Autism: To What Extent Can Good Communication Skills Decrease Negative Behavioral Problems and Increase Socialization Skills?
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Authors
Gutierrez, Josefina Vanessa
Issue Date
2010
Type
Thesis
Language
en
Keywords
Alternative Title
Abstract
The purpose of this study was to determine the effectiveness of therapies that teachers provide for their students with autism to increase their student’s positive social skills, communication skills, and decrease problem behaviors. The data for this exploration were obtained from two questionnaires that were administered to teachers and parents/guardians of three kindergarten and three 1*'-grade students with autism at Greg Rogers Elementary School in the Chula Vista District. Additionally, three types of observational data were collected by the principal investigator: (1) Methodologies (ABA, DTT, TEACCH, PECS, Floortime, Social Stories, and Sensory Integration); (2) Behavioral; and (3) Social. The question for this study to address was, “Are children with autism benefiting from methodologies such as, ABA, DTT, TEACCH, PECS, Floortime, Social Stories, and Sensory Integration to help decrease negative behaviors and increase socialization skills?” In this study, the results confirmed that a high percentage of teachers and parents/guardians who participated agreed that all these seven methodologies were effective in either decreasing negative behaviors or increasing social and communication skills in children with autism. The observational data results demonstrated that students had a higher percentage of positive behaviors, than negative behaviors, when exposed to some of these seven methodologies in the classrooms, playground, and lunch settings.