What parents can do with their Autistic children at home to help their success in school classroom settings.? The instructions are included in the file? I have included the first paper

Family Life Education Project

Part 2: Preparing and Presentation to an Audience 100 points

The purpose of this presentation is to inform families, caregivers, and /or parents about a topic in order to expand coping strategies, support family development, and create a dialogue between adults caring for children.

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Ja’Mya Wilburn

Dr. Lord

FLE Project

3 October 2022

Autistic children succeeding in the educational system

Autism is a neurodevelopmental condition that affects social interaction, language, speech, behavior, and other areas. Children with autism can practice a range of skills at home and in school to advance their development and perform better in their surroundings. Ways to support gross motor abilities like constructing and running, fine motor skills like sketching and feeding, and speech techniques like expressing oneself and recognizing emotions are just a few of the subtopics that will be covered. To better assist in a scenario involving autistic children, I aim to raise awareness of the autistic community and acquire new abilities to make the community accommodative for children with autism.

A neurological condition called autism spectrum disorder (ASD) impairs a person's capacity for social interaction and communication. Repeated habits, trouble interacting with others, and issues with nonverbal and verbal contact are some of its hallmarks. Only with correct assistance, children with ASD may experience joyful and productive lives. ASD could be a profoundly alienating disease (Stewart et al., 2022). One of the best things that parents can do for their child with ASD is to become educated about the condition, and learn as much as they can about how to best support their child. Learning in the normal context enlightens people about every aspect of improvement and the impending dangers of every action taken. According to Stewart, et al., (2020), children can learn in different backgrounds and can copy the gestures learned in the environment. Autistic children can be taught how to use gestures in their surroundings to signal information to their parents.

Lingual development is among the effects of autism disorder among children, and parents have the duty of helping their children develop language at an early age. Parents can teach their children gesture language to help them learn more and communicate frequently in the environment. Gesture motors can be implemented by parents at home by teaching their children how to make gestures in different contexts (Gernsbacher et al., 2008). A study conducted on autistic children revealed that children can develop pre-linguistic gestures as early as 14 months (Stewart, et al., 2020). The gesture can be fostered by parents of autistic children by creating a setting for the children to learn and maximizing specific gestures to help develop firmly the child's ability to adapt to their surroundings (Koegel et al., 2020). It is therefore essential to deliberate these factors, especially when navigating the association between language and gesture use in children with autism. The existence of linked gesture-motor, gesture-language, and gesture-cognition networks should also be taken into account.

Many children with ASD benefit from early intervention and specialized therapies, like speech therapy, occupational treatment, and behavior rehabilitation. These therapies can help children with ASD develop the skills they need to interact with the world around them (Stewart et al., 2022). There are many ways that parents can promote speech therapy, occupational therapy, and behavior therapy among children with ASD (Vidal et al., 2020). One way is to simply talk to their child's doctor about these therapies and ask if they would be beneficial for their child. Many times, doctors are more than happy to refer parents to these types of therapists to better prepare children for educational institutions.

Another way that parents can promote these therapies is by doing research on their own and finding therapists in their area who specialize in working with children with ASD. Once parents have found a few therapists, they can then call and set up appointments for their child to start receiving services (Vidal et al., 2020). It is also important for parents to be involved in their child's therapy sessions. This means that parents should attend all appointments, participate in activities at home that are assigned by the therapist, and provide feedback to the therapist on how their child is progressing. By being involved in their child's therapy, parents can help to ensure that their child is getting the most out of the sessions and that they are making progress (Vidal et al., 2020). Finally, parents should also make sure to praise their children when they see them making progress. This can help to motivate their child to continue working hard and to keep making strides in their development.

