Unit 1 Understanding Social Behavior Difficulties in Communication Impaired Children
Lesson 1 Understanding Behavioral Difficulties in Communication Impaired Children
Objectives
- Participants will define four relative vocabulary terms for understanding social issues for students with communication impairments such as those on the ASD given vocabulary log and definitions within the course
- Participants will identify three behavioral challenges for students with ASD given the course content's videos and text
Introduction
You will be asked to keep track of bold vocabulary terms that relate to this topic.You may wish to use a printer to print out the sheet.Download vocabulary log here:File:VocabLog (1).pdf
Please note that instead of just writing the given definitions, you will be asked over the time of this course to define your own understanding of the vocabulary with examples based on your own individual understanding and examples.
Autism Spectrum Disorder is a disability currently affecting 1 in 68 children. It's key symptoms include repetitive behavior, difficulty socializing and language impairment.
In special education communities, a need exists to teach proper functional and skills to students who have communicative impairments. Many students, such as those with Autism Spectrum Disorder, simply lack the ability to pick up on social cues that their more neurotypical peers. Neurotypical meaning being without any physiological impairment on their nervous system and can function regularly in social situations. Those on the autism spectrum have challenging needs that can be characterized by:
- Ongoing issues to communicate and interact socially
- Limited interests or activities that they enjoy doing
- Socially debilitating behaviors that impair their ability to function with other individuals at school, work or home.
Case Study
"Joey is a 5th grader who's just moved to a new school. He was unclassified previously in his rural school district and his parents work nights, making them difficult to contact. He is placed in a general education classroom but demonstrates some behaviors that clearly interfere with his day to day life in the school setting. At lunch he has taken to hiding on the school's stage because he says "it's too loud". In class he frequently makes loud "whooping" noises during group work. This behavior has led to him having to stay in from recess to complete missed work. He doesn't seem to mind missing this recreational time terribly as he states "it gets him away from the noise. His teacher(who has little to no understanding of special education) is struggling to understand his behaviors as they are so atypical of neurotypical 10 year olds. The teacher realizes typical behavioral interventions aren't working and needs to understand the issues troubling Joey.He suspects based on other traits that Joey may be on the ASD but without a diagnosis, he will not be entitled to many special services. Joey's teacher is reaching out to find as much information on autism and how to understand Joey's needs."
Investigation
1.Please read the article found at https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml?utm_source=rss_readersutm_medium=rssutm_campaign=rss_full
Please identify 3 Social communication / interaction behaviors that frequently impede individuals with autism ability to relate to others
2.To understand this course aims please take the time to review the article and charts found at http://www.specialconnections.ku.edu/?q=behavior_plans/functional_behavior_assessment/teacher_tools/antecedent_behavior_consequence_chart.
Antecedent is defined as the event that takes place directly before a behavior occurs. This may be another student teasing or a teacher directive being given. Behavior is defined as the observable actions that take place directly following the antecedent. This could be exemplified as the individual beginning to cry or shaking their hands in frustration.Finally the consequences,are the natural events the follows a behavior. Perhaps the student did not have to continue working due to their outburst or while flailing their arms they knocked down the contents of their desks. Understanding all three parts in critical when understanding behavioral functions.
Students with ASD also suffer from sensory input issues. Sensory input refers to changes in sight, sound, taste, smells, touch and motions that affect an individual. We use our senses to receive information about the world around us. These are not perceived the same way you and I may due to an atypical nervous system in these individuals. Sounds may be too loud. Lights may be too bright. Sights may trigger negative memories resulting in negative behaviors such as a meltdown.This obviously interferes with how the individual with a communication impairment functions socially. Behavioral functions are natural acts that provide individuals with some sort of input they are seeking.
3.Watch:https://www.youtube.com/watch?v=K2P4Ed6G3gw In this video, you will view how everyday occurrences such as typical sounds and sights are received by an individual with sensory issues.
4.Discuss:In the discussion identify some of the everyday experiences the individual in this video has that appear debilitating due to their sensory perceptions. What areas do you note the individual would have to interact and communicate with other people? What difficulties would you face if you suffered from the same sensory processing difficulties the individual in the video has.
5.Finally read the article on the 4 common functions of behavior related to individuals with autism. Using the information from here and the chart in this section please respond to the prompt below. http://www.educateautism.com/behavioural-principles/functions-of-behaviour.html
In the discussion, define the four functions of behavior in your own words. Describe what the individual may be trying to gain from their behavior in terms of both negative reinforcement or positive reinforcement.
Application
As this course progresses you will be asked to identify certain behavioral triggers, diagnose them and develop behavioral plans to develop social thinking skills for students with autism and other communication based impairments. Think about Joey now. In the discussion how would you explain the issues Joey is struggling with to Joey's teacher? Think about the functions of Joey's behavior, but also about how the video's content and how to approach someone who may be undergoing this input. By the end of the introduction you are now able to:
1. Define antecedent, behavior and consequence.
2. Describe difficulties students with ASD or CI have in regards with interacting with the world
3. Identify the four functions of behavior
Reflection
1. On your vocabulary log please define the words with examples of your own personal understanding. (ex. An antecedent happens before a behavior.One antecedent I remember is giving a direction. This caused a student to react negatively and act out.) Feel free to explore the internet for resources for your examples.
2.In the discussion, describe two to four of the difficulties those with communication impairments have with functioning in the day-to-day world. Think about what you know would cause you stress if you were in their shoes.
Congratulations for finishing Unit 1. It's time now to start learning helpful intervention tools to support these special learners in Unit 2
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