...Children and adolescents generally receive the greatest proportion of their treatment through school- based educational programs. The reauthorization of the Elementary and Secondary Education Act of 2001( commonly referred to as No Child left Behind) and the Individuals with Disabilities Education Improvement Act of 2004 have introduced both educators and parents to the term evidence- based practices. The purpose of introducing evidence- based practices emanates from the need for educators to identify treatments that have been clearly defined and tested and that yield clear results about the effectiveness of the treatments. The legislative requirement for evidence has spawned two major responses from researchers in special education. First,...
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...Introduction Bronwyn visited the GP in regards to her 11-month year Old daughter’s measles, mumps and rubella’s immunization. As a Healthcare worker, Bronwyn is aware of the on going news about side effects of immunization, such as Autism. She also heard about the benefits of immunization. However, Bronwyn is confused whether she goes ahead and immunize her child or not. The purpose of this document is to investigate the effects and benefits of measles, mumps and rubella’s immunization through different literature. Different articles with different methods are going to be reviewed to identify if immunization is the cause of Autism in young children. Moreover, the question involved in this paper is, “What are the health benefits and risks associated with measles, mumps and rubella’s immunization among infants?” This question was formulated considering the PICO principal, which is used to portray information and to guide application of investigations into clinical practice. The principal consists of population, intervention, comparison and the outcome. In this instance P in the PICO (our patient or population) is the 11-month year old infant. The intervention is immunization (Adams, Newcomb, Smith & Withaeger, 2009) . Alternative term might include vaccination, protect, inoculate while immunization (I) can be referred to as vaccination, protect, inoculate. C in this instance is, not to immunize and O or outcome is to eliminate the chances of experiencing side effects of...
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...this paper, I will discuss the Son-Rise Program and its delivery to children that are diagnose with Autism. Families have a difficult time because they are unaware that children with Autism need that special attention and do not know how to communicate with their child. The Son-Rise Program gives them hope to bond and understand their child and create a positive environment and try to give them a better future. In Colorado, Growing Minds, an agency specializing in autism intervention is at the forefront of using this program and the outcomes results are very positive. The design and delivery of the Son-Rise Program will be discuss and examined. Autism What is Autism? Autism is known as a complex developmental disability. Experts believe that Autism presents itself during the first three years of a person's life. The condition is the result of a neurological disorder that has an effect on normal brain function, affecting development of the person's communication and social interaction skills. In the case of Autism, children are the population that are diagnose with this disorder. People with autism have issues with non-verbal communication, a wide range of social interactions, and activities that include an element of play and/or banter. (What is Autism? What causes Autism?, 2013) Son-Rise Program The Son-Rise Program (SRP) is an intensive, child-centered approach for autism intervention, incorporating strategies to promote child-initiated social interactions. The program...
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...Is There Any Genetic Evidence to Explain Why Musical Prodigies Exist? Kristina Vianca Constantino Tabuena San Diego Miramar College Abstract By definition, one is considered a musical child prodigy if he or she possesses an exceptional ability, at a professional level, for music at a young age. Musical ability is defined as the capacity for music perception and production. This is really interesting because the children looks like they have been hand-picked by nature to have these gifts since they have parents who are just like any of us. This phenomenon has been known for a long time, however, there are only a few researches that have been done about this and that is why we hardly understand why musical geniuses exist and how come it is not common at all. Some theories suggest that prodigies are linked to autism. Some of these children have been treated as subjects for long-term researches to find any genetic factors that will link a trait that characterizes being a musical prodigy. The phenomenon of musical geniuses is a product of both genetic factors, as seen in their family background and link to autism, and environmental factors like family support and their devotion to practice. Methods I chose this topic because I find musical prodigies very interesting. I already started researching about them since I have been watching documentaries and following news about them. I watched a documentary about a polyglot, a master of multiple languages, named Tim Doner and I...
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...Title To investigate and reflect on the use of Applied Behavior Analysis (ABA) with students who have Autism. Aims The aim of my project was to gain knowledge of Applied Behaviour Analysis and its effectiveness in working with children with Autism. My focus questions ask • What are the key principles underlying Applied Behaviour Analysis and how and why it benefits children who are autistic? • What is involved in setting up an Applied Behaviour Analysis program in the classroom environment? Both focus questions have helped me to investigate ABA, implement strategies that ABA employ and reflect on the program as a whole. I became part of a withdrawal program established for the purpose of intensive early intervention based on the principles of ABA. Harris, (2002 p19) explains “Applied Behavior Analysis takes basic principles in behaviour science and emphasizes the intensity that is needed for particular children”. As I progressed through my journey I discovered that ABA was indeed an extremely effective intervention program for autistic children. I felt that the whole process was a huge learning curve which in turn has had positive affects on my future practice. PARTS OF THE REPORT Rationale Explains why I embarked on this particular topic, process I used in decided topic, list of research strategies to achieve aims, Kemmis & McTaggarts (1988) Action Research Planner model Process -What were the key principles underlying Applied Behaviour...
