In this study, I tried to find out how attention training works on autistic children’s stereotypic behavior, influencing their attention frequency and attention span. A nine-year old and two ten-year old children, who were in the fourth grade in a special school, were chosen as objects of this study...
In this study, I tried to find out how attention training works on autistic children’s stereotypic behavior, influencing their attention frequency and attention span. A nine-year old and two ten-year old children, who were in the fourth grade in a special school, were chosen as objects of this study. Not only did they have deficits in concentration and demonstrated the same behavior, but they had developmental disabilities or mental retardation, which corresponds with the base diagnosis of serious autism. For this study, an attention activity-available for individual guidance or group activities was used. The program was made up and applied to this study after taking into consideration the children’s level and characteristics of their impediments through the help of three teachers. The testing method used a single subjective research methodology. The plan applied an multiple baseline design to the children. The research noted the attention conduct of the children, during arbitration and maintenance. The results were obtained through the use of intake charts and then graphs which showed positive results every time. And the study was conducted thirty six times from May 14th to July 20th, 2007. When the attention training program was applied to the autistic children, there were some positive results with respect to their behavior. First, through the attention training program, their ability to pay attention increased. The children’s behavior of not paying attention was examined as limits of attention frequency and the duration of their concentration which was measured. An increase of attention frequency was observed with the increase in the frequency of reflecting, or applying themselves to the given task. The increase of duration of concentration was examined with the increase of the time during which they continued to concentrate on their task and completed it. Secondly, the attention training program reduced the children’s stereotypic behavior. That is to say, the activity-based attention training resulted in a decrease of the children’s stereotypic behavior, such as repeating meaningless behavior or being absorbed in their self-stimulation. With the experiment showing a decrease in autistic symptoms as well as progress in attention behavior, there proved to be a correlation between attention behavior and autistic symptoms. However, a clear connection between attention behavior and autistic behavior has been obvious. In conclusion, through the result of this experiment, it can be confirmed that attention training programs will not only improve the attention behavior of the autistic children, but also reduce their stereotypic behavior. Therefore, it is necessary, for students, to pay attention to the teacher’s lesson, to concentrate on the given task, and carry it out. Additionally, I recognized that the attention training program was an effective teaching strategy when considering stereotypic behavior as an interruption in learning in terms of the education of autistic children.
In this study, I tried to find out how attention training works on autistic children’s stereotypic behavior, influencing their attention frequency and attention span. A nine-year old and two ten-year old children, who were in the fourth grade in a special school, were chosen as objects of this study. Not only did they have deficits in concentration and demonstrated the same behavior, but they had developmental disabilities or mental retardation, which corresponds with the base diagnosis of serious autism. For this study, an attention activity-available for individual guidance or group activities was used. The program was made up and applied to this study after taking into consideration the children’s level and characteristics of their impediments through the help of three teachers. The testing method used a single subjective research methodology. The plan applied an multiple baseline design to the children. The research noted the attention conduct of the children, during arbitration and maintenance. The results were obtained through the use of intake charts and then graphs which showed positive results every time. And the study was conducted thirty six times from May 14th to July 20th, 2007. When the attention training program was applied to the autistic children, there were some positive results with respect to their behavior. First, through the attention training program, their ability to pay attention increased. The children’s behavior of not paying attention was examined as limits of attention frequency and the duration of their concentration which was measured. An increase of attention frequency was observed with the increase in the frequency of reflecting, or applying themselves to the given task. The increase of duration of concentration was examined with the increase of the time during which they continued to concentrate on their task and completed it. Secondly, the attention training program reduced the children’s stereotypic behavior. That is to say, the activity-based attention training resulted in a decrease of the children’s stereotypic behavior, such as repeating meaningless behavior or being absorbed in their self-stimulation. With the experiment showing a decrease in autistic symptoms as well as progress in attention behavior, there proved to be a correlation between attention behavior and autistic symptoms. However, a clear connection between attention behavior and autistic behavior has been obvious. In conclusion, through the result of this experiment, it can be confirmed that attention training programs will not only improve the attention behavior of the autistic children, but also reduce their stereotypic behavior. Therefore, it is necessary, for students, to pay attention to the teacher’s lesson, to concentrate on the given task, and carry it out. Additionally, I recognized that the attention training program was an effective teaching strategy when considering stereotypic behavior as an interruption in learning in terms of the education of autistic children.
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