can be found in the textbook. When doing research, your sources must be no more than 5-7 years old.
This paper must have a brief abstract and a citation page, all must be written according to APA formatting.
Please remember that a research paper is a factually based document. It is to be written entirely in the 3rd person and is not to include any opinion or personal thoughts. Your paper must also include in-text citations for all material that is not common known. No direct quotations at all.
Paper must contain a brief abstract (minimum must be 200 words), introduction of the topic, review and summaries each of five sources from professional journals or books. Pease for each of the five sources include the name of the article and authors, purposes, hypotheses, and results (must be 1725 words rest of the assignment).

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Lau, N., Green, P., Taylor, A., Hellberg, D., Ajamian, M., Tan, C., Kosofsky, B., Higgins, J., Rajadhyaksha, A. And Alaedini, A. (2013). Markers of Celiac Disease and Gluten Sensitivity in Children with Autism. PLOS ONE, 8 (6), p. 66155.

Leyfer, O., Folstein, S., Bacalman, S., Davis, N., Dinh, E., Morgan, J., Tager-Flusberg, H. And Lainhart, J. (2006). Comorbid psychiatric disorders in children with autism: Interview development and rates of disorders. Journal of autism and developmental disorders, 36 (7), pp. 849 -- 861.

Rapoport, J., Chavez, A., Greenstein, D., Addington, A. And Gogtay, N. (2009). Autism spectrum disorders and childhood-onset schizophrenia: clinical and biological contributions to a relation revisited. Journal of the American Academy of Child & Adolescent Psychiatry, 48 (1), pp. 10 -- 18.

Simonoff, E., Pickles, A., Charman, T., Ch, Ler, S., Loucas, T. And Baird, G. (2008). Psychiatric disorders in children with autism spectrum disorders: prevalence, comorbidity, and associated factors in a population-derived sample. Journal of the American Academy of Child & Adolescent Psychiatry, 47 (8), pp. 921 -- 929.

Valvo, G., Baldini, S., Brachini, F., Apicella, F., Cosenza, A., Ferrari, A., Guerrini, R., Muratori, F., Romano, M., Santorelli, F. And Others (2013). Somatic Overgrowth Predisposes to Seizures in Autism Spectrum Disorders. PloS one, 8 (9), p. 75015.

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Title: Autism treatment methods

  • Total Pages: 5
  • Words: 1718
  • Sources:5
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: The topic of the research paper is Treatment methods for Autism. Please focus on a few (2 or 3) different methods of treatment.


There should be at least five peer-reviewed journal articles included in the paper as sources.
Texts and websites may be included in the paper but will not count toward the require of peer-reviewed information.
All submissions must conform to current APA style guidelines.

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Klintwall, L., Gillberg, C., Bolte, S., & Fernell, E. (2012). The Efficacy of Intensive Behavioral Intervention for Children with Autism: A Matter of Allegiance? Journal of Autism and Developmental Disorders, 42(1), 139-140. Doi: 10.1007/s10803-011-1223-z

Magiati, I., Moss, J., Yates, R., Charman, T., & Howlin, P. (2011). Is the Autism Treatment Evaluation Checklist a useful tool for monitoring progress in children with autism spectrum disorders? Journal of Intellectual Disability Research, 55(3), 302 -- 312. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2788.2010.01359.x/abstract?deniedAccessCustomisedMessage=&userIsAuthenticated=false

Schreibman, L., & Stahmer, A.C. (2013). A Randomized Trial Comparison of the Effects of Verbal and Pictorial Naturalistic Communication Strategies on Spoken Language for Young Children with Autism. Journal of Autism and Developmental Disorders, 32(1), 6-11.

Silva, L.M., Schalock, M., & Ayres, R. (2011). A model and treatment for autism at the convergence of Chinese medicine and Western science: First 130 cases. Chinese Journal of Integrative Medicine, 17(6), 421-429. Doi: 10.1007/s11655-011-0635-0

Stahmer, A.C., Schreibman, L., & Cunningham, A.B. (2011). Toward a technology of treatment individualization for young children with autism spectrum disorders. The Emerging Neuroscience of Autism Spectrum Disorders, 1380, 229 -- 239. doi:10.1016/j.brainres.2010.09.043

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Title: Autism Spectrum Disorder

  • Total Pages: 4
  • Words: 1401
  • References:5
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: Personal Philosophy Paper: Overview

The personal philosophy paper gives students an opportunity to critically evaluate their professional and personal views of serving children with disabilities, examine the course of their professional training to date, and demonstrate their ability to choose research-based strategies specific to certain disabilities.

