Reflection

Behavior management and teaching methods for youngsterren with autism and PDD ( Chapter 11Students who have autism and PDD atomic number 18 challenged in the areas of communication and socialization . Interactions with these educatees must be well plan , fair , and consistent . While students with these diss do not always understand the nuances of human interactions they do understand agent and effect . Students understand clearly that to get what they truly ask they have to do a specific task . This is first gear percolateed in the home during rearal interactions and food Teachers at an elementary level brush off implement these same interactions inwardly of a furcateroom . The first step in this address is development a reward hierarchy . This process is around efficiently completed with the input of a student s parent or guardian . The first question to be asked is what is some rewarding to the child and list those in increasing storey , from most rewarding to least rewarding . These rewards can sweep up many forms from verbal encouragement to sensory enforcers . Additional deportment management methods include time outs which accompanied . This can be d unity by stopping the present activity and , as the teacher counting next to the childIn asset the school text supports the idea of aversives . Aversives refer to a negative enforcement is which is implemented to prompt the student to performed the desired behavior . The text offers the example of holding the sassing of a student , which can be uncomfortable only not painful , and releasing it only when the student speaks . The text is quick to point out the aversives are necessary and utile . However , it is clear even if the text does not subscribe it , that aversives are easily misused and even abused in a classroom setting and should be a give-up the ghost resortTeaching communication skills to children with autism and PDD ( chapter 12Students with autism and PDD must be taught communication skills slowly and in a consistent manner . The text advises the use of a communication board in which 3D objects are determined on the board and hidden by other objects .

In addition , students who depend on signing will practically drop signing as soon as they learn to communicate effectively through manner of speaking It is extremely outstanding for a students with autism and PDD to learn to communicate in words because this leads to match interaction which is vital in integrating these students in to a traditional classroom environment - socially and academicallyModel Programs and Exemplary Classes : What can we learn ( chapter 13Princeton child development institute (PCDI ) - A major feature of this particular program is the utilization of activity schedules . These schedules are developed by each student at the send-off of each class The schedule can be created with words and pictures . It acts as a visual reminder of what each child not only needs to do but trusts to do and learn for the day . The course of instructional lessons are base on student needs and wantsUNC- Chapel Hill teaching preschool - A major feature of this program is the small class size , each class consists of 5 students and a module member for each student . The one on one time is essential for the success of the program . In addition behavioral management and prompts are activity related . This allows students to put up full involved in the instruction and the learning goals ...If you want to get a full essay, order it on our website: Orderessay

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