Scandinavian Journal of Disability Research, 11(3), pp.175–193.
Scandinavian Journal of Disability Research, 11(3), pp.175–193.Tags: Past And Present Life EssayWriting Case StudiesChild Observation EssayResearch Papers On Alexander The GreatCollege Essays About Overcoming ChallengesHow To Essay Topics For College StudentsI Am A Pencil Box EssayTree My Best Friend EssayFaire Introduction DissertationFirst Grade Math Homework
There is, however, no need to restrict the learning situation because of the participants’ impairments, as it can end up in school situations where the only way it works is when the child does the same thing at the same place month after month.
The theoretical assumption of learning used in this study would not define such activity as learning.
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.
Otherwise it is hard to discuss if and what the participants really have learned.
Lord and Mc Gee (There is need for research on the development of more specific measures of important areas of outcome in cognition, including the acquisition and generalization of problem-solving and other cognitive skills in natural contexts (e.g., the classroom and the home) and the effects of these skills on families and other aspects of children's lives.
There is also a need for research to define appropriate sequences of skills that should be taught through educational programs for young children with autistic spectrum disorders, as well as methods for selecting those sequences, while developing programs for individual children.
It is well established that children with autism have multiple problems involving joint attention and perspective-taking (Cohen ).
They display a number of deficits in the ability to jointly attend to objects with other people; they produce very few declarative gestures and they engage very little in symbolic or pretend play (Happé ).
The question of why some methods seem to benefit some children, as other methods seem to benefit other children, might be possible to answer if we can find a theoretical way to explain why the methods are or are not powerful in a defined situation.
By doing this, it would also be easier to predict what kind of method or instruction is needed in new situations.