Although me personally will not become a special educator, the paper must be focused on serving students with specific disabilities in a general education classroom.

The personal philosophy paper must be 4 pages in length.  
Reference page is an additional page. The paper must be double-spaced, typed in a 12 point Times New Roman font with 1” margins all around. References must be cited in the body of the paper, as well as included in a reference page at the end of your paper. Citations & the reference page must be in APA (6th ed.) style (no abstract, title page or running head is necessary).  

References:
Heward, W. (2012). Exceptional children: An introduction to special education (10th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Peer Refereed Professional Journal published since 2007 ( I have included 4)
Must use original sources, rather than secondary sources
You must paraphrase. Do not use direct quotes. The source for paraphrased material must be cited in the body of the paper using APA parenthetical citation.
The personal philosophy paper must include the following sections, and the following (4) subheadings:


1-Students I Desire to Serve
Provide a description of the type of students you believe you would like to work with or teach at this point in your training (age/level, disability) and provide a rationale for your choice. You must choose a specific IDEA disability category rather than all students with disabilities.  This will help focus your search for instructional strategies.

My age/level and disability: ages 11-13 /6th ??" 8th graders/ autism
Rationale: I am working on licensure to teach at grade levels 6-8
Idea disability category is autism spectrum disorder


2-Instructional Strategies     
Provide complete descriptions of two research-based instructional strategies you plan to use when you work with these students, and why, with documentation:  (a) fully describe the strategies and give an example of classroom use; (b) cover how they address specific weaknesses and/or utilize the strengths of your chosen population; (c) provide scientific evidence (numerical data on the results of the study) of the strategies’ effectiveness; and (d) Provide proper APA citation for each strategy. 

My Two research-based instructional strategies: discrete trial teaching and functional routines (I have included 4 articles for reference)


3-Extended Professional Skills Desired and Plan for Acquisition     
Extended professional skills are those that reach beyond the skills and competencies required for licensure.  Include a description of two extended professional teaching skills you hope to acquire to best serve your students and a concrete plan of action describing when, where and how you will acquire the professional teaching skills that you have described. 

4-Two Extended Professional Teaching Skills
1 ??" T/TAC Online ??" http://www.ttaconline.org ; Region 4; Prince William County; TAB Online Training; Autism Spectrum; Take classes Tapping into Low Tech Ideas and Developing a Function-based intervention ??" Elementary; Both are online and will be completed after completing my degree program.
2 ??" VCU Autism Center for Excellence ??" http://vcuautismcenter.org/training/webcasts /upcoming.cfm; Attend the web cast Using Ipads to Promote Access and Learning for Students with Autism Spectrum; Take the class or a like-class after the completing my degree program
-- I have included the URLs so that you can visually see/refer/reference to the extended skills


Personal Philosophy of Education     
Include a statement of your personal philosophy of general or special education, including a reflection on serving diverse populations. Please see the prologue (p. 2) & postscript (p. 559) of the Heward textbook for suggestions on developing a personal philosophy of special education.

This section should include my personal thoughts below, but not be limited to just those thoughts
• believe that children with special education needs should have the right to a public education just as children without disabilities
• that parents are vital in the education process
• that teachers need to be educated

There are faxes for this order.

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Gongola, L. And Sweeney, J. (2011) Discrete Trial Teaching: Getting Started. Intervention in School and Clinic. 2012 47: 193.

Parker, D. And Kamps, D. (2011) Effects of Task Analysis with Self-Monitoring for Children with Autism in Multiple Social Settings. Focus on Autism and Other Disabilities 26(3) 131-142. Mannill Institute on Disabilities.

Rodriguez, NM and Thompson, RH. (2012) Functional Analysis and Treatment of Arranging and Ordering by Individuals with an Autism Spectrum Disorder. Journal of Applied Behavior Analysis. 2012, 45, 1-22.

Thiessen, C. et al. (2009) Evaluation of a Self-Instructional Manual for Conducting Discrete-Trials Teaching Children with Autism. Behavior Modification 2009 33: 360.

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