By Val Cumine
1. Autism: an advent -- 2. evaluation and analysis -- three. The position of oldsters and early years practitioners in helping review and analysis -- four. Implications of present theories for intervention -- five. A framework for academic intervention -- 6. Differentiating the parts of studying -- 7. Intervention in the early years origin level -- eight. constructing play -- nine. Behavioural problems: from realizing to intervention -- 10. Behavioural problems: keys to prevention -- eleven. remark profile -- Appendix 1: Diagnostic standards for autism -- Appendix 2: Early studying targets; six components of studying and develpoment
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Extra resources for Autism in the early years : a practical guide
Try not to make a big issue of having to wear aprons – but discuss this with parents so that old clothes can be worn. Summary ● Early years practitioners and parents can provide vital information to assist the assessment process. Many naturalistic play situations provide opportunities for assessment. ● Use assessment as a starting point to guide intervention. ● 23 CHAPTER 4 Implications of current theories for intervention Currently autism is considered to be a neurodevelopmental disorder which becomes evident before the child reaches three years of age (WHO 1982).
Mention animals to five-year-old Liam and he is fully involved, spelling ‘dinosaur’ and ‘rhinoceros’ with ease. But given ‘in’ or ‘on’ in the spelling test, he becomes distressed and cannot do it. His skills in this area were extended and his anxiety reduced by helping him compose and write sentences about animals which included the words that had worried him in the test. He was particularly motivated if this activity was carried out on the computer. ● Given that young children with autism have a preference for the known it was not surprising that when the route into nursery was changed one day because workmen were repairing a burst water pipe Sally screamed inconsolably, unable to accept the change.
Respond when his name is called? look at you, then at the object he wants and then look back at you, while trying to let you know what he wants? point to indicate something he wants, looking back as he points? follow your points to items nearby, or in the distance? nod his head to indicate ‘yes’ or shake it for ‘no’? use sounds or words or strings of sounds as if to join in a conversation when you talk to him? use clear words? What are they? Has he ever lost words from his vocabulary? tell you if he’s hurt himself, and let you know how it happened?
Autism in the early years : a practical guide by Val Cumine