Faculty of Education
Assessment Task Cover Sheet
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Assessment received:
Unit Co-ord./Lecturer Elspeth Stephenson
Tutor:(if applicable)
Student ID 925346
Student Name Steven Turner
Unit Code
ESH304
Unit Name Reflective Practitioner/Action Researcher
Assessment Task
Assessment Task 3
Title/Number
Word Count 2048
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to the work of others and I have complied and agreed to the University statement on Plagiarism and Academic Integrity on
the University website at www.utas.edu.au/plagiarism *
Signed
Steven Turner
Date 13.10.14
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ESH304 Reflective practitioner/Action Researcher
Steven Turner
Assessment 3
925346
Improved learning outcomes for children with Autism Spectrum Disorder
Identify an area of focus
This action research plan has been created to support the educator and help
improve the learning outcomes for a student in an Early Childhood setting, who has been
diagnosed with moderate Autism. Currently the individual learning needs of the student
are not being met; the teacher feels that although they have implemented some strategies
to aid the student, such as differentiated activities/lessons, and visual cues, they lack the
knowledge and time to minimise disruptive behaviour and maximise meaningful
interactions with educators and peers to enable them to play a significant part in the
learning community.
Research question: How do we best support the individual learning needs of a student
with Autism Spectrum Disorder (ASD)? This action research plan aims to provide the
educator with the knowledge and resources to successfully cater for the unique learning
needs of a particular student with Autism, that is currently in the 4-5 year old room and
to also provide a resource for other educators in the long day care centre to assist them,
this student and any future students with Autism spectrum disorder that may come to the
centre.
Professional Dilemma
Harry is 4 years old and has an older brother in primary school and two working
parents; he has been at the centre for one month and attends 3 days per week. Harry
seems generally comfortable at the centre and will smile at educators and repeat their
name when prompted. He has limited verbal communication skills and tends to repeat
words or short sentences that are spoken to him. On occasion Harry can have tantrums
that are stronger and more extensive than typical for younger peers. Due to Harry’s
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ESH304 Reflective practitioner/Action Researcher
Steven Turner
Assessment 3
925346
disorder he has difficulty socialising with other children, he will not initiate interaction
and will mostly be involved in solitary play. In relation to this, Harry is reluctant to join
his peers in organised, small or large group activities, often watching from the side
whilst playing with a favourite toy. If he does join in it is after the other children have
left the activity, or on a limited basis where he will not interact with others in a
meaningful way, will not share and will scream if others invade his play space or touch
‘his’ toys. Finally Harry has difficulty learning new skills and shows limited problem
solving abilities.
Rationale
Autism can be noticed in children from two years of age and they can have a
range of inter related symptoms and conditions such as learning difficulties, behavioural
issues, as well as physical and mental health problems that will continue through-out
their life. Shattuck et al., (2007) describe people with ASD as having impairment in
learning, communication and socialisation that impact various areas of development and
are generally lifelong issues Children with Autism often show common characteristics
which can be placed into four broad categories one of which is a ‘lack of functional
communication’. In Harry’s case he shows limited language use and often repeats words
that are spoken to him; which is referred to as ‘Echolalia.’ Echolalia is the habit of
repeating back everything that is heard (Willis, 2006). Echolalia is also linked with a
lack of comprehension and a limited ability to use functional verbal language (Field,
2014). On further investigation there is some evidence to suggest that there are different
levels of Echolalia and that some phrases may be a form of communication by the child.
Prizant & Duchan (1981) indicate that echolalia is not necessarily meaningless and may
play a vital role in the child’s cognitive approach to communication. Despite Harry’s
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ESH304 Reflective practitioner/Action Researcher
Steven Turner
Assessment 3
925346
lack of verbal communication he can follow simple instructions with the aid of verbal
and non-verbal cues which demonstrate his beginning language development. Whitman
& DeWitt (2011) state that children with Autism take longer to gain the skills necessary
to follow instructions; however it is one that can be taught with specific teaching
approaches. Also Harry shows common characteristics for children with autism in that
his language use is often limited to obtaining things he specifically wants. Genc &
Vuran (2013) indicate that children with ASD generally don’t ask questions, show little
curiosity and only use verbal communication for desired objects.
Another category is ‘Maladaptive’ or undesired behaviours, which in Harry’s
case are presented as tantrums. These tantrums are more severe than what is normally
seen in other children and children of Harry’s age have usually grown out of this type of
behaviour. Children with autism suffer more intense and extended tantrums than their
peers possibly due to over stimulation and changes in routine (Willis, 2006). Tantrums
and similar behaviours such as destruction of property and bullying are often connected
with limited communication skills of children with autism. Matson (2009) indicates that
aggressive behaviour is seen in nearly half of the children with autism and is often
associated with a lack of social and communication abilities. The cause of the tantrum
may be a change in, or a response to the child’s physical environment (even a way of
controlling that environment), or it could be due to Harry’s frustration at not being
understood.
