How Play Benefits Autistic Children Essay Example for Free

How Play Benefits Autistic Children Essay Autism results in several deficiencies in children that affect their educational and social lives. Autistic children feel difficulty to interact with their peers and they even cannot play individually (Sherratt and Peter p. 34). Relevant behavioral deficiencies are also found in autistic children if they have deficiency to play either individually or in group (Wolfberg, p. 23) and they feel difficult to socialize (Williams, Reddy and Costell p. 67-77). Types of Play There are different types of play in which children are engaged such as soico-dramatic play, symbolic play and functional play. In symbolic play, children use their imaginations to use any object as any other object that is not present. The object used in this type of play does not possess the properties of the object that is imagined to be present in place of the actual object (Libby, Powell, Messer, Jordan, p. 487-497). Children use common things in their symbolic play to represent specific things such as they use sticks and imagine that they are using swords. Where as, in functional play, children do not use imaginary things, rather they use things that are really useful for their play (Libby et al. , p. 487-497). In such a play, children may cook pretend food by using toy kitchen objects such as cooking utensils that are made from plastic for playing purpose. Children play specific roles in socio-dramatic play. They use particular themes to represent specific roles. Most common socio-dramatic themes are playing school, playing hospital and playing house in which each child is given a specific role to perform. Autistic children find it hard to engage in such type of play because they do not feel comfortable in playing roles that require specific social cues, nature of pretending and language. There are different levels of playing. The child does not require any other child to play with in an isolated play. In this type of play a child plays gets involved in a particular activity and plays with an object with out the need of other children (Sherratt and Peter p. 58-74). Children involve in this type of play only when they are engaged with their favorite toy or object. Autistic children play with an object or a toy in a way that is not common to that object or toy (Wolfberg, p. 78). An autistic child with lacking playing skills does not play with a car in a way that normal children do rather that child would prefer to spin the wheels of the car and would not move the car as normal children do. There is another type of play known as common focus or dyadic play. This type of play requires a child to play with another child. This type of play cannot be played in isolation (Sherratt and Peter, p. 76-95). Usually two children get involved in this type of play. When an autistic child gets involved in this type of play, he or she is more likely to be closer to another child while play but he or she will not interact with another child. Three or more children get involved in group play (Mittledorf, Hendricks and Landreth, p. 63-86). Children involved in group playing usually play board games, non-team games that can be played in a playground. An autistic child does not get involved in this type of play as it requires social cues and peer interaction Another example of play is team play in which a common goal is set to achieved and two or more groups compete with each other to achieve their goal (Mittledorf, Hendricks and Landreth, , p. 63-86). This type of play is organized either on a playgroud or in-house such as team tag, baseball, kickball and basketball. This type of play requires social interaction, rules of play to be followed and high level of activity and thus autistic children usually find it difficult to get involved in this type of play. Some Play Strategies to Help Autistic Children Learn More Efficiently Educational decisions should be based on the individual qualities, skills and needs of every child. Autistic children should be considered in the same way. There are several factors that determine which intervention should be implemented by a teacher to teach playing skills to a child. These factors are the determination of the developmental level of the child, the language level of the child and the determination of the type of the play to be taught. Developmental Readiness It is very important to determine the developmental level of the child before considering which intervention will be implemented for the child. This type of determination is very important for the children that are passing through their early childhood phase. Lifter et al. (1993) found out that it is very important to know the developmental level of the autistic child in order to select a play to teach preschool autistic children. When children are involved in play activities that are appropriate according to their developmental level, they get involved in those activities very quickly and they do not spend much time to learn those activities. Children learn developmentally appropriate activities more quickly as compared to activities that are appropriate according to their age because at the same age, different children have different developmental levels that are necessary to know (Lifter et al. , p. 139-159). Different developmental objects are used to identify which activity is developmentally appropriate for a child to learn (e. g. , Broomfield p. 732-745). The present level of functioning of a child determines which developmentally appropriate activity should be chosen regarding of the age appropriateness because the developmental level of every child is different. Some children’s level is more advanced so the activities and skills selected for them are different from those whose developmental level is lower than their age. Same thing goes to the autistic children whose developmental levels differ from child to child. Language Development Stahmer (p. 123-141) observed the autistic children with the typical children when