This paper provides an annotated bibliography that summarizes journal articles on autism and the intervention methods that can be used on children with autism. The materials presented in this paper describes the methods that can be used to achieve effective interventions for individuals with interventions, including the teaching of social and organizational skills to the individuals. The research question is: What are the most appropriate intervention methods when teaching individuals with autism.
Dorminy, K. P., Luscre, D., & Gast, D. L. (2009). Teaching organizational skills to children with high functioning autism and Asperger's syndrome. Education and Training in Developmental Disabilities , 538-550.
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This was a study designed to teach organizational skills to children with autism who have have difficulties in areas such as problem-solving, self-regulation or paying attention which in turn affects their social behavior. This is why they need extra help. The study was conducted on four boys in elementary school with the goal of providing a self-monitoring chart that will help them stay organized. The instructor checks the number of files that the boys filed correctly or incorrectly as well as the maps and recorded the time it takes for the boys to find their paper. The findings of the study showed that with time the boys managed to file the documents correctly and tool-less time in finding their records, indicating an improvement in organizational skills. One of the reasons for the increase was the use of visual cues, which shows that using visual cues in different settings to help support children with autism.
This study can help in understanding the use of visual cues such as Concept Mastery Routine and how it can help children with autism outside of the classroom. This concept is similar to the use of self-monitoring charts that reminds children about the skills they work on and help them become organized. These visual cues are supposed to be monitored by the teachers and instructors, with the study showing that the general teacher should share information with the special education teacher when administering them to the children with autism. The study also showed that proper interventions should be carried with a small number of students which allows for careful monitoring as well as getting into more details. There is also a need to use more qualified personnel to increase the success of the project.
Huang, A. X., & Wheeler, J. J. (2006). Effective Interventions for Individuals with High-Functional Autism. International Journal of Special Education , 21 (3), 165-175.
This is an article that described the responses that can be applied to children with high functioning autism. They include structured teaching approaches that help children gain interest in class work, routine and schedules that help children with autism adjust to classroom atmosphere and adapted formal strategies that enhance educational skills. The instructors can also modify the learning environment to make it more controlled, use peer-mediation, video modeling as well as the use of social stories.
This study applies to this study as it provides therapy methods for autism in children. For example, using social stories can help in teaching social skills to children with autism. At the same time, peer-mediated interventions can be applied to decrease behavior problems in such children and increase social interaction. However, some limitations in using peer-mediated intervention include the inability to achieve quality intervention since statistical research is required for support.
Laushey, K. M., Heflin, L. J., Shippen, M., Alberto, P. A., & Fredrick, L. (2009). Concept mastery routines to teach social skills to elementary children with high functioning autism. Journal of Autism and Developmental Disorders, 39(10), 1435-1448.
This was a quantitative study that was carried out to examine how concept mastery routines can be used in the intervention and teach social skills to individuals with autism. There are several ways of facilitating this method, with some researchers proposing the idea of placing autistic children in general classrooms with their peers as an effective way of teaching social skills to them. In this article, the authors argued that social modeling alone is not enough in teaching social skills, demonstrating the need to introduce visual reading cues for children with autism. As such, the article suggests a combination of peer and adult intervention practices as the solution, which entails using concept mastery routine to supplement teaching of autistic children in general classrooms. This can increase the learning of social skills among individuals with autism as well as support the social skills that can be improved by using the two methods.
This study showed that Concept Mastery Routine pays a significant role in enhancing the social skills of children with autism. Educators using this model get an opportunity to understands what works and what does not work when dealing with the interventions for autism. For instance, using visual aids can be successful and productive when teaching students with intervention. However, the study should include factors that do not work when dealing with individuals with autism. There is also a need to improve on the methodologies of intervention since they have changed from using a single teaching method to a combined approach. This means there is a need for both teacher instruction and social skills groups during the concept mastery routine when dealing with autistic individuals.
Stichter, J. P., Herzog, M. J., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., & Gage, N. (2010). Social competence intervention for youth with Asperger syndrome and high-functioning autism: An initial investigation. Journal of autism and developmental disorders, 40(9), 1067-1079.
This article involved understanding how social competence intervention can be applied to autistic individuals and help them develop social skills and cope with challenges. The research was conducted on 27 students aged 11 and 14 years seeking to motivate them on how to adapt to social environments and start using social skills in their lives. This study developed from a report showing students with high functioning autism have a desire to interact in social activities but lack the needed social skills such as deficits in understanding emotions and recognizing facial expressions.
The study showed how students using social competency intervention could improve social skills and problem-solving in children with autism. The method can also help children develop social skills while revealing the hidden abilities in children with autism. Since a majority of autistic children show deficits in communication, using social competency intervention helps them to interact with others and overcome any social obstacle. The individuals will develop social skills outside of the classroom by being able to recognize emotions and start conversations.
Conclusion
An annotated bibliography can help in the development of quality research questions that can guide in conducting research. The researcher can use the annotated bibliography as a way of preparing for the research paper and formulation of research questions. The opportunity allows a researcher to evaluate the research topics and questions based on already existent information to determine how the proposed study fits. The resources associated with the research problem can help in evaluating the issues and gain a better perspective of what scholars say regarding the topic. An annotated bibliography encourages a researcher to think critically about the research question. It also enables a writer to consider essential materials and information that can be included in the research. Additionally, a researcher stands a chance to benefit from critical thinking skills and improve the quality of research. In the long run, a researcher is better prepared to develop a point of view best writing an annotated bibliography.
References
Dorminy, K. P., Luscre, D., & Gast, D. L. (2009). Teaching organizational skills to children with high functioning autism and Asperger's syndrome. Education and Training in Developmental Disabilities , 538-550.
Huang, A. X., & Wheeler, J. J. (2006). Effective Interventions for Individuals with High-Functional Autism. International Journal of Special Education , 21 (3), 165-175.
Laushey, K. M., Heflin, L. J., Shippen, M., Alberto, P. A., & Fredrick, L. (2009). Concept mastery routines to teach social skills to elementary children with high functioning autism. Journal of Autism and Developmental Disorders, 39(10), 1435-1448.
Stichter, J. P., Herzog, M. J., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., & Gage, N. (2010). Social competence intervention for youth with Asperger syndrome and high-functioning autism: An initial investigation. Journal of autism and developmental disorders, 40(9), 1067-1079.