Changes in the child’s surroundings such as loud noises, transitions and
routines can be precursors to negative behaviour (Matson, 2009). These tantrums can be
disruptive to the learning environment, thus having a negative effect on Harry’s
education and that of other students in the classroom. Horner, Carr, Strain, Todd &
Reed (2002) indicate that maladaptive behaviours such as tantrums (particularly in
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ESH304 Reflective practitioner/Action Researcher
Steven Turner
Assessment 3
925346
children with autism) can prevent successful learning from occurring. Undesirable
behaviours like tantrums can also have more far reaching effects such as limiting social
development, social relationships and experiences in the wider community. Horner et al.
(2002) discuss how children with autism who display maladaptive behaviours like
tantrums are at risk of being excluded from learning activities, the classroom and the
wider community as a result and without intervention strategies these behaviours will
continue.
A third common characteristic of children with autism that is recognised in Harry
is problems with social interaction. As mentioned earlier Harry has trouble socialising
with his peers and mainly undertakes solitary play or on occasion parallel play (where he
will play near other children with a different activity or the same activity). He does not
interacting with the other children in a meaningful way and can even react violently
(screaming) if his personal space is crossed or his play items are touched. Children with
autism show a range of abilities that are specific to the individual, however most present
difficulties of varying levels with social interactions especially with their peers. Gena
(2006) states that children with autism demonstrate a range of difficulties in learning and
social situations, with social inclusion and the inability to form lasting relationships as
the area most requiring intervention for improvement. The characteristic of social
interaction can be further sub divided into 4 descriptive groups, with Harry aligning with
the ‘passive group.’ Boucher (2009) describes this group as being able to accept social
advances without moving away, although not instigating social relations. These
distinctions show that all children with autism are not asocial and they can assist
teachers with intervention strategies to improve social interaction.
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ESH304 Reflective practitioner/Action Researcher
Steven Turner
Assessment 3
925346
Autism spectrum disorder represents a wide range of learning disabilities that can
be placed into 3 broad categories, interaction, behaviour and communication. Each
category can also be broken down into sub categories to help define each individual’s
abilities. By considering these categories and sub categories we can gain a better
understanding of autism in general as well as Harry’s specific abilities and learning
needs. With this knowledge, teachers can decide on general approaches to help children
with autism and more specifically, intervention strategies to assist Harry.
Context: Research methods
This research study is being undertaken to aid educators in a long day care centre
to better assist children with autism, through gaining knowledge of the disorder and
possible intervention strategies that can be implemented to help Harry and other children
like Harry. This will require a collaborative approach between the educators, Harry, his
parents and other professionals. The research will take place in the classroom for an
initial period of 1 month and will then be ongoing. This approach is loosely based on
the four step model provided by Calhoun (1994) and is referred to as the Dialectic
Action Research Spiral.
1. Area of focus
2. Data collection
3. Data analyses
4. Action plan
Data collection:
Data collection will be undertaken using a qualitative approach involving three
processes.
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ESH304 Reflective practitioner/Action Researcher
Steven Turner
Assessment 3
925346
1. Experiencing through direct observation: As a participant observer, active
participant observer, privileged active observer, or passive observer.
2. Enquiring: Through the use of interviews.
3. Examining: Archival documents, journals, video and audio recordings and
photographs as well as artefacts such as student portfolios (adapted from
Stephenson, 2012).
1. Observations will be undertaken with the three categories as mentioned earlier,
communication issues, behavioural issues and social issues and how these relate
to Harry’s specific learning needs. As mentioned Harry has the habit of
repeating back what is said to him as well as certain phrases, through careful
observation of Harry’s speech patterns, context and body language, teachers can
try and interpret further meaning from what Harry says. By observing Harry
throughout the day teachers can take note of any pre-cursors and other
information such as time of day that will provide insight into possible triggers for
his tantrums. This will form part of an intervention strategy for managing his
behavioural issues. Through observing Harry’s current levels of social
interaction, strategies can be implemented to help improve his social skills such
as self-management. Koegel, Koegel, Hurley & Frea (1992) suggest that selfmanagement techniques can improve social interactions for children with autism.
2. Informal interviews will be conducted with Harry’s parents to gain valuable
background information on Harry’s eating habits, interests, strengths and
possible triggers for maladaptive behaviour.
