Friday 6 April 2018

#CoLweeklyupdate (W10T12018) - Academic readings about Autism

Effect of Classroom Modification on Attention and Engagement of Students With Autism or Dyspraxia
Moya KinnealeyBeth PfeifferJennifer MillerCecilia RoanRachel ShoenerMatt L. EllnerPublished in the American Journal of Occupational Therapy. 

This article discussed different things that affect students with Autism or Dyspraxia in mainstream classroom. 

Things to think about
  • Mainly, this article talked about sound and light. These are both issues for Ryan. He hides under tables on a daily basis and once laid under the chair at the movies because the screen was too bright. He doesn't like loud noises but doesn't effectively use the ear muffs I provided for him. 
  • could I possibly change the lightbulbs in my classroom to Hallogen lights? The readings showed this to decrease stress behaviours in children with Autisim, and reduce fidgiting in the child with Dyspraxia. 
  • It talked about different kinds of attention - "Various types of attention—orienting attention, sustained attention, shifting attention, social attention, and joint attention—have been studied in people with autism, as described by Patten and Watson (2011). Orienting attention is a person’s initial physical orientation to a stimulus, person, or event, and sustained attention is the ability to maintain the regard of an object or event. Shifting attention is the process required to disengage attention from one stimulus and to reorient and engage attention toward another. In contrast, social attention is a naturally occurring orientation to social stimuli such as voices and faces of others, and difficulty in this area is a core feature of autism. Finally, joint attention is shared attention between two or more people or between people and an object or event. Joint attention is particularly pertinent in the educational context; it involves all other components of attention and is a social behavior. All of these types of attention, except for sustained attention, are problematic for people with autism (Patten & Watson, 2011)." (page 512).
    • I think Ryan has issues with orienting attention and a shifting attention. When he is overly distracted, he often physically moves around a lot around the classroom or even within a physical space, moving from standing, leaning, sitting, back to standing, within a few minutes. He struggles to shift from one activity to another, especially when the first activity is incomplete. 

Investigating the social engagement of children with autism in mainstream schools for the purpose of identifying learning targets - By Carmel Conn

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