考研英语新题型训练（2）

小标题选择

Directions:

Choose the most suitable one from the list A~F for each numbered
subheading (1~5). There is one extra choice which you do not need to use.

Teaching Students With Autism

Autism is a disability syndrome characterized principally by
significant problems in the development of communication and
social functioning. With appropriate teaching, all students
with autism can learn.

1. _________________

Students with autism have significant challenges in understanding
and using language for communication. Classroom environments must
provide students with information on events, activities, and
expectations in a manner that students with autism can easily
understand. Visual activity schedules may be used to provide
students with an overview of the instructional day and information
on tasks that will be assigned. Many teachers also find mini-schedules
helpful; they provide a visual analysis of the steps in a task or
assignment that need completion by the student. In addition to
providing supports for understanding classroom expectations, many
students will also need supports for communicating to others. While
most students with autism will learn to use speech to communicate,
many still have great difficulty in expressing their needs and
desires. They may need to use visual systems, sign language, or
augmentative devices as an additional form of expressive communication.

2. _______________

It is important that the classroom environment provides activities
and materials that are interesting and motivating. Actively engaging
the student within instructional activities is critical to effective
instruction. The teacher should observe the student in multiple
activities and interview family members to identify the motivating
activities or objects for the student. These preferred objects and
activities may be used for instruction, or as reinforcers for activity
engagement or completion. Instructional arrangements should also provide
opportunities for choice-making to the student. Research has shown that
when students have an opportunity to choose the activity, location, or
materials for an instructional task, they are more likely to be engaged
in the activity. Providing the student with frequent and personally
meaningful reinforcement is often critical to sustaining motivation to
engage in instruction and persist with activities.

3. _______________

Discrete trial training is an effective instructional format for teaching
specific skills in an intensive, efficient manner. Skills are taught
within a highly structured, one-to-one format providing clear and
concise instruction, an additional prompt (as necessary), and an
explicit reinforcer (reward) for performing the skill successfully.
Discrete trial training typically uses a least-to-most prompting
hierarchy, moving from a verbal prompt to physical guidance when verbal
and nonverbal prompts are inadequate. Trials of instruction are provided
on a single behavior in a massed fashion (one after another) with only a
brief pause between trials.

Activity-based instruction describes the instruction of targeted
skills within activities and routines that are meaningful for the
student. Instructional trials are embedded within student-initiated,
routine, or planned activities. Skills are taught within relevant
activities and across contexts, increasing the probability that
the student will generalize the skill to noninstructional activities
and environments. For example, an arrival routine for a student may
include putting his backpack away, finding his desk, and taking out
his daily work folder. If the student were learning how to greet
others, request help, and follow a visual schedule, skill instruction
could be embedded in the arrival routine and within multiple activities
over the day so that an adequate number of instructional trials are
provided to the student. Systematic instruction is used within each
of those activities to provide instruction on the embedded skill.

Students with autism may also be taught effectively in small groups.
In inclusive classrooms, nondisabled peers have been effective in
providing instructional support. Cooperative learning groups also
provide a format for including the student with autism who may be
learning skills that are different from his peers.

4. ____________________

Some students with autism may exhibit excessive passivity, while
others display patterns of disruptive or even destructive behaviors.
Years ago, the common response to these behaviors was punishment,
time out, or exclusion to stop or suppress the behavior problems.
The currently preferred approach is known as positive behavior
support (PBS), a proactive, constructive educational approach for
resolving behavior problems. It is based on extensive research as
well as principles regarding the rights of all students to be
treated with dignity and to have access to educational opportunities.
The PBS approach is supported by the discipline regulations of
the Individuals with Disabilities Education Act (IDEA).

PBS involves a functional behavioral assessment (FBA) and the
subsequent development and implementation of an individualized
behavior support plan. The FBA process gathers information about
the purpose or "function" of the behavior and the circumstances
associated with its occurrences and nonoccurrences. The results
of the FBA contribute to the individualized behavior support plan,
which usually includes procedures for teaching alternatives to the
behavior problems, and alterations to the environmental and
instructional circumstances most associated with the problems.
Such alterations can involve aspects of the curriculum, instructional
techniques, social milieu or other feature linked by the FBA to
behavior problems. The PBS intervention helps prevent problems
from occurring, and helps the student acquire more effective,
desirable ways for interacting with the environment.

5.____________________

The focus of instruction shifts as students with autism move from
early childhood programs through elementary school to secondary
settings. In the early years, instruction focuses on developing
communication, social interaction, and adaptive behavior. As the
child ages, elementary programs may focus more on academic
instruction in addition to teaching language and social interaction
skills. In secondary programs, instruction should shift to preparing
the student for adulthood.

Instruction for young children should begin as soon as the disability
is identified. Effective early intervention programs are ones that
directly teach early communication and social interaction skills,
use a functional approach in addressing problem behavior, provide
intensive and systematic instruction, provide parent instruction
and family support, and provide transition support as the child
enters preschool.

In elementary school, instruction should support the child's growth
in skill areas that are delayed and promote growth in areas of
strength. Curriculum adaptations may be used to assist students
in progressing in the traditional academic areas. School programs
should also focus on helping the student learn how to negotiate
social environments and develop friendships.

In the secondary and high school years, instruction should focus
on the areas identified in the transition plan. The transition
plan addresses post-school outcomes for work, community living,
community participation, and recreation activities. Instruction
for the transitioning student may include community work experience,
using public transportation, and learning skills that will be important
for living in the community. In high school, instruction may continue
within general education settings although an individual student's
schedule may reflect a greater emphasis on the importance of learning
relevant post-school skills. For example, a student's schedule may
include classes in computer, cooking, and chorus instead of courses
in chemistry, algebra, and American literature.

[A] Instructional Formats

[B] Communication Issues

[C] Positive Behavior Support

[D] Active engagement

[E] Motivational Issues

[F] Age Span Considerations

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