3. Video and audio recordings can provide useful backup information for
observations that can assist in implementing strategies to meet Harry’s individual
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ESH304 Reflective practitioner/Action Researcher
Steven Turner
Assessment 3
925346
learning needs; they can also be used as part of a program to improve Harry’s
self-management and social skills. Studies (Thiemann & Goldstein, 2013;
Goldstein, 2002) indicate that through the use of written and visual prompts, and
video feedback, students with ASD can improve their social communication
skills. Development of a student portfolio can also be useful in assessing Harry’s
cognitive development throughout the year. Carothers (2003) states that
portfolios allow for authentic data collection that demonstrate a range of skills in
various settings.
Data analysis:
For qualitative research a first step to data analysis is to consider its validity ,
which some scholars would describe as trustworthy. “In short, the validity of our action
research depends on whether the actual solution to a problem (our planned intervention)
actually solves our problem!” (Stephenson, 2012 p. 215). There are numerous
approaches to validating the research data both during its collection and analysis.
Wolcott (1994) describes an eight stage strategy. During interviews the researcher needs
to actively listen rather than talk and supply ‘wait time’ for respondents. Researchers
need to record information accurately (where video and audio recordings can help) as
early as possible after the event, supply the primary data in your account, and do not
over analyse it. Report fully and avoid bias, seek feedback and write accurately to
preclude contradiction. Once the researcher is satisfied the data is reliable it can be
collated and analysed. Analysis will involve consideration of the background material
from sources such as interviews and how it relates to the research aims. Observations
both written and digital, taken over a given time period can be used to plan intervention
strategies as well as a form of reflection on teaching approaches being used in the
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ESH304 Reflective practitioner/Action Researcher
Steven Turner
Assessment 3
925346
classroom. These resources can also be used to detect any triggers (such as loud noises
or transitions) for Harry’s maladaptive behaviour and strategies can be applied to avoid
them. They can also be used to plan activities for improving Harry’s social skills.
Analyses of Harry’s portfolio can be used to track his cognitive development over time
and determine his interests, strengths and weaknesses. Once the intervention strategies
are planned they can be implemented and the action research process will be cyclic,
leading to further data collection, analyses and action.
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Steven Turner
Assessment 3
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References
Boucher, J. (2009). The autistic spectrum: Characteristics, causes, and practical issues.
London: Sage
Carothers, D. E. (2003). The Use of Portfolios for Students with Autism. Journal of the
Hammill Institute on Disabilities. 18 (2), 125-128.
Field, E. I. (2014). Echolalia: Autism, blindness and Echolalic “scripting.” Autism Field
Work. Wisconsin, US: Wisconsin University.
Gena, A. (2006). The effects of prompting and social reinforcement on establishing
social interactions with peers during the inclusion of four children with autism in
preschool. International Journal of Psychology, 41 (6), 541-554.
Genc, G. B., & Vuran, S. (2013). Examination of studies targeting social skills with
pivotal response treatment. Educational Sciences: Theory and Practice. 13 (3),
1730-1742.
Goldstein, H. (2002). Communication intervention for children with autism: A review of
treatment efficacy. Journal of Autism and Developmental Disorders, 32 (5), 373396.
Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W. & Reed, H. K. (2002). Problem
behaviour interventions for young children with autism: A research synthesis.
Journal of Autism and Developmental Disorders. 32 (5), 423-424.
Koegel, L. K., Koegel, R. L., Hurley C., & Frea, W. D. (1992). Improving social skills
and disruptive behavior in children with autism through self-management.
Journal of Applied Behaviour Analysis 25 (2), 341-353.
Matson, J. Aggression and tantrums in children with autism: A review of behavioural
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Steven Turner
Assessment 3
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treatments and maintaining variables. Journal of Mental Health Research in
Intellectual Disabilities, 2, 169-187.
Shattuck, P. T., Seltzer, M. M., Greenberg, J. S., Orsmond, G. I., Bolt, D., Kring, S.,
Lounds, J., Lord, C. (2007). Change in autism symptoms and maladaptive
behaviors in adolescents and adults with an autism spectrum disorder. Journal of
Autism and Developmental Disorders. 37, 1735-1747.
Stephenson, E. (2012). The reflective practitioner. Frenchs Forest, Sydney: Pearson.
Thiemann, S. & Goldstein, H. (2012). Social stories, written text cues, and video
feedback: effects on social communication of children with autism. Journal of Applied
Behaviour 34 (4), 425-446.
Whitman, T. L. & Dewitt, N. (2011). Key learning skills for children with autism
spectrum disorders: A blueprint for life. London, UK: Jessica Kingsley
Willis, C. (2006). Teaching young children with autism spectrum disorder. Silver
Spring, Maryland: Gryphon House.
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