both types of children were involved in symbolic play. It was observed that both the groups were involved to an equal extent when their language abilities were the same. So it is advised to initially find out the language abilities and developmental level of autistic children when plan to teach play skills to such children. Mundy, Sigman, Ungerer, and Sherman (p. 349-364) found that language development is based on play skills. The language abilities of autistic children can be developed during their play with other children. The autistic children learn different aspects of language such as they learn how to take turn, their behavior is related when they request for their turn, and they are involved in joint attention and other social interactions (Baranek et al p. 20-30). Peer Involvement Peer involvement matters a lot. Typically developing children can play a great role in engaging their autistic peers in appropriate play and positive activities (Blanc, et al p. 229-245). There are different ways in which the typically developing children can be encouraged to engage their autistic peers in social activities such as programs for peer tutoring, Circle of Friends etc. Teachers can discuss with typical peers about autism through an informal method. In this method, teachers discuss with typical peers about the ways in which they should initiate their social interactions with their autistic peers and they are also taught that they should accept social initiations if made by their autistic peers. If typical peers do not encourage social interactions in a natural setting then training programs are initiated for them. It is also found that group games with same age-group play an important role in increasing positive social interactions and appropriate play (Baker et al. , p. 300-308). The researchers also pointed out that natural setting plays a great role. So, it is advised in order to get successful generalization, the setting of group games should be kept as natural as possible. There are a number of games that can be played in groups on the playground such as tag, baseball etc (Baker et al. , p. 300-308). Setting and Intervention Method Setting and intervention method are as important to consider as the type of play. Teachers should consider different types of setting when they are to select the settings to teach play skills to autistic children. There is a variety of appropriate setting for such a task including the classroom of autistic children or of typical children to give them general education, a day care setting, the home of a child, playground of the school or a local park or other areas where students can be engaged in playing. Using Peer Trainers and Peer Models Blanc et al found that children usually make other children involve with them while they are playing. Children should be encouraged to play because when they play with each other, they learn social and behavioral skills through interaction. Children who do not feel comfortable in such interactions do not go through experiences that are essential for their development. Autistic children do not prefer to play with their peers and they hesitate to socialize but they also get involved in activities when integrated settings are provided to them. This means that autistic children do not prefer non-integrated settings (Blanc, et al p. 229-245). Integrated classroom is essential when typical children are encouraged to interact with their autistic peers. Integrated classroom is useful only if an intervention is implemented, otherwise typical children would prefer to play with other typical children and they would not preferably interact with their autistic peers (Blanc et al p. 229-245). Goldstein et al. also believed that social interactions among typical and autistic peers should be increased and for that purpose they developed a number of intervention strategies that were purely peer-mediated. The main purpose of those strategies was typically to bring typical and autistic peers closer by increasing social interactions between them. In this intervention strategy, typical children were taught how to initiate social interactions with their autistic peers and how to respond when their autistic peer initiate an interaction. This intervention resulted in an improvement in the social behaviors of autistic peers. Autistic children are encouraged through this strategy to respond to any initiation made by typical peers. The social behavior of autistic children are also strengthened when they get a response from the typical peers (Goldstein et al. , p. 265-280). Group Games. The facilitation of play skills and social interactions can be increased by incorporating typical peers into games and activities with their autistic peers (Baker et al. , p. 300-308). Teachers can use the preferred topics of autistic children in which they can get involved easily to increase their social behaviors. Baker et al. (p. 300-308) suggested that group games should be developed by asking the autistic children about their favorite topics. These groups are usually very common such as tag. Children are usually inspired by movie characters so teaches should ask autistic children about their favorite movie character and they should incorporate that character into the game. In this way, autistic children are motivated and they become interested in engaging with their typical peers through social interactions. In tag game, the target autistic child and typical children are given instructions about the game and then they are encouraged to play the game. Baker et al. , found that social interactions among autistic child and typical children increase because the target autistic child is given more importance as he or she is the who has chosen the topic of the tag game, typical children become involved because they find a lot of fun in the tag game, and the target autistic child, as a result, gets motivated to increase his or her social interactions with his or her peers. Integrated Play Groups Model. Integrated play groups model can be used