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Answer the question and respond to student discussion board.
1. Why is it important to address social and communication skill deficits in addition to academic skills for students with autism? List some of the strategies that can be used.
(KAR) Why is it important to address social and communication skill deficits in addition to academic skills for students with autism? List some of the strategies that can be used.
Many students with ASD have social and communication deficits. It is important to help them overcome those deficits so that they may be able to integrate it to society as well as others. These students need to be able to socialize properly and communicate there needs. I have three students with ASD in my classroom and they are each unique when it comes to socialization and communication. One student pinches to get attention and prefers to play and work alone. Another one works alongside other students but does not work with them and screams and runs around the room when he hears loud noises. The last student constantly says that she has no friends, but hits anyone who is trying to play with her.
I constantly model and talk about how to work with other and how to communicate when you have something to say. Some days my assistants and I must just work at the table with our groups because the social and communication deficits have the students in an uproar. All three of the students are better able to socialize during outdoor time although they still have communication problems during this time.
(MEL) It is very important to address social and communication skill deficits with students with autism.Academics are important but if a student has no way to communicate or can not understand social situations it will be difficult for that student to interact with their peers.I teach an early childhood autism program in my school district and my entire program is based on social emotional and communication skills, academics is not stressed. Students ages 3 to 5 years are taught communication and social skills in the context of play activities (Aspy & Grossman, 2012). I have two typical peer models in my room with eight students with autism.I use my peers to model language for the students and to facilitate social interactions.I also do direct teaching of some communication skills, such as teaching the students to use PECS.The staff also use naturalistic situations to facilitate communication (e.g. student wants the Peppa Pig I’m holding and pretending to play with the student has to say, “Peppa” and receives the Peppa Pig.I use a lot of communication temptations to get the students to communicate using whatever form of communication they have.We play games to teach turn taking and social language skills like saying, “your turn” or “my turn”the student’s also learn to wait their turn.The students are encouraged to talk to each other in situations when another student takes something from them and the student begins to cry I have that student go over and say, “give it back”, and now most will say, “give it back”, before crying.