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Running Head: MANAGEMENT OF AUTISM IN CHILDREN 1 MANAGEMENT OF AUTISM IN CHILDREN 2 Autism spectrum disorder in Toddlers Name of student Institution Affiliation Literature review After conducting an investigation on the connection of social skills, adaptability limitations, emotional and behavioural challenges among school children (Pack, C.J, et al., 2012) came to the conclusion that, kids diagnosed with autism had challenges related to daily social skills and behavioural complications. He proposed that physical conversation abilities are mostly related to practical and developmental effects rather than basic communication skills. However, according to a study by (Tager-Flusberg, et al., 2010) and (Ellawadi, A.B, et al., 2015), from their investigation on socialisation abilities of autistic toddlers and the variances in variables assumed to affect communication advancements at various ideal stages. They organised the toddler’s based on verbal communication standards to survey the variances on the chosen variables through the standardisation groupings. From the investigation they found that verbal communication standards are essential in describing premature communication outlines as well as determining factors that affect effective language development. Besides, (Ellis Weimer, et al., 2010) described premature socialisation abilities among children suffering from Autism Spectrum Disorder (ASD, n=257) by use of multiple communication advancement measures, in comparison to children with non-spectrum Developmental Delay (DD, N=69. Results of ASD presented substantial variance in the outline of receptive-sensitive communication skills for autism children in comparison to the development delay (DD). Children with autism had moderately more serious receptive verbal delays than expressive. These results contradict those of (Ventola, P, et al., 2007) in their study. Ventola related the conduct of children suffering from autism spectrum disorder to general developmental delay. They came to the conclusion that the two categories of children shared a variety of related characteristics but still there were specific behavioural change that distinguished the two categories of children’s. Another study by (Drew, A, et al 2007) through the means of Social Communication Assessment for Toddlers with Autism (SCATA) which measured communication skills on the two groups of children found to be suffering from the autism spectrum disorder came to the conclusion that the regularity and persistence of verbal acts of communications during childhood determined their communication abilities in the future. Socialisation acts provided a more prediction to association than replies and appeals. Problem statement Complains by parents about their growing children especially of age 4-12 years having a challenge on social skills with people have i ...
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Running Head MANAGEMENT OF AUTISM IN CHILDREN .docx
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19002500 4HSK0072-0901-2019 Communicating with children with complex needs Communication is a key element of humanity as it helps people live together and share their ideas subject to how they should progress or even solve disputes. Similarly, communication can be in many forms if the people involved understand what the other person is communicating. The most common way of communication is known to be the verbal one where people use language to converse to one another. However, as nurses some there will be patients that have complex needs that we need to converse with in a manner that will make them feel like part of the entire community. This is entirely related to pediatrics who are specialized in taking care of children regardless of their mental, physical or psychological defects. This essay will, therefore, give a detailed analysis of the best ways to use in an attempt to communicate to children that have been discovered to have complex needs. Makaton is a form of communication that serves as a helper to developing a firm spoken language. It embraces the use of both signs and speech at the same time to help the people with special needs or rather people who may have impaired speech system. It is essential in that is makes sure that the communication is more advanced and detailed since the nurse will make sure that the children with complex needs have knowledge in both sign language and spoken language (Bednarski, 2016). The essence of using sign language is to enhance an easy means of communication for the children who might have problems adjusting to spoken language or maybe have other adverse reasons as to why they are unable to converse in spoken speech like any other children. The medical system and association of pediatrics classify Makaton as an easy way to communicate between, the nurses themselves, the parents, or caregivers of children who have complex needs. For adults, it is easy to use both spoken language and sign language as they have exposure to the two communication means and it will be simple for them to pass it down to the children who are at their young stages of development and growth. Using Makaton has also proven to be a swift mechanism of supporting integration between all children in such a way that children with no complex needs will be able to communicate with children who are well with no difficulties (Drew, 2108). It opens up the very initial life stages of children with complex needs and makes them feel like a part of the children who have no special needs as they will always interact on level ground and nothing will create a line between them whatsoever. People taking care of children with special needs can use sign language systems that mimic the actual language that is being spoken. This makes sure that the children will have an insight into most of the common sign language that is used even by people who have the ability to the spoken language. Similarly, it is of great imp ...