as another effective method to increase the play interactions among the typical and autistic children. In this type of play, the children are provided with proper guidance, support, environmental arrangements (Wolfberg, p. 52). the setting of the play area is very important to consider. Children should be engaged in activities in places where children normally play. In such a setting majority of the children should be socially competent so that they are able to integrate their autistic peer easily and comfortably. The environment of the play area should encourage play activity. The play area should be of a normal size, the materials should be arranged properly and the children should be able to access and organize the material easily (Wolfberg, p. 52). The play groups should be balanced. Wolfberg (p. 52) explained that all the members of the play groups must be familiar to each other, means that they are children who meet with each other regularly. The play groups may have children of different age groups but they should be socially competent. It is very important to determine the competencies of the target child. This element is very important to consider when developing an integrated play groups model. With the help of this feature it will be easy for the teacher to find out how much and what type of support has to be given to the target child. In order to facilitate the group play, the target child should be given the opportunity to select what type of activity he or she wants to play and this thing will help the teacher to find out the developmental level of the target child. Guided participation is also encouraged in this model. Children are guided by an adult how to involve in a play that will enhance their social behaviors. The adult should provide supportive guidance instead of directive one (Blanc et al pp. 229-245). The principle of immersion should be followed in this model, means that children should be fully immersed in the play. Through immersion, more experienced children help the less experienced children in learning their roles under the supported guidance of an adult facilitator (Blanc et al pp. 229-245). Conclusion As autistic children have to struggle for the development of play and social skills in them, the teachers should be aware of all the necessary methods that are useful to teach the autistic children the required skills. A teacher must be able to determine the developmental level, language level and peer involvement level of the target autistic child and then the teacher should design, select and implement strategies that will enhance the required skills in him or her. The learning ability of autistic children also depends on the type of play and setting in which the activity will be initiated. The researcher can conclude at this point that play is very important in childhood as children learn from each others experiences. Autistic children need to be taught how to socialize in order to make them useful citizens and for this purpose it is very important to implement strategies that are necessary to fulfill this task. Works Cited Baker, M. J. , Koegel, R. L., Koegel, L. K. Increasing the social behavior of young children with autism using their obsessive behaviors. The Journal of the Association for Persons with Severe Handicaps, 23 (1998), 300-308. Baranek, G. T. et al Object play in infants with autism: methodological issues in retrospective video analysis. American Journal of Occupational Therapy, 59(1) (2005), pp. 20-30. Blanc, R, et al Dysregulation of pretend play and communication development in children with autism. Autism, 9(3) (2005), pp. 229-245.

cheats :: essays research papers

110,000 Credits In 30 Minutes Buy a Toyota Integra Type-R and upgrade it to the maximum. Now go to the Type-R meeting in the begginer leauge. Do the series race (5 races) and you get 5,000 for every race and 10,000 at the end. 35,000 already! Now you get an Acura worth 75,000. Sell this and you have gained 110,000 credits in 30 minutes. Easy money! 75% completion Complete 75% of the game and you will be rewarded with a Mazda 787B. Accelerate faster If your gears are in automatic then hold R1 when you start to move and wait to the Rev gets to the Red bit and release ( You must release it - otherwise the car wont change gear! ) All Japanese GT Championship prize (Amateur League) Win the All Japanese GT Championship in the Amateur League to unlock the Honda Arta NSX JGTC and Denso Supra Race Car. Altezza Championship Race prize (Amateur League) Win the Altezza Championship Race in the Amateur League to unlock Tom's X540 Chaser and Toyota Vitz RS 1.5. Best way to start the game Your first car should be the PT cruiser, then save up and buy a chevrolet camaro SS, then buy a Toyota Supra. Save up and fully tune it, it will have around 1000bhp! Then make sure you have the IA license and enter the super speedway endurance race. This will take around an hour, it will then win you a F1 car and 200000cr!! The F1 car can enter and easily win most races. Be warned though because you may not win the F1 car first time round, but both times I have tried, I did. Bonus tracks Complete each tier of tracks in arcade mode on any difficulty setting to unlock the next tier of tracks: Tier 1 Super Speedway, Midfield Raceway, Smokey Mountain, Swiss Alps, Trial Mountain, Midfield Raceway II. Tier 2 Smokey Mountain II, Tokyo R246, Grand Valley Speedway, Laguna Seca Raceway, Rome Circuit, Tahiti Circuit. Tier 3 Swiss Alps II, Trial Mountain II, Deep Forest Raceway II, Special Stage Route 5, Seattle Circuit, Test Course. Corvette C5R Simply beat 50% of the simulation game and you'll be given a Corvette C5R. CorvetteZo6 with 793 horsepower It's not really a cheat, but it's a hint. Buy a CorvetteZo6 for $54,000, and upgrade it to the maximum. Then you're ready to go. Deutsche Tourenwagen Challenge prize (Amateur League) Win the Deutsche Tourenwagen Challenge in the Amateur League to unlock the Volkswagen Lupo Cup Car, Volkswagen Beetle Cup Racer, Astra Touring Car, and RUF 3400S.

