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ERIC Number: ED494361
Record Type: Non-Journal
Publication Date: 2006
Pages: 13
Abstractor: Author
Reference Count: 13
Erickson's Model of Psychosocial Development with Autistic Children and Connections to Evidence-Based Practices for No Child Left Behind
Stephens, Lauren M.; Dieppa, Melissa; LeBlanc, Patrice
Online Submission, Paper presented at the Annual Meeting of the Association of Teacher Educators (Philadelphia, PA, Aug 2006)
The purpose of this paper is to provide information about the social difficulties of students with Autism. A review of Erikson's Theory supports why developing social skills is important. No Child Left Behind evidence-based practices are suggested to assist these students. A literature review was conducted on these topics using key words to identify appropriate sources. Metacognitive strategies enabled analysis, which resulted in several themes reported in the article. The results of this literature review concluded the following: (a) Autism is a disorder that inhibits an individual's ability to socialize. (b) The social difficulties associated with Autism involve the inability to read other people's emotions, lack of reciprocity (conversation skills), and the use of socially discouraging gestures. (c) Evidence-based practices (i.e., Applied Behavioral Analysis (ABA) and Discrete Trial Teaching (DTT)) are effective practices that gradually develop and build the social skills that Autistic individual's lack. Educators who utilize evidence-based practices (i.e., Applied Behavioral Analysis and Discrete Trial Teaching) can help Autistic children develop vital social skills while meeting the rigorous requirements of No Child Left Behind.
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001