Educating the Autistic

Autism is a developmental disorder characterized by a series of actions that have rapidly become common rapidly in recent years. As the number of autistic children increases and the diagnostic severity becomes more exciting, public schools find ways to educate autistic children. Complex illness requires complicated aid. Although there is an idea that all students can create an environment that can demonstrate the maximum possibilities in education including autistic people, it is problematic whether this theory applies or not.

There are several ways to educate children with autism. The most famous strategy is "application behavior analysis" (also called discrete test guidance) and TEACCH (treatment and education for children with autism and related communication disorders). Some schools offer only one strategy, but some kids are more likely to respond better to children, so it is a good thing to be familiar with them all. Applied behavior analysis usually assumes that scientific principles can be used to teach proper behavior such as speech, academic skills, life skills. It also assumes that children are more likely to repeat behaviors and reactions rewarded, and that they are less likely to continue unreinforced behavior. After all, "strengthening" is reduced so that children can learn without them. Individual test instructions

INTRODUCTION: The educational achievement of autistic students is divided by their repeated and intense stimulus and destructive behavior. Therefore, the behavior of students with Autism Spectrum Disorder (ASD) in the classroom was investigated the effectiveness of sitting on a ball or cushion, not a simple chair. METHODS: The class behavior of the four students was monitored in a single theme A - B - A - C design study within 4 weeks. The student's behavior is recorded in three steps by the camera; stage 1) sitting in his chair at A, stage 2 air cushion chair, stage 3) sitting time and task action sitting every 10 seconds It is quantified by instantaneously sampling in real time and compared at various stages of related changes. Evaluation of social and communication skills by GARS II and Vineland test before and after intervention