Teaching Journal

Interventions Supported by Significant Scientific Evidence  1.Applied Behavior Analysis (ABA) ABA is defined as the process of applying behavioral principles to change specific behaviors and simultaneously evaluating the effectiveness of the intervention. ABA emphasizes both prevention and remediation of problem behavior. Significant attention is given to the social and physical environment, including the antecedent conditions and consequences that elicit and maintain behavior. Numerous empirical studies have documented the effectiveness of ABA with individuals with ASD.  2.Discrete Trial Training (DTT) DTT often incorporates the use of errorless learning, shaping, modeling, prompting, facing, correction, and reinforcement to encourage skill acquisition. It is especially well-suited for skills that can be taught in small, repeated steps. Research indicates that DTT can produce powerful behavioral outcomes in the areas of language, motor skills, imitation and play, emoti...

Interventions based on the Theory of Mind cognitive model for autism spectrum disorder (ASD) Interventions eligible for inclusion in this review: 1. explicitly state that they are designed to teach ToM; or 2. explicitly state that they are designed to teach precursor skills of ToM; or 3. explicitly state that they are based on or inspired by ToM models of autism; or 4. explicitly state that they aim to test the ToM model of autism. We reiterate that ToM (theory of mind) describes the ability to understand another’s thoughts, beliefs, and other internal states and is encapsulated in a test of false belief. Prior to the development of false-belief understanding (at about four years old in typical development), associated precursor skills are in evidence such as joint attention, imitation, and emotion recognition. Relevant interventions include those which explicitly teach children to understand others’ mental states (e.g. using visual representations of mental states McGregor 1998) an...

The TSES is designed to measure the teachers’ sense of efficacy with three sub-scales. Author:  Tschannen-Moran & Woolfolk Hoy, 2001 Two version: short form (12-item), long form (24-item) A 9-point Likert type scale ranging from 1 (nothing) to 3 (very little) to 5 (some influence) 7 to (quite a bit) to 9 (a great deal)- Student Engagement Classroom Management Instructional Practices https://wmpeople.wm.edu/site/page/mxtsch/researchtools

https://research-methodology.net/research-methodology/

Kanner described Donald and ten other children in a 1943 paper entitled,  Autistic Disturbances of Affective Contact 1 . In this initial description of ‘infantile autismʼ, which went on to become a classic in the field of clinical psychiatry, Kanner described a distinct syndrome instead of previous depictions of such children as feeble-minded, retarded, moronic, idiotic or schizoid. In the words of his contemporary Erwin Schrödinger, Kanner “thought what nobody has yet thought, about that which everybody sees.” The spectrum of clinical conditions labeled autism soon expanded beyond Kannerʼs first description. In 1944, one year after Kannerʼs paper, Hans Asperger described children that he also called ‘autistic’, but who seemed to have high non-verbal intelligence quotients and who used a large vocabulary appropriately. Confusion remains about the distinction between Asperger syndrome and high-functioning autism. It is remarkable that although Kanner and Asperger were born i...

http://docs.autismresearchcentre.com/papers/2019_Sun_Autism-prevalance-China.pdf Reflection: I am impressed that Simon Baron-Cohen is involved in this research. As a disbeliever for clinical diagnostic such as DSM 6-TR, DSM 5 and ADOS, I have reached a point of realization to understand the importance of those generalization as a fundamental core to make a change.

http://www.agc.gov.my/agcportal/uploads/files/Publications/LOM/EN/Act%20611.pdf

https://pdfs.semanticscholar.org/9199/49d1e74742dd5cbfe981bfb1de20f03c7a65.pdf

http://aura.abdn.ac.uk/bitstream/handle/2164/12370/Revised_NOT_FOR_PEER_REVIEW_text.pdf?sequence=1&isAllowed=y https://www.tandfonline.com/doi/abs/10.1080/0969594X.2014.888332

https://louisville.edu/education/abri/primarylevel/assessment/autism_msd https://www.ccsso.org/sites/default/files/2017-12/Formative_Assessment_for_Students_with_Disabilities.pdf