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Running title: Communication disorders 3 Name: University: Professor: Date: Explain how understanding the conceptual model of working memory helps you in selecting strategies to take in helping a child that may have a communicative disorder. Please give an example of a strategy that you might use with a child with a specific communicative disorder. Construct a scenario of a team approach that could be developed when working with a child that has a specific communicative disorder. You should identify the communicative disorder that the child has in this scenario and provide research and techniques/strategies that are known to be effective with this type of communicative disorder. Evaluate the benefits for family and children in being connected to organizations associated with a specific communicative disorder. These organizations can be found from the list in your chapter reading or from an internet search. Explain how understanding the conceptual model of working memory helps you in selecting strategies to take in helping a child that may have a communicative disorder. Please give an example of a strategy that you might use with a child with a specific communicative disorder. Understanding the communication disorder is quite convenient towards the selection of the best mode of commiunication with a disabled child. (Sigman & Norman,1999). When am able to know some causes of communication disorders that the child is facing and this includes hearing loss in a child, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate, emotional or psychiatric autism, and developmental disorders (Howlin, Mawhood, & Rutter, 2000), I will be able to freely interact with the child with the disorder without making him feel bad. This might include the use of include joint attention, imitation, and toy play to socialize with the autistic disorder. (Adamson & Bakeman,1985,1991) At 14 years, 8 months of age, Sam spontaneously imparted his aims, through nonverbal means, which included outward appearances (e.g., looking to staff to demand a nibble), physical motions (e.g., pulling his educators' hands to his head to demand a head rub), and more ordinary signals (e.g., indicating solicitation and a head shake to reject). He likewise utilized offbeat nonverbal flags that included gnawing his hand to impart positive and negative feelings and squeezing to dissent. Sam every so often utilized a couple of verbal word rough guesses (e.g., "no," "yes," "more," and "inflatable"), the sign for "help," and picture images on a voice yield gadget. Be that as it may, he commonly utilized these images latently, regularly because of a direct verbal brief from his social accomplice. From research, this shows that this is Autistic Disorder due to the fact that, he uses a variety of communication modes including speech, facial expressions, conventional gestures (e.g., pointing), unconvent.
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Running head: COMMUNICATION 1 COMMUNICATION 2 What Is The Relationship Between The Use of Educational Toys and The Educational Outcome For Deaf Children? Student’s Name University Affiliation Abstract Deaf children always go through challenges in memory tasks. The ability to learn for a variation of purposes is essential to the success of these deaf children, the schools and in the modern society as a whole. This research is aimed at assessing the relationship between learning among the deaf students and the use of educational toys. It seeks to evaluate the null hypotheses that there is a significant association between use of educational toys and the outcome for learning in deaf children. The study will involve ten deaf children, both males, and females. The children's ages will range from 4-6 years. Questionnaires will be used to gain the relevant information and data needed for the research. The study will also use the statistical techniques of regression analysis and analysis of variance (ANOVA) to analyze the data. The expected result is that the use of educational toys will play a significant role in the learning and educational outcome of the deaf children. Educational toys are considered to be helpful in the development of the child, language proficiency, creativity, and social development. Keywords: Information Processing, Cognitive Development, Toys, Deaf Children Introduction Significant evidence from various research reveals that deaf children experience challenges in memory tasks. For instance, an article by Eime, Young, Harvey, Charity, & Payne (2013) demonstrated that deaf children are deficient on digit span test and are not able to interact with others children when playing. Children with austere to insightful hearing losses often feel isolated, without associates or friends, and doomed in school, predominantly when their socialization with other kids with the same problem is limited. These social challenges appear to be more recurrent in children with a slight or adequate hearing losses than in those with austere to insightful loss. This is because deaf children are slow learners due to their status. According to another study by Peredo, Owen, Rojas, and Caughy (2015), two factors are contributing to slow learning and communication in deaf children. First, deaf children do not exploit the playing materials and memory aid strategies such as grouping and practice with other kids. Second, despite the deaf children using the memory aid procedures, they may take quite a long time to practice and employ them proficiently. This, therefore, affects the learning and playing processes both in the short and long run. Additionally, a survey conducted on the relationship between learning among deaf children and play t ...
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