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...prior to the immunization as in specific there are lot of controversies about Measles Mumps Rubella immunization leading to autism. Therefore, this research essay will focus on the issues related to conflict of autism as a side effect of measles mumps rubella vaccine. The PICO process is the method to develop a framework and answer to a clinical question using evidence based practice based on literature research. The acronym PICO stands for P (Population/patient)-this addresses the specific population. From the scenario, it can be identified that the 11month baby as the patient or population. I (Intervention) – intervention can be treatment, procedure, diagnostic test, and risk or prognostic factors. In this scenario the intervention will measles mumps rubella vaccine immunization. C (Comparison) –not to immunize O (Outcome)- is the effect of the intervention. For example, it is the risk that comes after certain comparison. Therefore, the outcome in the scenario is causes autism. Hence, the question that was developed using PICO process is “In the infants does immunizing with Measles Mumps Rubella (MMR) in comparison to no immunization leads to development of autism?” (Huang et al, 2006) The result of this research is based on the different database and literature reviews with search based on the immunization in infants for MMR vaccine causing autism. Among all database firstly the research was done...
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...Topical Reference List: Inclusion of Autism Spectrum Disorder Students Lindsey Liermann Liberty University Abstract This paper includes a reference list of literature relating to components of successful inclusion for students with Autism Spectrum Disorder. In general, the literature seems to indicate what practices are effective for successfully including ASD students with typical peers, as well as, if inclusion is right for all ASD students. The literature includes evidence that the different components support students’ progress in general education settings. More empirical data needs to be collected to see if different components work for all students with Autism Spectrum Disorder while with typical peers. Keywords: students with ASD, inclusion, typical peers, successful strategies, perceptions of inclusion, support, and modification for students. Topical Reference List: Inclusion of Autism Spectrum Disorder Students Until recently, the common practice was to pull children with Autism or other disabilities out of regular education classrooms for majority of the day or even have them completely segregated. It seemed more efficient to provide specialized instruction in separate classrooms where children with Autism could received individualized attention without having to alter the mainstream curriculum that typical peers received. But, different practices were proposed in the 1980’s for greater efforts to “include”...
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...However, refusal of vaccinations has been increasing throughout the years due to the anti-vaccination movement. This movement declares mandatory vaccines unconstitutional and vaccinations overall as the cause of autism. Unfortunately, the anti-vaccination movement is becoming increasingly popular due to individuals’ unfounded fears and imagined consequences associated with the idea of purposely inserting a disease into one’s body. However, despite one’s beliefs, vaccines are essential not only to a person’s well-being, but to the health of those around them. Mandatory vaccinations do not cause autism; rather, they save lives while upholding values of...
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...ELSE 6183 Teaching Students w/ASD Name: Melissa Garner 10/29/15 Directions During week 2, submit a brief explanation of your Autism Spectrum Disorder research topic. This is the first major step in the process of conducting relevant research to guide practice. The topic should address a strategy, method, or intervention that has been researched and proven effective for teaching students diagnosed w/ASD. This topic should be of personal interest and prove beneficial to all SpEd and Gen-Ed Teachers. Once you have decided on an area of interest, it is time to narrow your topic into a thesis statement. This thesis narrows the focus of your paper and presents an arguable assertion or hypothesis. For the Research Plan Assessment respond to the following: I. Identifying and Limiting the Research Topic: What instructional/teaching method of ASD are you interested in? The instructional intervention I am interested in is Discrete Trial Training, or DTT, and how it is effectively used to educate students diagnosed with Autism Spectrum Disorders. It is helpful to understand the context of your problem. What problem do you see in your school, classroom, and/or educational context? What do you want to research? I am researching the applied behavior analysis procedure called Discrete Trial Training intervention and its effectiveness on...
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...Journal provides a summary of the current understanding of ASD and suggests a comprehensive set of guidelines on best practices for detection, diagnosis and treatment for children with autism based on the currently available evidence randomized controlled trials (RCTs) or systematic reviews. - See more at: "We have come to understand ASD as a remarkably heterogeneous constellation of conditions that covary with other disabilities and disorders (e.g., intellectual disability, epilepsy, ADHD, anxiety disorders) and various medical problems," writes Dr. Stephen Scherer, senior scientist and director of The Centre for Applied Genomics at The Hospital for Sick Children (SickKids) and director of the McLaughlin Centre at the University of Toronto, with coauthors. "Recent discoveries of underlying genomic factors have shown great complexity and implicate various networks of causal factors." ASD, which includes a variety of traits that range from mild to severe, is estimated to affect about 1% of the population, although it is under-recognized in the developing world. The review, by specialists in pediatrics, psychiatry, epidemiology, neurology and genetics from across Canada, outlines the current understanding of ASD and best practices for pediatricians, family doctors and specialist clinics, and identifies resources for clinicians. Topics include: What causes autism? The causes are thought to be multi-factorial: genetic, epigenetic, and non- genetic factors. How is ASD diagnosed...