In addition to specialized therapies, there are also several things that parents can do at home to provision their child's growth. One of the most important things that parents can do is to provide their children with a structured and predictable routine. This can help your child feel safe and secure, and it can also help to minimize meltdowns and tantrums. One of the most important things that parents can do to support their child’s development is to provide them with a structured and predictable routine (De Lima Antão et al., 2018). A planned schedule helps reduce breakdowns and outbursts and promote safety and security in a kid with ASD. A schedule can give a kid with ASD a feeling of regularity and control as well as assist them understand what and how to anticipate. It can also help to reduce anxiety and stress. A routine can be as simple as a daily schedule that is posted in a visible place (Zaidman-Zait et al., 2020). The routine should be followed as closely as possible and should include activities that the child enjoys. Parents should also take care to provide a safe and supportive environment for their children. This means creating an environment that is free from distractions and clutter. It is also important to limit the number of people and animals in the home, as too many Stimuli can be overwhelming for a child with ASD.

One of the best things parents can do to promote development among children with ASD is to help them focus on one task at a time. It may be accomplished by segmenting work into simpler, easier to handle phases (Weisblatt et al., 2019). For instance, when a kid with ASD is having trouble with a math assignment, the parent can help by breaking the assignment down into smaller steps and working on one step at a time (Zaidman-Zait et al., 2020). In addition to helping children with ASD focus on one task at a time, parents can also promote their development by helping them excel in classroom work. This can be done by providing support and encouragement at home and by working with teachers to ensure that the child is getting the most out of their education.

Children with ASD frequently experience difficulty with fine motor skills, such as holding a pencil or using scissors. Parents can help their children practice these skills at home by playing games that require the use of fine motor skills, such as puzzles, drawing, and block play. These activities can help children with ASD develop the motor skills they essentially have classroom success. One way to promote the development of fine motor skills is to provide opportunities for children to practice grasping and manipulating objects (De Lima Antão et al., 2018). This can be done through activities such as puzzles, where children must use their fingers to manipulate small pieces. Drawing is another activity that can help children develop fine motor skills. By encouraging children to hold a pencil and make marks on paper, they can learn to control the small muscles in their hands. Block play is also a great activity for promoting fine motor skills. Children must use their hands to stack and build with blocks, which helps them develop the strength and dexterity they need to control small objects (Gernsbacher et al., 2008). Such engaging exercises could be employed to strengthen relationships with families and other guardians as well as to assist children with ASD in developing the cognitive skills necessary for a successful education. By taking the time to play these types of games with their children, parents can help them develop the skills they need to thrive in school and life.

Parents of kids with ASD can promote their child’s development by working on pre-linguistic skills. Pre-linguistic skills are the skills that are necessary for a child to be able to communicate verbally. These skills include things like eye contact, turn-taking, and gesturing (Brignell et al., 2018). Parents can work on these skills with their children through games, books, and everyday conversations. Eye contact is an important pre-linguistic skill (Brignell et al., 2018). It is a way for children to show they are paying attention and are interested in what someone is saying. Games such as peek-a-boo and Simon Says can help children with ASD learn to make eye contact. Books can also be used to promote eye contact. For example, parents can read books with their children and point to the pictures while making eye contact.

Turn-taking is another important pre-linguistic skill. It is a way for children to take turns in conversation. Games such as pat-a-cake and catch can help children with ASD acquire the knowledge of turn taking. Books can also be used to promote turn-taking. For example, parents can read books with their children and take turns pointing to the pictures. Gesturing is another important pre-linguistic skill. It is a way for children to communicate without words. Games such as “ Charades and Simon Says” can help children with ASD learn to gesture. Books can also be used to promote gesturing (Brignell et al., 2018). For example, parents can read books with their children and use gestures to act out the story. Parents can also promote their child's development by working on pre-linguistic skills through everyday conversations. For example, parents can make eye contact with their children while talking, take turns in conversation, and use gestures to communicate. By working on pre-linguistic skills, parents can help their child with ASD develop the ability to communicate verbally. This can lead to improved social skills, academic success, and a better quality of life.

