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Essay / Research Paper Abstract
A 5 page analysis of three journal articles, each focusing on a different process for changing the behavior of children with autism. Two articles are 'review of the literature' types, one dealing with Cognitive Behavior Modification, the other dealing with Visuo-Spatial Cues; the third article is a case study teaching preschoolers self-monitoring techniques. All three present valuable information in this field. Bibliography lists 3 sources.
Page Count:
5 pages (~225 words per page)
File: D0_Autism1.rtf
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Unformatted sample text from the term paper:
discrete needs of the autistic child. Although each was used with a specific age group in their respective studies, it is easy to see how the processes can be adapted
for any age group. Cognitive Behavior Management, or CBM, as described by Quinn, Swaggart and Myles, teaches youngsters to monitor their own
behavior or performance and to give themselves incremental reinforcement for their accomplishments. Reinforcement is scheduled for either an increment of time or completion of a specific task. In effect, it
switches the locus of control from an external source to the individuals internal source. CBM allows students to function independently in environments that would normally require fairly constant monitoring by
another, such as a teacher or work supervisor. In order to use this technique, the autistic individual must have a range of skills, in other words, higher functioning autistic disorder
(1994). Quinn, Swaggart and Myles conducted an extensive review of the literature focusing on how CBM could be used with both classic autism
and higher functioning autistic disorder. Quill also conducted an extensive literature search investigating the theoretical foundations and the practical application of using visual cues such as pictographs to help autistic
children develop better language skills. Strain, et.al., on the other hand conducted a case study of the effects of self-monitoring intervention on the social interactions of 3 preschool boys diagnosed
as autistic. The purpose of Strains study was threefold: first, to examine the effects of a self-monitoring package on the social interaction
between preschoolers with identified disabilities, i.e., autism, and their nondisabled peers; second, to compare the effects of the program in the home and the school setting; and third, to systematically
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