An Investigation into How a Student with ASD Could Use Media as a Way Case Study

An Investigation into How a Student with ASD Could Use Media as a Way to Inform Others about How This Affects his Life - Case Study pillowcaseAt the end, a suitable conclusion has been rendered. The Case Daniel is a nine years old boy, who studies in the local special education school. He has been diagnosed with spotless autism (a form of ASD) four years back. Daniel continuously has difficulty in making eye contact. According to the University of Wisconsin-Madison, this is a typical autistic behavior. Atypical eating habits ar also a prominent symptom as has been pointed out by Filipek and his colleagues (483). Moreover, lack of social and friendly behavior is a nonher side of the problem (Burgess and Gutstein, 80). Daniel does not prefer to be alone but he is unable to make friends. His eating habits are unusual too. Outline of Support and Related Discussion Daniel has a number of repetitive and restricted interests and activities, although his learning ability has increased thr ough the exsert year. Computer assisted instruction (CAI) has been an excellent support mechanism for last one year. CAI helps in significant gains in reading, phonological awareness, verbal behavior, and motivation, as has been pointed out by the Committee of educational Interventions for Children with Autism, National Research Council (US) (63). In school, he has lessons in SULP (Social Use of Language Problem). It uses a combination of verbal interaction in discussion format and CAI can be embedded by using audio visual media. Moreover, SEAL (Social and Emotional Aspects of Learning) is also being utilized, which is ensuring development of emotional intelligence along with IQ. According to the Committee on Educational Intervention for Children with Autism, use of frequent student to student interaction is particularly implemental in this regard (63). Further analysis and critique The educational disturbance techniques applied so far have been rather effective. The relation bet ween the measures of instruction and the childs performance is proportional in the sense that the intense socialization and linguistic intervention approach is helpful in speech and cognitive development. The SULP and SEAL involve choral responding, interaction between students, rotation of materials, and random simulation programs that are effective in teaching language and developing emotional intelligence. Particularly in SEAL, class-wide peer teaching can be helpful to foster friendship among the children and gradually help them to achieve behavioral maturity. Peer tutoring can replace traditional teaching instruction and help to achieve soften results. In this context, Weiss and Delmolino further state that these practices can be adopted both at home and at school (104). Using Media to Help in Explaining ASD In this section, we will look at the option of using media in the form of a PowerPoint presentation as an effective way to help a school-age child explain his ASD to oth ers. Two questions will be discussed in this milieu 1. What is the rationale of the intervention and how does this fit with current understanding of ASDs? 2. To what extent does the intervention address the inevitably of the pupil in the areas of communication, social understanding, and flexibility of behavior? Using PowerPoint PowerPoint is a simple MS Office software application that can be taught with relatively less complexity. PowerPoint provides a platform, where text,