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Pivotal response treatment is a naturalistic intervention model derived from the principles of applied behavior analysis.Rather than target individual behaviors one at a time, PRT targets pivotal areas of a child's development such as motivation, [3] responsiveness to multiple cues, [4] self-management, and social initiations. [5]
Mukhopadhyay postulates that, by observing student's self-stimulatory behaviors (as in the case of autism, the "sensory preoccupations that drive and develop them"), she can identify each student's "dominant learning channel" (visual, tactile, or auditory) [2] and individualize a program to match his or her needs.
A KWL chart can be used for all subjects in a whole group or small group atmosphere. The chart is a comprehension strategy used to activate background knowledge prior to reading and is completely student centered. The teacher divides a piece of chart paper into three columns. The first column, 'K', is for what the students already know about a ...
The revised assessment of basic language and learning skills (ABLLS-R) is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities.
The theory of the double empathy problem is a psychological and sociological theory first coined in 2012 by Damian Milton, an autistic autism researcher. [2] This theory proposes that many of the difficulties autistic individuals face when socializing with non-autistic individuals are due, in part, to a lack of mutual understanding between the two groups, meaning that most autistic people ...
The theory of mind hypothesis is supported by the atypical responses of children with autism to the Sally–Anne test for reasoning about others' motivations, [67] and the mirror neuron system theory of autism described in Pathophysiology maps well to the hypothesis. [43]
Cognitive abilities of the student also play a significant role in the success of scaffolding. Ideally, students are able to learn within this zone of proximal development, but this is often not the case. Recognizing students' individual abilities and foundation knowledge can be a challenge of successful scaffolding.
Children construct new knowledge by updating and revising previous beliefs, learning through observations, participation and imitation. [11] It shows how the principle of cumulative learning can be applied to situations from an early age, and is present in all learning opportunities throughout a person's lifetime.
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