Chapter 2

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Brooke Fillmore EDU 778IS February 3rd, 2024 1. Define the terms unestablished treatment and fad treatment as they relate to ASD. (Read Chapter 2) - Academic interventions, auditory integration training, facilitated communication, gluten- and casein-free diets, and sensory integrative packages are among the unestablished treatments for individuals with autism. Auditory integration training involves modulated sounds through headphones to retrain the auditory system and improve hearing distortions or sensitivities. Gluten- and casein-free diets require eliminating naturally occurring proteins from an individual's diet to alleviate symptoms. Sensory integrative therapy focuses on creating an environment that stimulates all senses to address overstimulation or understimulation from the surroundings. These interventions highlight the need for tailored approaches that target the specific symptoms of autism, as generic particular education practices are insufficient. - Fad treatments, conversely, are characterized by their rapid adoption by consumers without sufficient research to support their effectiveness. These treatments often fade away as research disconfirms their use. The field of autism is particularly susceptible to fad treatments due to the ongoing gaps in understanding its etiology and the absence of a cure. While progress is being made in understanding autism, there are still missing links that make it vulnerable to unproven treatments. It is crucial for stakeholders, including families and educational teams, to exercise caution and seek reputable agencies such as the National Autism Center and the National Professional Development Center on Autism Spectrum Disorder when selecting treatments for individuals with Autism Spectrum Disorder (ASD). By relying on evidence-based practices and reputable sources, individuals with ASD can receive the most effective and appropriate interventions for their specific needs. 2. What are the components of effective instruction for students with ASD? - Students with Autism Spectrum Disorder (ASD) must be provided with an education that is of the same quality as that received by students without disabilities or those with other disabilities. This means they should be given an Individual Education Plan (IEP) that caters to their unique individual needs, ensuring they receive the necessary support and accommodations to thrive academically and socially. To foster inclusivity and social integration, students with ASD need to spend time with their peers, particularly those without disabilities. This helps to prevent isolation and promotes a sense of belonging within the school community. Early intervention services should be made available to students with ASD as soon as possible. This allows for timely identification and intervention, significantly improving their developmental outcomes and overall well- being. Students with ASD should receive appropriate training and support until they are prepared for adulthood. This includes acquiring the necessary skills and knowledge to navigate the challenges of independent living and employment. The education provided to students with ASD should aim to maximize their learning, growth, and development. This means tailoring instructional strategies and interventions to meet their specific needs, ensuring that they have equal opportunities to succeed. The education provided to students with ASD mustn't be unnecessarily intrusive or different from that of their peers. While accommodations and modifications may be necessary, efforts should be made to create an inclusive learning environment that promotes equality and minimizes stigmatization. The education of students with ASD should focus on promoting independence and self-sufficiency. This involves equipping them with the necessary

skills and support to become active and successful societal participants. Ultimately, the goal is to provide students with ASD with educational opportunities that enable them to actively and successfully participate in mainstream society. This is achieved by embracing the principles of self-determination, independence, normalization, and functionality, which empower individuals with ASD to lead fulfilling and meaningful lives. 3. Choose one practice from each Table (for a total of 3) and describe how these EBPs are implemented in a classroom for students with ASD. ( Read https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8510990/ ) - Table 2: - Music-mediated intervention (MMT) is a comprehensive approach that utilizes songs, melodic intonation, and rhythm to facilitate the acquisition and execution of skills or behaviors. This intervention encompasses music therapy and other interventions that incorporate music to target specific skills. MMT adopts a music- centered approach, where students are encouraged to actively participate by playing or singing along to pre-composed songs that align with their identified goals. The re-creation aspect of MMT can involve singing both familiar and new songs and playing various instruments, depending on the client's abilities and objectives. This interactive and enjoyable method of utilizing music can effectively enhance gross and fine motor skills, promote social interaction and turn-taking, encourage using one side of the body, and foster self-expression through instrument playing or singing. - Table 3: - Implementing the Picture Exchange Communication System (PECS) involves several steps. Firstly, selecting items that are favorable to the individual is essential. This can be done by consulting caregivers and observing the individual's preferences. Secondly, the learner should be presented with pairs of choices, ensuring that each item matches other sampled things. This is done to determine the relative preference of each item. It is also essential to vary the presentation of items on the left and right sides to minimize any potential side preference. Lastly, it is crucial to document the things chosen most often, least often, or that elicit a notable response from the learner, such as tasting and spitting out an item or throwing it after selecting it. This documentation helps understand the individual's communication preferences and aids in further implementation of the PECS. - Table 4: - Challenging or interfering behavior refers to behaviors that hinder an individual's learning process. The desired outcome is to decrease or eliminate these behaviors so that the individual can fully engage in the learning experience. One effective strategy to address this is through Behavior-Specific Praise, which involves directing positive statements toward students that acknowledge their desired behavior in specific, observable, and measurable terms. By doing so, teachers can reinforce and encourage the desired behaviors, ultimately leading to a more conducive learning environment. Another strategy to address challenging behaviors is through the implementation of precorrection. This involves the teacher identifying when these behaviors occur and making necessary changes to the classroom environment or providing additional student support. The goal is to prevent these challenging behaviors from happening in the first place and to facilitate appropriate behavior. Teachers can effectively manage and reduce challenging behaviors by proactively addressing potential triggers and creating a supportive environment. Choice-making is yet another effective strategy that teachers can employ to address complex behaviors.

Teachers can facilitate a student's ability to follow instructional or behavioral requests by providing structured options. This empowers students by giving them a sense of control and autonomy, which can help reduce resistance and increase compliance. Teachers can promote positive behavior and engagement in the learning process by offering choices within appropriate boundaries. References: Hume K, Steinbrenner JR, Odom SL, Morin KL, Nowell SW, Tomaszewski B, Szendrey S, McIntyre NS, Yücesoy-Özkan S, Savage MN. Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review. J Autism Dev Disord. 2021 Nov;51(11):4013-4032. Doi: 10.1007/s10803-020-04844-2. Epub 2021 Jan 15. Erratum in: J Autism Dev Disord. 2023 Jan;53(1):514. PMID: 33449225; PMCID: PMC8510990. Boutot, A. E. (2017). Pearson eText for Autism Spectrum Disorders: Foundations, Characteristics, and Effective Strategies -- Instant Access (Pearson+) 2nd (2nd ed.). Pearson+. January 29, 2024 , https://plus.pearson.com

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