Please keep in mind when answering the questions below that I am a 35-year-old I

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Please keep in mind when answering the questions below that I am a 35-year-old Italian- American teaching in a kindergarten ICT class in an elementary school in a predominantly African American neighborhood/school in Brooklyn, NY.
Reflect on what you’ve learned.
What repetitive and restrictive behaviors do students with ASD typically present? How are those behaviors often interpreted by their peers and teachers?
What strategies exist to help ASD students improve these behaviors?
Post to the discussion board.
Name two strategies or practices that could be used with a school-aged child that could help improve his/her restrictive, repetitive behaviors.
Discuss why you think each strategy could be helpful in a school setting.
How are these strategies different than those you would have expected or suggested prior to now? How has what you’ve learned so far influenced your approach to supporting students with ASD in this area?
Respond to at least one of your colleagues’ postings.
Your response should extend the discussion (i.e. ask a question, provide a similar experience, make a suggestion).
My colleagues response:
shannon d.Tue Sep 27, 2022 at 5:28 pm
Repetitive and restrictive behaviors is one indicator of a possible diagnosis of ASD in children. Students with ASD can present with restrictive and repetitive behaviors in the form of unusual behavior characterized by repetition, “inappropriate” conduct, rigidity, and a lack of adaptability. These behaviors can include stereotyped actions that are self-injurious, self-stimulatory, verbal repetitive, and compulsive. Spinning, rocking of the body, self-injurious behaviors such as head banging, insisting on sameness, lining toys up rather than playing appropriately with them, or repeating a phrase they’ve heard on TV are all examples of this. They can also be fixated or obsessed with various movements or things that spin, such as the wheel of a toy car.
Due to children’s rigidity and preference for sameness, parents and educators can provide the child with a routine and as much structure as possible. A disruption in their daily routine can bring about increased anxiety and therefore bring about these repetitive behaviors. Finding environments in which the child is more comfortable (e.g., quieter, less busy, less noisy) and brining or supplying noise-canceling headphones whenever possible can also help. Adjusting expectations for these children based upon their moods can, adjusting rules for these children, providing them with more flexibility, as well as reducing demands placed on them when they seem to be on overload can help. These strategies are not much different than previous or what I would have expected. Not overstimulating any child can prevent escalations of behavior and make it more manageable for everyone involved.

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