Characteristics of Students w/Autism Spectrum Disorders Module 11
Characteristics of Students w/Autism Spectrum Disorders Module 11
Before completing the assignments, please read the readings and instructional lessons for this module. Please complete these items at the beginning of the module as they are the basis for your discussions and assignments.
· Lit search verbal behavior and the verbal behavior approach and include as an addendum to next summary submission. Also, post in db as noted.
· Tip Sheet – Communication and LanguageTip Sheet – Communication and Language(1).pdfDownload Tip Sheet – Communication and Language(1).pdf
Suggested Reading on Verbal Behavior: http://pepsic.
PPT: ED660.Module 11.pptx
Assignment 1, Module 11 Discussion Board: Lit search Verbal Behavior and/or the Verbal Behavior Approach and find 2 resources (as broad or narrow as you like) of interest and related to your targeted observation of a person on the spectrum – Post Citations to the discussion board and briefly describe how the approaches in the article would be relevant to communication issues for your student/person. No extensive description of the article required since it is a brief post (200-350 words). Read and comment on 2.
Solution
Assignment 1, Module 11 Discussion Board
Student’s Name
Institution
Course
Instructor
Date
In her article, The Verbal Behavior Approach: How to Teach Children with autism and Related Disorders, Barbera (2007) emphasizes the importance of identifying the functions of behaviors, including problem behaviors like those depicted by Alex, who often flaps his hands when transitioning between activities. Here, Barbera (2007) indicates that problem behaviors can stem from the inability of students with autism to effectively communicate their desires and needs. In the case of Alex, this implies that it is important to understand that his behaviors may be caused by communication difficulties, especially in expressing what he wants or needs during transition. Viewing his problem behaviors from this approach can play an essential role in teaching him alternative methods to express his needs and wants instead of engaging in hand flapping. For instance, he can be taught how to use verbal or non-verbal communication such as squeezing a stress ball to request breaks or express what he prefers. In addition, Barbera (2007) underscores the importance of using augmentative communication devices to facilitate the ease of expressing one’s needs and desires among children with autism. Alex’s communication challenges extend beyond verbal communication, making this recommendation relevant. Specifically, Alex can be empowered to express himself effectively when frustrated or when transitioning between activities by providing him with communication tools tailored to address his individual communication challenges such as picture exchange systems. This can then reduce his reliance on problem behaviors as a form of communication. Read more
References
Barbera, M. L. (2007). The verbal behavior approach: How to teach children with autism and related disorders. Jessica Kingsley Publishers.
Vargas, E. A. (2007). BF Skinner’s Verbal Behavior: an Introduction. Revista Brasileira de Terapia Comportamental e Cognitiva, 9(2), 1-20.