References

Brignell, A., Chenausky, K. V., Song, H., Zhu, J., Suo, C., & Morgan, A. T. (2018). Communication interventions for autism spectrum disorder in minimally verbal children. Cochrane Database of Systematic Reviews, 11. https://doi.org/10.1002/14651858.cd012324.pub2

De Lima Antão, J. Y. F., Oliveira, A. S. B., De Almeida Barbosa, R. T., Crocetta, T. B., Guarnieri, R., Arab, C., Massetti, T., Antunes, T. P. C., da Silva, A. P., Bezerra, Í. M. P., de Mello Monteiro, C. B., & de Abreu, L. C. (2018). Instruments for augmentative and alternative communication for children with autism spectrum disorder: a systematic review. Clinics, 73. https://doi.org/10.6061/clinics/2017/e497

Gernsbacher, M. A., Sauer, E. A., Geye, H. M., Schweigert, E. K., & Hill Goldsmith, H. (2008). Infant and toddler oral- and manual-motor skills predict later speech fluency in autism. Journal of Child Psychology and Psychiatry, 49(1), 43–50. https://doi.org/10.1111/j.1469-7610.2007.01820.x

Koegel, L. K., Bryan, K. M., Su, P. L., Vaidya, M., & Camarata, S. (2020). Definitions of Nonverbal and Minimally Verbal in Research for Autism: A Systematic Review of the Literature. Journal of Autism and Developmental Disorders, 50(8), 2957–2972. https://doi.org/10.1007/s10803-020-04402-w

Stewart, J. R., Crutchfield, R., & Chang, W.-L. (2022). Prelinguistic gesture and developmental abilities: A multi-ethnic comparative study. Infant Behavior and Development, 68, 101748. https://doi.org/10.1016/j.infbeh.2022.101748

Vidal, V., McAllister, A., & DeThorne, L. (2020). Communication Profile of a Minimally Verbal School-Age Autistic Child: A Case Study. Language, Speech, and Hearing Services in Schools, 51(3), 671–686. https://doi.org/10.1044/2020_lshss-19-00021

Weisblatt, E. J., Langensiepen, C. S., Cook, B., Dias, C., Plaisted Grant, K., Dhariwal, M., Fairclough, M. S., Friend, S. E., Malone, A. E., Varga-Elmiyeh, B., Rybicki, A., Karanth, P., & Belmonte, M. K. (2019). A Tablet Computer-Assisted Motor and Language Skills Training Program to Promote Communication Development in Children with Autism: Development and Pilot Study. International Journal of Human–Computer Interaction, 35(8), 643–665. https://doi.org/10.1080/10447318.2018.1550176

Zaidman-Zait, A., Mirenda, P., Szatmari, P., Duku, E., Smith, I. M., Zwaigenbaum, L., Vaillancourt, T., Kerns, C., Volden, J., Waddell, C., Bennett, T., Georgiades, S., Ungar, W. J., & Elsabbagh, M. (2020). Profiles and Predictors of Academic and Social School Functioning among Children with Autism Spectrum Disorder. Journal of Clinical Child & Adolescent Psychology, 1–13. https://doi.org/10.1080/15374416.2020.1750021

ANNOTATED BIBLIOGRAPHY

Brignell, A., Chenausky, K. V., Song, H., Zhu, J., Suo, C., & Morgan, A. T. (2018). Communication interventions for autism spectrum disorder in minimally verbal children. Cochrane Database of Systematic Reviews, 11. https://doi.org/10.1002/14651858.cd012324.pub2

The authors performed their research by exploring a total of 18 healthcare databases and cases presented as of November 2016 and the most recent information in 2017. There is insufficient indication that vocally oriented therapies help ASD-afflicted children who are only slightly fluent with their verbal and nonverbal connection. Also, there is no evidence that these interventions contributed to improvement in many children's nonverbal and verbal communication that had been upheld over time. The authors even proceeded to rate these qualities, and the outcome indicated inadequate evidence as only two trustworthy researches were available. These studies were experiencing some methodological limitations, thus escalating the bias. The researchers suggest that further studies integrating communicative therapies be subjected to expressive speech abilities addressing poorly verbal kids aged 32 months to 11 years who are affected by ASD while assessing the outcomes of such therapies. This will be adequate to act as a control variable to build a sustainable evidence base.

