The Effects of Using Peer-Mediated Pivotal Response Training on Social Interaction of Elementary School Children with Autism

2008 ◽  
Vol 7 (1) ◽  
pp. 215
Author(s):  
Nam-Kyung Kim ◽  
Eunhye Park
Keyword(s):  
Elementary School ◽  
Social Interaction ◽  
School Children ◽  
Elementary School Children ◽  
Children With Autism ◽  
Pivotal Response Training ◽  
Response Training

scholarly journals The method of joint drawing in the practice of teaching drawing to the elementary school children with autism spectrum disorders

2015 ◽  
Vol 13 (2) ◽  
pp. 48-52
Author(s):  
O.A. Belyalova
Keyword(s):  
Elementary School ◽  
Autism Spectrum Disorders ◽  
School Children ◽  
Elementary School Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Impairments ◽  
Teacher Needs ◽  
Spectrum Disorders ◽  
Art Activities

While teaching children with autism spectrum disorders how to draw the teacher needs to focus on the fact that each child has creative potential and art activities play important part in the brain development. Often children diagnosed with autism spectrum disorder have serious speech impairments, for example, they can talk to parents and family members, but not to classmates and teachers. In that case, one can communicate with a child through drawings, and to access their mood and desires through them. The article describes the method of joint drawing during teaching elementary school children with autism spectrum disorders from the school at the Center for Psychological, Medical and Social Support to Children and Adolescents.

scholarly journals Mathematical Abilities in Elementary School Children with Autism Spectrum Disorder

2015 ◽  
Vol 24 (6) ◽  
pp. 606-623 ◽  
Author(s):  
Daisy Titeca ◽  
Herbert Roeyers ◽  
Tom Loeys ◽  
Annelies Ceulemans ◽  
Annemie Desoete
Keyword(s):  
Autism Spectrum Disorder ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mathematical Abilities

scholarly journals Opportunities to Optimize Social and Psychological Adaptation of Elementary School Children With Autism Spectrum Disorder in Inclusive Education

2020 ◽  
pp. 25-29
Author(s):  
Elena Yurevna Borisova
Keyword(s):  
Autism Spectrum Disorder ◽  
Elementary School ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
School Children ◽  
Elementary School Children ◽  
Children With Autism ◽  
Psychological Adaptation ◽  
Autism Spectrum ◽  
Spectrum Disorder

The results of testing the model of psychological and pedagogical support for elementary school children with autism spectrum disorder and intellectual disabilities who are studying in inclusive education are presented in the article. The main target groups and activities of specialists within the framework of the implementation of this model are identified, and the possibilities of using applied behavior analysis in the organization of support are determined. The importance of interaction of all subjects of the educational environment in creating the conditions necessary for successful socialization of children is updated. Research methods and materials: observation, comparison, analysis of testing the model of psychological and pedagogical support for children with intellectual disabilities. Testing was carried out on the basis of 7 educational organizations in Yoshkar-Ola and rural settlements of the Republic of Mari El. The study involved elementary school children studying in a resource class at a secondary school. Methods of assessment and schemes for identifying the level of social and psychological adaptation of elementary school children are reviewed. Research result. Positive dynamics of indicators of social and psychological adaptation could be observed. The following indicators were improved: emotional and volitional sphere, behavior in general, interaction with peers. All those components characterize the emotional and behavioral components of social competence. It is concluded that testing the model of psychological and pedagogical support for school children with autism spectrum disorder and intellectual disabilities, based on the cooperation of all subjects of the educational environment, is effective and advantageous.

scholarly journals Penyuluhan Pencegahan Penularan Covid-19 melalui Edukasi Social Distancing pada Anak Sekolah Dasar di Dusun Nyelak

10.29210/9950 ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 19-23
Author(s):  
M Deni Siregar ◽  
Dukha Yunitasari ◽  
I Dewa Putu Partha
Keyword(s):  
Elementary School ◽  
Social Interaction ◽  
School Children ◽  
Social Distance ◽  
Elementary School Children ◽  
Virus Transmission ◽  
Social Distancing ◽  
Corona Virus ◽  
Children And Parents ◽  
The Government

During this pandemic, the government appealed to social distancing as an effort to prevent the transmission of Covid-19. However, children actually do not understand what is happening and this understanding of social distancing is not fully understood by children because during childhood it is a play phase so that children activities and gather with their friends this will pose a risk of virus transmission. greater than. Therefore, during the Covid-19 pandemic, proper education is needed regarding the prevention of transmission of the virus to children. Providing children with an understanding of Covid-19 is very necessary so that children can prevent the transmission of the virus. Providing education to children about the corona virus or Covid-19 requires creativity and the delivery of information that is easily understood by children. Based on this, counseling activities on the prevention of covid-19 transmission were carried out through social distancing education for elementary school children in Nyelak Hamlet. This PKM aims to provide education and understanding to children and parents so that they can reduce gathering activities outside the home and avoid crowds while playing to prevent transmission of the virus. The content of this counseling is an understanding of the importance of effective social distance in preventing corona transmission, the reason for prohibiting social interaction with friends during the Covid-19 pandemic. With the implementation of this activity, it can provide understanding to children and parents so that they can avoid the transmission of Covid-19.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

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