Supply and Demand and Barr S Product

Analysis the advantages and disadvantages to Barr’s of its product mix. (10’) A. G. Barr is a traditional company mainly operated soft drinks. Product mix of A. G. Barr can be categories into two parts: one is Barr’s Own Brands and one is Barr’s Franchise Brands. Advantages of Barr’s Product Mix: Through the case study, A. G. Barr Company has suffered fierce competition and finally becomes a historied company. It has sophisticated distribution channel which can help company save the cost and easier to gain economics of scale. b) the demand for barr’s product is probably price elastic. Explain how this may influence the way in which barr’s markets it product. (5’) Definition of â€Å"the price elasticity of demand†: price elasticity is a kind of measurement which used to measure sensitivity of changes in quantity demanded in response to the changes of price. And for A. G. Barr, the main product, Irn-Bru, is a kind of produ ct which its price elastic to demand, in other word means coefficient elastic > 1. We find that few companies are involved in soft drinks industry. So A. G. Barr is in oligopoly market.Due to the special character of oligopoly market, Irn-Bru is a convenient product, easily influenced by price factors and sensitive to the changes of price, either competitor’s price or itself. Market activities: Pricing activities: price policy: due to the character of Irn-Bru, price elastic to demand, using lower price strategy to enhance the sale could help company to increase turnover. Through the case study, during 2001 and 2002, the rate of exchange between Euro and Pound has changed. The Euro has depreciated which made import becoming cheaper than buy local products. The A. G. Barr Company reduced 30% of price for the wholesalers.Though the appendix six, the turnover of 2002 is higher than turnover of 2001. This action has efficient increase the turnover and makes the market share ste ady. Promotion: A. G. Barr Company has large investment focus on promotion. Through the case study: Robin Barr said: â€Å"we remain convinced, however, that the continuing investment in our brands will produce for A. G. Barr the optimum long term growth. † This shows that company pays more attention on building brand awareness and loyalty, try to make product different from others, known as differentiation. It would decrease the elasticity of demand. Benefits of reducing elasticity: Company could reduce uncertainty of Irn-Bru demand and risk, such as influence caused by external factors especially price factors. * Maintain the market share and freedom in setting price. Chance of using high pricing policy For instance: Irn-Bru sponsors the Xmas and New Year Carnival at the SECC in Glasgow. In 2002, this attracted over 140,000 people. This action could enlarge the brand influence and build its own brand awareness, more than that, with the development of promotion, company decr eases the elasticity of demand potentially. it will help company to void the uncertainly risk and when elasticity

Conventional Wisdom Dictates That Improving Agricultural...

Conventional wisdom dictates that improving agricultural productivity, either through irrigation projects or the introduction of genetically modified crops, is the key step in ending rural poverty in sub-Saharan poverty. Our research overturns this assumption. By using a global poverty map and standard soil productivity measures, we find that the regions in sub-Saharan Africa with better soil quality actually experience higher rates of poverty. Our dataset consisted of 5334 subnational units from 46 sub-Saharan African countries. For soil quality, we used a seven-dimension indicator published by the International Institute for Applied Systems Analysis as part of the Harmonized World Soil Database, as well as the index of soil production by the FAO. As a measure of poverty, we used the Global Poverty Map, derived from satellite data and published by the National Geophysical Data Center. The large negative correlation between soil quality and district-level poverty remained even when c ontrolling for many of the possible determinate of poverty, using fixed effects at the country and regional level, and performing a number of robustness checks. To explain this counterintuitive result, we examined the relationship between transportation infrastructure, soil quality, and poverty. We found that the positive relationship between poverty and soil quality only exists in areas with insufficient infrastructure, and that poverty is at its worst when there is a combination ofShow MoreRelatedIndustrial Revolution 34013 Words   |  17 Pagesgasworks of the early 1800s were burning thousands of tons per year. The coal used in these gasworks was roasted and this resulted in coke as a waste product. This coke was then sold on to the ironworks. In the 