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...Modern medicine provides people with the ability to protect themselves from the world’s most fatal diseases. Merely a century ago, it was not uncommon for a child to die as a result of diseases such as polio, pertussis, and tuberculosis. Today it is highly unlikely for a person to contract these diseases, let alone die from them. However, refusal of vaccinations has been increasing throughout the years. This is due to individual’s unfounded fears and imagined consequences associated with the idea of purposely inserting a disease into one’s body. Despite one’s beliefs, vaccines are essential not only to a person’s well-being, but to the health of those around them. Mandatory vaccinations do not cause autism; rather, they save lives while also...
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...Until Every Piece Fits Autism: a pervasive developmental brain disorder, has taken over controversial issue debates, and impacted families all across the globe. Autism has been a part of my life beginning at age five, before I could even conceptualize what a complex disorder it truly is. I was in kindergarten and like any other five year-old, I was curious about how other people acted. I noticed that some kids were more socially isolated than others, had trouble making friends or even playing with others. I noticed that when it got really loud, or whenever we were doing an activity involving a lot of tactile input, certain kids would pull away and repeat certain behaviors. One particular kid would hunch his back, hyper-extend his fingers, shake them vigorously, as if to dry them off in absence of paper towels, and rock back and forth on his heels. These types of behaviors were relatively commonplace in my experience and I accepted them as absolutely harmless. I had seen the calming affect these rituals had on my classmate. My five year-old self was unknowingly picking up on behaviors that were the hallmark of autism. I attended an elementary school that was located in the autism hub of the county; so several students with autism were mainstreamed, or assimilated, into my classes. These students were not the majority. Rather, neurotypical students, a term used to describe children without a diagnosis of an autism spectrum disorder, composed the majority of our school’s population...
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...programs, and professional developments that strive to promote public awareness, advocacy, and advance student growth. Information about federal laws that have affected and strengthened this organization is also available. The national dissemination center for children with disabilities website. (n.d.). Retrieved from http://nichcy.org/ The National Dissemination Center for Children with Disabilities (NICHCY) is a resource that is filled with information for parents and educators related to particular disabilities from birth to age 22. The website contains an excess of resources in relation to educational rights and laws, interventions, Individualized Education Programs (IEPs), the special education process and services, and effective practices. NICHCY was provided with funds from the Office of Special Education Programs (OSEP), but will be shutting down in September of this year due to loss of funding. The national association of special education teachers website. (2007). Retrieved from www.naset.org The National Association of Special Education Teachers (NASET) is an organization that was put...
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...What is autism? Definition Autism is a severely incapacitating developmental disorder of brain function characterized by three major types of symptoms: impaired social interaction, problems with verbal and nonverbal communication, and unusual or severely limited activities and interests. The definition of Autism and Autism Spectrum Disorder (ASD) is provided by the Diagnostic and Statistical manual of Mental Disorders (DSM-IV). Children with autism are less able to interact with the world as other children do. To provide a comprehensive definition of Autism Spectrum Disorder, there are separate labels given to children with autism for different points on the Autism spectrum. At the least affected end, you may find labels such as "Asperger's Syndrome", "High Functioning Autism" and "Pervasive Developmental Disorder - Not Otherwise Specified" (PDD-NOS). At the other end of the spectrum you may find labels such as "Autism", "Classic Autism" and "Kanner Autism". Description Autism is a neurodevelopmental disorder characterized by impaired social interaction, verbal and non-verbal communication, and by restricted and repetitive behavior. The diagnostic criteria require that symptoms become apparent before a child is three years old. Autism affects information processing in the brain by altering how nerve cells and their synapses connect and organize; how this occurs is not well understood. It is one of three recognized disorders in the autism spectrum (ASDs), the other two...
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...Professionals mostly agree that scientific research should guide practice in education (Odom et al., 2005). The Individuals with Disabilities Education Improvement Act (IDEIA; 2004) and the No Child Left Behind Act (2002) require that students with disabilities receive research based practices in the “least restrictive environment.” Because the least restrictive environment is often considered to be the general education classroom, the responsibility to implement research-based practices frequently rests with the classroom teacher. However, during their initial teacher training and certification, many teachers may not have received formal instruction regarding the implementation of current research-based practices. Subsequently, teachers often feel detached from the very research base they are now required to utilize (Ayres, Meyer, Erevelles, & Park-Lee, 1994; Boardman, Arguelles, Vaughn, Hughes, & Klingner, 2005). Interviews with teachers conducted by Boardman and colleagues (2005) suggested that teachers often select classroom instructional practices and behavioral interventions based on four criteria: (a) feasibility within the classroom, (b) perceived appropriateness for particular students, (c) availability of required materials, and (d) availability of required professional development or outside expert support. When a practice does not sufficiently meet one or more of these criteria, the practice (or intervention) is often adapted by mixing components from multiple...
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