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How does it feel to be a child with Autism Spectrum Disorder?

How does it feel to be a child with Autism Spectrum Disorder?. Catharine Silva. Review of literature. Defining Characteristics: What is Autism? Social interactions Friendships Bullying Repetitive behaviors Anxiety Executive function skills Attention Bullying Strategies

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How does it feel to be a child with Autism Spectrum Disorder?

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  1. How does it feel to be a child with Autism Spectrum Disorder? Catharine Silva

  2. Review of literature • Defining • Characteristics: What is Autism? • Social interactions • Friendships • Bullying • Repetitive behaviors • Anxiety • Executive function skills • Attention • Bullying • Strategies • Exercise to increase attention span • Social groups- swimming class • Visual supports • Assumptions about autism • Rejection of parents • Excels in one area, brilliant • “meltdowns” • Autism can be cured • Perspectives • Child • John Elder Robison • Flannery Article • Temple Grandin • ABC article- Carly Fleischmann • Parents • Their feelings about their children • How they feel • Teachers • Strategies they’ve used • Their feelings toward students • Advocating for their child • Peers • Inclusive classrooms

  3. Methodology • Instrumentation • Interviews • Observations • Focus Groups • Participants • Interviews and Observations • Ages first to third grade • Diagnosed with ASD • Showed characteristics of anxiety, repetitive behaviors, and social deficits. • 5 participants – rationale for sensitizing the audience • focus group • Parents with a child diagnosed with ASD • Teachers who are currently or who have had a child in their classroom with ASD • 10 participants- allowing for a mixture of parents and teacher with different perspectives • Question and Rationale • Adds to the field • My perspective

  4. Data Collection and Ethics • Interviews • Data table • Diagnosis • Age • Grade • Time spent interviewing • Interests • Amount of friends • Anxiety • Accommodations • Where they made friends • Reasons for not getting along with peers • Observations- Time occurred and comments • Repetitive behaviors • Social interactions • Anxiety • School performance • Focus Group • Relationships between • Peers • Siblings • Parents • Teacher • Ares of concern • Interests • Ethics • Benefits • Focus group to discuss and hear input from other parents and teachers about Autism • Parents or caregivers receive a report • Risks • Disclosing information to a group • Can chose to not answer questions • Explain from the beginning – information discussed in a closed setting • Child feeling uncomfortable in social setting • Allow child to chose place for interview • movement- pace • More time to answer questions • Visual supports • Consent forms

  5. Analysis of Data Data will be analyzed for reoccurring themes Insights, concerns, clarification, and questions will be noted throughout the study Validity Using three instruments for data collections Participants observe transcripts for accuracy Stated bias

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