Autism Spectrum Prt 2

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University of Nebraska, Kearney *

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Psychology

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Feb 20, 2024

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1&1A) Define Autism Spectrum Disorder & List the two primary characteristics of ASD. Individuals with ASD exhibit a consistent deficiency in social communication and engagement across contexts. That is demonstrated by having difficulties initiating or maintaining a conversation with another individual. Learners with ASD do not respond to facial expressions or maintain eye contact. The second feature of ASD is the existence of restricted, repetitive patterns of behavior, interest, or activity. Some typical behaviors include rocking back and forth, flailing hands, trouble adapting to changes in routine, and intense focus. 1B) Explain why ASD is referred to as a “spectrum disorder.” ASD is known as a "spectrum disorder" because toddlers, children, and adolescents with ASD exhibit a wide range of strengths, skills, and areas in need. 2) Identify and identify the target behavior: The educator must understand what behavior needs to be changed. The conduct must be observable, measurable, and clearly defined. Collect baseline data: Before beginning treatment, the team must first determine the frequency and duration of the behavior. Set a goal or outline: The aim for the student's target behavior must be specified in their IEP, and it must identify when and where the behavior will be performed, what behavior should be demonstrated, and the exact, measurable criterion for mastery. Select an EBP: The final stage will be to choose an EBP that addresses the target behavior and is beneficial for the students. 3) Reinforcement: Giving the student a desired outcome or eliminating an unwanted object or circumstance after the student performs a desired behavior (including positive and negative reinforcement). Prompting: Giving students a prompt to help them learn a new skill or behavior, increasing their chances of success. Time delay is a method of systematically presenting and then fading prompts; there is both constant and progressive time delay. Modeling is the process of demonstrating how to correctly do a skill or action before requesting the pupil to do the same.

Task analysis is a method of breaking down many multi-step abilities or behaviors into smaller components that can be taught individually. There are two techniques to employ task analysis: forward chaining and backward chaining. 3B Video 1) Task Analysis, the teacher used task analysis using forward chaining with the students. 3B Video 2) Modeling, the teacher models how to tie shoes with the student. 3C) Trevor Strategy: Positive Reinforcement Justification: The goal is for Trevor to transition from one activity to another. He will be given a desired consequence to increase the likelihood of transitioning with ease. Carly Strategy: Modeling Justification: The teacher will demonstrate how to put on a coat correctly before asking students to put hers on. Alexa Strategy: Prompting Justification: The Goal is for Alexa to play with her doll in a traditional manner. The teacher will use a physical prompt to demonstrate how to feed the doll. 4) Children with ASD experience difficulties in developing receptive and expressive language skills, as well as nonverbal communication. Visual supports are utilized to assist kids in expressing their wants and needs, as well as understanding the linguistic and nonverbal clues of others. PECS are used to teach kids with limited verbal skills how to communicate and connect with others by exchanging or presenting visual cues. 5) Focused interventions have a limited duration. They are intended to address certain behaviors, communication, or skill growth. A comprehensive treatment program is a highly structured program that includes focused intervention, targets various developmental areas, and is implemented over a prolonged period of time. ABA concepts are employed, as well as some theoretical models or methodologies. 6A) Self-management tactics are used to assist children in exhibiting suitable or desirable actions. There are four self-management strategies: self-monitoring, self-instruction, goal-setting, and self-reinforcement. When a student engages in self-management tactics, they are doing so independently. Self-monitoring teaches students how to

examine their own behavior and record the results. In self-instruction, the learner learns to talk to himself or herself while performing a task or activity. In goal-setting, students will set and track their progress toward obtaining a goal. Finally, the student will self- reinforce by choosing a reinforcer and rewarding themselves for meeting or exceeding a criterion. 6B) Technology-aided education and intervention can help youth with ASD master daily living activities on their own via video prompts. To record and complete homework assignments. Students can use technology to communicate with one another. Technology-assisted instruction and intervention promote independence in youth with ASD.

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