De Lima Antão, J. Y. F., Oliveira, A. S. B., De Almeida Barbosa, R. T., Crocetta, T. B., Guarnieri, R., Arab, C., Massetti, T., Antunes, T. P. C., da Silva, A. P., Bezerra, Í. M. P., de Mello Monteiro, C. B., & de Abreu, L. C. (2018). Instruments for augmentative and alternative communication for children with autism spectrum disorder: a systematic review. Clinics, 73. https://doi.org/10.6061/clinics/2017/e497

The authors identify that new technologies have been invented to improve communication among autistic children. Technology can help children increase their interaction procedures and social and cognitive development. Their investigation looked at the tools used to help autistic youngsters with their communicative abilities. The authors utilized databases from the Web of Science and PubMed by using Asperger, Autism, Children, Autism, and assistive technology as the keywords. They selected the articles that met the inclusion criteria they had set aside, including those using original research, made tests on an instrument that will enhance communication among children with Autism, and written in English. The author's study identified that education and treatment of autistic and associated impairment among children proved to generate improvements in communication skills, self-care, and socialization among children with ASD. The picture exchange strategy yielded inconsistent results. The investigation additionally supported the necessity of using these tools to enhance autistic kid's interaction processes.

Gernsbacher, M. A., Sauer, E. A., Geye, H. M., Schweigert, E. K., & Hill Goldsmith, H. (2008). Infant and toddler oral- and manual-motor skills predict later speech fluency in autism. Journal of Child Psychology and Psychiatry, 49(1), 43–50. https://doi.org/10.1111/j.1469-7610.2007.01820.x

The authors identify verbal and non-verbal communication strategies that vary significantly among autistic children. The authors performed three research studies to examine the role of manual and oral motor skills in forecasting a child's speech development. The authors concluded that common associations among manual and motor abilities and verbal fluency later hold inferences for comprehending messaging among autistic children. For example, these relationships encounter similar assumptions that manual communication modes are available for autistic children. When evaluating the receptive and expressive, cognitive, and non-verbal socialization of autistic people, these interactions further point out a potential problem from physical motor abilities.

Koegel, L. K., Bryan, K. M., Su, P. L., Vaidya, M., & Camarata, S. (2020). Definitions of Nonverbal and Minimally Verbal in Research for Autism: A Systematic Review of the Literature. Journal of Autism and Developmental Disorders, 50(8), 2957–2972. https://doi.org/10.1007/s10803-020-04402-w

The authors performed a systematic review focusing on the definitions of minimally verbal or non-verbal and evaluation of measures to be employed in evaluating communication in intervention research studies. These studies focus on improving expressive oral communication among children with ASD. The author's investigation identified that there is preliminary research in this area. Also, the authors recognize that they found significant inconsistencies in measures employed and in defining minimally and nonverbal communication among the target age. The authors recommend that there is a need for a more harmonious assessment procedure accompanied by a systemic description of early communication among learners. This will act as a baseline step in understanding the diversity among the group and duplicate the research findings for children with ASD.

Stewart, J. R., Crutchfield, R., & Chang, W.-L. (2022). Prelinguistic gesture and developmental abilities: A multi-ethnic comparative study. Infant Behavior and Development, 68, 101748. https://doi.org/10.1016/j.infbeh.2022.101748

The authors are examining the frequency of the association between gesture use and its frequency and the developmental capacities in normally developing nine to fifteen-month-old prelinguistic Hispanic and non-Hispanic white children living with autism. The authors collected their data through structured interviews which were held with the parents of these children. Results of this study revealed that children born from these two ethnicities have minimal gestures within a semi-structured background compared to a structured background. Another finding is that non-Hispanic white children portrayed high occurrences of behavior control signals and joint consideration signals although the low frequency of socialization gestures. When regulating gender, ethnicity, and age, the average frequency of behavior, gesture, and socialization predicted numerous developmental capabilities. Apart from that, Stewart et al., (2022) disclose that the gender, ethnicity, and age of the respondent were linked to the numerous developmental capacities navigated which were dependent on the setting. The authors thus conclude that the usage of gestures and the association between the use of gestures and developmental capacities in paralinguistic kids from diverse traditional and tribal backgrounds influence the identification of differences and delays. It is therefore important to consider these factors, especially when navigating the association between language and gesture use in children with autism. It is also important to consider if there are gesture-lan

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