1860s British engineers were still improving the steam engine. But there French and German counterparts were short of steam coal so they turned there attention to gas. A Frenchman ETIENE LENOIR made the first internal combustion engine. Contd After the first oil wells were sunk inRead MorePrinciples of Management: MCQ31501 Words   |  127 Pagesresearch. (False; moderate; p. 34) 20. Linear programming is a technique that managers use to improve resource allocation decisions. (True; moderate; p. 35) TOWARD UNDERSTANDING ORGANIZATIONAL BEHAVIOR 21. Concern for employee productivity is most closely associated with the organizational behavior approach. (False; moderate; p. 36) 22. Barnard, Follett, Munsterberg, and Owen are all theorists associated with the early organizational behavior approach. (True; moderate;Read MoreAn Impact Assessment of Science and Technology Policy on National Development of Nigeria61708 Words   |  247 Pagesdemands of office kept me away from home. They have been quite wonderful and a source of inspiration to me in realizing my vision of acquiring a Ph. D. vi ACKNOWLEDGEMENTS Let me start by thanking the Almighty God for blessing me with good health, wisdom and foresight to undertake this study and for providing me with good leaders, colleagues, friends and associates who offered me valuabl9e suggestions throughout the study. The past ten years have provided me with immense opportunities to deepenRead MoreStrategic Marketing Management337596 Words   |  1351 Pagesthe value chain Conducting effective audits Summary 3 Segmental, productivity and ratio analysis 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 Learning objectives Introduction The clarification of cost categories Marketing cost analysis: aims and methods An illustration of segmental analysis An alternative approach to segmental analysis Customer profitability analysis Marketing experimentation The nature of productivity The use of ratios Analysing ratios and trends Ratios and interfirm comparison Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesfor OB 15 Responding to Economic Pressures 15 †¢ Responding to Globalization 16 †¢ Managing Workforce Diversity 18 †¢ Improving Customer Service 18 †¢ Improving People Skills 19 †¢ Stimulating Innovation and Change 20 †¢ Coping with â€Å"Temporariness† 20 †¢ Working in Networked Organizations 20 †¢ Helping Employees Balance Work–Life Confl icts 21 †¢ Creating a Positive Work Environment 22 †¢ Improving Ethical Behavior 22 Coming Attractions: Developing an OB Model 23 An Overview 23 †¢ Inputs 24 †¢ Processes 25 †¢ OutcomesRead MoreMarketing Management130471 Words   |  522 Pagesadvertising in the press, or on TV, or radio, or on billboards? By using direct marketing mailshot? Through PR? On the Internet? When is the best time to promote? Is there seasonality in the market? Are there any wider environmental issues that suggest or dictate the timing of your market launch, or the timing of subsequent promotions? How do your competitors do their promotions? And how does that influence your choice of promotional activity? Limitations of the Marketing Mix Framework The marketing mixRead MoreOrganisational Theory230255 Words   |  922 Pageswhat every organization must have to survive The organization as simple machine Level 3: ‘Get the structure and systems right so that all is in balance’ Level 4: ‘The machine is alive! – well, almost’ How modernist organization theory underpins conventional understandings of the relationship between organizations and society Is bureaucracy immoral? Form fits function: how modernist organizational theory challenges the relationship between individuals, groups and the organization through bureaucracyRead MoreMonsanto: Better Living Through Genetic Engineering96204 Words   |  385 Pagesof the case. in the Australian ice-cream industry, the demographic analysis may have this comment: ‘A large baby boomer generation is now becoming more health-conscious. This presents opportunities in health foods and healthy alternatives for conventional foods. It also presents opportunities for low-fat ice creams.’ Or, in analysing the demographics of the Cochlearâ„ ¢ ï ¬ rm, you may conclude that there is a global market of 1.8 million profoundly deaf people and that this provides a huge undevelopedRead MoreMarketing Management 14th Edition Test Bank Kotler Test Bank173911 Words   |  696 PagesSegmentation C) Marketing research D) Channel E) New-product development Answer: D Page Ref: 27 Objective: 5 Difficulty: Moderate 79) A marketers only concern is how best to create demand for a new product produced by his company. Improving product design is not his responsibility. Answer: FALSE Page Ref: 4 Objective: 1 Difficulty: Easy 80) A short definition of marketing is meeting needs profitably. Answer: TRUE Page Ref: 5 Objective: 2 AACSB: Analytic skills Difficulty: