Case Study On Student With Autism

As autism is a rather new research phenomenon, the initial research focus has been how to cure the disease instead of how to help the individuals handle the symptoms of the disability. To distinguish between behaviour modification and learning, there is a need to explain the scientific theoretical assumptions about learning on which the studies rely – if the results claim learning has occurred.

By the use of a theoretical framework it is possible to predict the intention of the observed behaviour, and based on such predictions arrange instruction.

If the theoretical framework really works and seems to be powerful, the child should develop in the predicted way.

Some high-functioning children with autism have the ability to adopt the role of another, but lower-functioning children with autism are very poor at accommodating another person's perceptual perspective (Duvner ).

One among many conclusions is that children with autism as a group have difficulties in taking another person's point of view, and sometimes they are characterized as being basically ‘acultural’ (Grandin ).

The aim of this study is to describe in what ways variation can be used in learning situations for pupils with autism to evoke deep understanding of activities in natural settings.

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The combination of variation and structure was designed to make each pupil discern new aspects of their learning objects.Education is thus seen as a form of behaviour treatment, instead of a development of the participant's deep understanding of the environment and how to act in new situations.By this, the unwanted behaviour is measured and if it has decreased it is claimed the participant has learnt. The behaviour could have decreased because of the participant's deep understanding of why s/he should not continue doing it, or the participant could have understood the instructor's reinforcers but not why s/he should change behaviour – which results in two quite different learning outcomes, even if the observable outcome is the same.Even if there are several studies describing how to increase ability or decrease unacceptable behaviours, it is hard to find studies with this point of departure.In most studies the behaviour seems to be in focus, and the work seems to be empirical based.The results are stable over time, showing the increased abilities in new situations during a six-month period.The study shows the importance of making the pupils focus on the Holmqvist, M. Structured flexibility: six case studies of how children with diagnosed autism develop independency in daily living activities.In this study, learning is generally defined as the ability to experience the world in a new way, or in new ways, different from those previously held by the learner (Marton and Booth ).However, it is hard to find what theoretical assumptions about learning the studies are based on.Instead, learning often seems to be identified as memorizing how to behave in restricted situations.In this article, learning is, as already mentioned, defined as new ways of experiencing the environment and more powerful acting in the environment.


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