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Related Concept Videos

Autism Spectrum Disorder01:19

Autism Spectrum Disorder

740
Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
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Modeling in Therapy01:26

Modeling in Therapy

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
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Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
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Operant Conditioning Intervention01:24

Operant Conditioning Intervention

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Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
In operant conditioning, behaviors that are...
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Behavior Modification01:21

Behavior Modification

418
Behavioral approaches have often been criticized for ignoring mental processes and focusing solely on observable behavior. However, these approaches provide an optimistic perspective for individuals seeking to change their behaviors. Rather than concentrating on intrinsic personality traits, behavioral approaches suggest that even longstanding habits can be modified by changing the reward contingencies that maintain them.
A real-world application of operant conditioning principles is applied...
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Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
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Autism and Education.

Kathleen A Flannery1, Robert Wisner-Carlson2

  • 1Sheppard Pratt Health System, 6501 North Charles Street, Towson, MD 21204, USA.

The Psychiatric Clinics of North America
|October 31, 2020
PubMed
Summary

Educating children with autism spectrum disorder (ASD) requires diverse, evidence-based strategies due to unique individual needs. This article explores current methods and controversies in ASD education for educators.

Keywords:
Autism spectrum disordersEducationEvidence-based practicesInstructionSpecial education

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Area of Science:

  • Education
  • Developmental Psychology
  • Neuroscience

Background:

  • Autism spectrum disorder (ASD) presents unique challenges and strengths in each individual.
  • Educators require varied evidence-based practices to effectively teach students with ASD.
  • The heterogeneity of ASD necessitates personalized educational approaches.

Purpose of the Study:

  • To discuss current evidence-based practices for educating children and youth with autism spectrum disorder (ASD).
  • To explore various instructional strategies and techniques for engaging students with ASD.
  • To address controversies and debates surrounding ASD educational methodologies.

Main Methods:

  • Review of current literature on autism spectrum disorder (ASD) education.
  • Analysis of evidence-based practices and instructional strategies.
  • Discussion of controversies in the field of ASD education.

Main Results:

  • A wide range of evidence-based practices exists for educating students with ASD.
  • Instructional strategies must be tailored to individual student needs and strengths.
  • Ongoing debate exists regarding the most effective interventions for ASD.

Conclusions:

  • Effective education for individuals with ASD demands a flexible, individualized approach.
  • Educators must be equipped with a diverse toolkit of evidence-based strategies.
  • Further research is needed to address controversies and refine best practices in ASD education.