Social story intervention in improve early years communications skills

Social story intervention in improve early years communications skills, behaviours, and impact on Autism My select topic for this research paper is "social story intervention for early years,(improving communication skills, behaviour management, impact on the children with Autism. Please ensure all practiced covered is early years (birth to 5 years old) there are three parts for this research paper, please strict follow the instructions and marking rubric, as the samples provided.( the samples may differ from the the task design requirement). Please use APA6 as reference Project Plan Introductory Statement Over the last few years the rate of children diagnosed with Autism Spectrum Disorder (ASD) and the amount of children presenting with signs of ASD has risen significantly. The Australian Bureau of statistics reviewed in 2012 that the amount of children with autism has risen 79% since 2009 , this being that 115,400 Australians (0.5%) had ASD in 2012 (Australian Bureau of Statistics, 2012). Furthermore people are more aware of ASD and the symptoms that may be present with somebody with it; therefore there is a higher prevalence of it. This means that teachers need to be able to cater for and support children with ASD in the classroom, in both mainstream and special education settings. As Dodd states in Understanding Autism children with ASD are affected in the following areas communication, social relating, restricted interests and repetitive behaviour and sensory sensitivities (2005). In addition “if a student is visually impaired, we use Braille and a range of special adaptations to enable them to be independent. In the same way we need to adapt the environment of students with Autism Spectrum Disorder to set them up for success” (Larkey, 2015).Therefore differentiating teaching strategies and approaches is needed to support these children, particularly in those areas. That is some of the reasons why I have chosen to look at differentiation to support children with ASD. Furthermore I have an interest in special education and supporting children with additional needs. Therefore I will explore various ASD support strategies through my practice. I will do this by using a range of ASD support strategies, to assist students with ASD, with their learning and adaption to the classroom. I will also examine their various responses to the different strategies. Research Question For this particular research project I am going to focus on ASD support strategies in the classroom. This being because “Even students with severe autism can be included if necessary and sufficient supports are provided” (Crosland & Dunlap, 2012). If I research ASD support strategies I can build my knowledge and understanding of what ASD is and build my knowledge of “strategies and accommodations to support affected individuals” (Kopetz & Endowed, 2012). As it is “critically necessary for educators to learn, understand, practice and share with others, are interventions that enable individuals with autism to best cope, thrive and excel in environments that are safe and accepting of diversity” (Kopetz & Endowed, 2012). Building my knowledge through my research and then presenting and sharing it with others. Therefore my research question is: What happens when I implement Autism Spectrum Disorder support strategies into my teaching? Ethics What criteria will be used to determine if participants are included/excluded? For this particular research I am focussing on children with ASD, therefore the children included in the research will have been diagnosed with ASD or show various symptoms of ASD. Furthermore the children included in the research will be from the classroom that I am at for my fourth year placement, being a special developmental school (Prep class). How will you gain consent of educational institution? Before starting the research project I discussed it with my practicum mentor. Once I decided on an idea for the research I then discussed possible participants from the classroom and what the school policies were on child observation. She informed me that the school allowed pre-service teacher observations and reflections. Furthermore the parents had already signed written consent in relation to these things. However there are two children in the class that do not have that parent permission therefore will not be included in the research. How will you ensure confidentiality of participant data? To ensure children confidentiality children’s names will be changed, furthermore the research that I find will be used only for the research’s purpose. Method, case study design Design When: The research will take place during my four week teaching practicum from the 17th August 2015 to the 11th September 2015. Furthermore for additional evidence and information I may volunteer at the school after the 11th September 2015. Finalising and reviewing the observations and reflections will be completed and finalised before the research project is due in on the 23rd of October 2015. Where: The research will take place at the special developmental school I am at for my fourth year final practicum. What: Throughout my practicum I will use ASD support strategies in my teaching and daily routines. I will then observe and record evidence based on ASD support strategies that I use within my teaching. Seeing what strategies are most effective and work in the classroom. Who: The participants in my research will remain unnamed and will consist of the children in my class for practicum. There are 10 children in the class and majority of them have been diagnosed with ASD or have symptoms or behaviours in relation to ASD. In addition 2 of the children do not have parent permission therefore will not be included. How: I will implement various strategies in my teaching that I believe will assist children with ASD, from there I will use observations and activities to record the effectiveness and benefits of the strategies. I will then see what strategies work and what may not. Furthermore I will develop and record information for my research, as well as developing an awareness and understanding of children with ASD. ASD support strategies to implement: - Visual Cues (PECS cards, visual timetable, gestures) - Sensory activities - Now and then activity - Simple language (less words) - Longer wait time - More - Furthermore these strategies are part of the everyday events, and will not change the daily routines from the normal. Just implementing strategies that will support the children in the classroom and their learning. Data Collection Observations: I will implement ASD support strategies into my teaching and then watch and reflect upon the children’s behaviour, task ability, learning discussions and coping mechanisms. Artefacts (student work): Taking photos of student work. Seeing wether the teaching strategies for particular learning tasks have been effective or whether they need evaluating. Photos: Take photos of the different ASD coping strategies that I use within my teaching. Also take photos of the strategies and resources in use. Furthermore photos of students work. Mentor Feedback: Getting advice from my mentor teacher of what strategies might work and what to implement to support the children in the classroom. Teacher Reflections and Documents I will reflect upon the ASD support strategies I use throughout the teaching day. I can reflect on the strategies that worked well and the strategies that may not have been as effective. Furthermore I can analyse individual children’s levels of understanding and coping mechanisms in the class, to develop further strategies to implement and reflect upon. Data Analysis For this particular case study I will focus on student learning support strategies for children with ASD in the classroom. Observing their abilities to cope and understand different learning tasks. Furthermore I can analyse student work, as I can interpret that information and develop an understanding of how children coped with particular learning tasks, with the ASD support strategies put in place. References Australia, A. S. (2015). What is Autism. Retrieved 2015, from Autism Spectrum Australia: http://www.autismspectrum.org.au/content/what-autism Australian Bureau of Statistics. (2012). PREVALENCE OF AUTISM. Retrieved 2015, from Australian Bureau of Statistics: http://www.abs.gov.au/ausstats/[email protected]/Latestproducts/4428.0Main%20Features32012?opendoc ument&tabname=Summary&prodno=4428.0&issue=2012&num=&view= Crosland, K., & Dunlap, G. (2012). Effective Strategies for the Inclusion of Children With Autism in General Education Classrooms. Behaviour Modification , 36.3, 251-269. Dodd, S. (2005). Understanding Autism. Chatswood: Elsevier. Kopetz, P. B., & Endowed, D. L. (2012). Autism Worldwide: Prevalence, Perceptions, Acceptance, Action. Journal of Social Sciences , 8.2, 196-201. Larkey, S. (2015). Strategies for teaching students with Autism Spectrum Disorder and other students with special needs. Retrieved 2015, from Learning Links – Helping Kids Learn: http://www.learninglinks.org.au/wp-content/uploads/2012/11/LLIS-03_Autism-Strategies.pdf Reed, S. (2012). Visual timetables for children with autism. Retrieved 2015, from ASD Teacher: http://asdteacher.com/visual-timetables/ Williams, S. (2011). Picture Exchange Communication System. Retrieved 2015, from Autism Community: http://www.autism-community.com/picture-exchange-communication-system/