Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder (ASD)

Introduction

Slide 1

Autism Spectrum Disorder (ASD) is one among the many developmental disabilities that are characterized by shortfalls in social and emotional communication, repetitive interests which are restricted and sensory issues (McClelland et al., 2016). The condition has been in existence for quite some time and is becoming a significant menace in current societies. Research suggests that about one in every sixty-eight children has been identified with ASD (McClelland et al., 2016). This means that the rate of prevalence has somehow doubled in the last decade.

Critical Elements of PRT (2 slides)

The Pivotal Response Training (PRT) is a technique of procedurally applying scientific principles and values of Applied Behavioral Analysis (ABA) in tutoring learners with ASD (McClelland et al., 2016).  This technique was initiated by Robert Koegel and Lynn of Autism Center at the University of California, Santa Barbara. According to these authors, PRT is a method that is used to tutor/teach language, increase social, academic, and communication skills, and reduce on self-stimulatory or destructive behaviors (McClelland et al., 2016).

Slide 2

Pivotal response training is usually a naturalistic and child-directed strategy when compared to other methods such as Discrete Trial Training. The technique allows the learners to determine their learning opportunities with regards to interests. In such directions, it is clear that learning situations and environments are created based on the learners’ comforts (McClelland et al., 2016). The strategy emphasizes four major key learning elements, including making the child and instructor the primary reinforcers rather than the provision of correct responses. The model prioritizes the fact that natural features are the best reinforcers.

Critical Elements of Milieu teaching (2 slides)

Milieu teaching, also known as the milieu training or therapy has numerous characteristics ideal in aiding of the teaching of children with ASP. These characteristics are as follows:

• Teaching sessions are part and parcel of routine activities in a learner’s natural interactive environments (ANON, 2020).
• Teaching starts only when the students or learners show some interests in materials or activities, for instance, swimming. Therefore, for an active tutoring session, teachers should strive to have a variety of stimulus items to successfully teach language skills.
• The learners should regularly be taught about the need to use language skills in communication.

Slide 2

• To elicit the anticipated language responses, explicit prompts such as models should be utilized.
• Natural feedback is offered after a successful communication mechanism. Language responses among learners can only be taught, understood and mastered under a natural environment (ANON, 2020).
• Teaching should only incorporate a few elements to elicit a given language response. If a reply does not occur, there is always the need for a second attempt (ANON, 2020).

Vital Elements of Discrete Trial Training (DTT) (2 slides)

Discrete Trial Training (DTT) is another technique used for instruction, just like the PRT. DTT is one of the best instructional approach techniques that can be utilized to impart skills in a planned and controlled manner (McClelland et al., 2016). Just like the PRT, DTT bases its arguments in ABA techniques such as positive praise, consequences, and monitoring antecedents. One of the primary feature of DTT is the collection of data. People who apply DTT believe that it is a data collection procedure that is essential in determining success, treatment agendas, and areas for modification (McClelland et al., 2016).

Slide 2

The other aspect is the starting and ending of each trial, as opposed to the existing learning opportunities that are depended on a child’s decision. In the application of DTT, the tutor determines skills to be worked on while adjusting the learning environment to assist in accomplishing these objectives. Most of the time, the learner rests on a chair next to the teacher. Learning stimuli are also placed between these parties. It is also vital to remove all the distractors McClelland et al., 2016). After every successful trial, the child is rewarded before another attempt is allowed. The technic is most applicable for elementary aged populations and early childhood.

What Types of Skills Can be taught using These Strategies (2 Slides)

PRT has roots in variables such as self-management, motivation, responding to numerous cues, and self-initiation. Such learning variables possess varied components that may at times overlap. When a child with ASD has problems fully taking part in the learning process, it is usually in vain to master other skills such as self-initiation and motivation McClelland et al., 2016). The administrator should understand the need to focus on the first two pivotal learning variables (responding to numerous cues and motivation) before trying the others McClelland et al., 2016).

Slide 2

Self-management is another essential skill whose focus is on pivotal response training. This skills should be imparted in the tutoring process only when the learner has fully understood the previous variables. DTT has also been found to be very effective in the teaching process, especially in communication, improvement of academic, language, and social skills McClelland et al., 2016). Teaching of skills acquisition and reducing of problem behaviors have also been discussed. DTT can thus, help in preparation of learners to get ready to look at the instructor, remain quiet, sit still, and follow directions. The other primary application is in requesting and labelling of items (preverbal communication) McClelland et al., 2016).

Milieu teaching is a behavioral technique that allows learners to be taught behavioral and language skills within the natural setting (ANON, 2020).

How Teachers Can Plan and Implement These Strategies during Routine Instruction and Individualized Instruction (3 Slides)

DTT, PRT, and the Milieu techniques have both emphasized on the need to prioritize some variables ahead of others. Teachers should have a variety of stimulus items in the learning environment to motivate learners. Teachers should strive to apply the autism-specific curricula during routine and individualized instructions. Several curricula are available are correlate to the specific needs of autistic students. The starting point is for the teachers to guide family members of learners with autism identify the specific goals that can affect the ability of the student in interacting with the current environment. The tutors should then step in and break down these specific goals by offering unique teaching strategies related to the said skills (Barton, & Harn, 2012).

Slide 2

The teaching team can also use autism-specific curricula to assess important symptomatology of the condition that are in line with the structured and planned tutoring skills (Barton, & Harn, 2012). With PRT, teachers have the capacity to monitor the progress of individuals to achieve the set goals. It is very easy to identify gaps in knowledge and skills among children with autism as the strategies take into consideration visual-spatial activities and reading.

DTT and PRT can easily be implemented when teachers use the STAR as a teaching strategy. This curricular combines those principles given by the DTT and PRT in embedding instructions into the normal routine process (Barton, & Harn, 2012). A STAR program allows teachers to develop their teaching materials, lesson plans and data systems with reference to the proposed assessment.

Slide 3

Respect for the Diversity of Others Educators should be sensitive to individual learning and social needs of students and embrace the cultural diversity of the community. They should develop and maintain educational communities marked by respect for others. They should interact with their students, fellow educators, administrators, parents, and other community members with courtesy and civility, and establish relationships characterized by respect and rapport (Grand Canyon University, 2017).

Professionals in the field of special education should always plan these strategies while respecting outlined relations that apply to management of behaviors. Special education professionals should engage in an interdisciplinary effort in the management of their behavior (Council for Exceptional Children, 2008).