02 Dec Family Life Education Project: Evaluation Report of Presentation

Family Life Education Project

Part 3: Evaluation Report of Presentation ‐ 50 points

The purpose of this evaluation is to identify the learning experiences that came about in the topic selection process, the research process, preparation of the presentation, the actual presentation, and the responses/ feedback from the audience. After identifying these factors, the next step is to synthesize the information into suggestions for affirmation and improvement for future integration into family life education work.

1. This report will be divided into the following headings: Preparation Process

Presentation Experience Recommendations for Improvement

2. Under each heading, identify what you learned in the process of the project. Below are some sample questions that you may use to examine each stage in the process. These are just suggestions. You may have more significant comments on which to focus.

Preparation Process:

In selecting a topic, is there anything you would do differently in retrospect? Would you select a different topic or a different direction of the same topic? Would you seek out different types of academic literature?

If so, why and what would you look for the next time (expand on this in your “Recommendations” section)?

Presentation Experience:

Where would you present this information? (community setting of some type, school, etc.)

What size audience do you think is best suited for this presentation?

What do you think about your use of technology?

Was it easy or difficult? Did it add or distract? Would you use more or less technology in the future?

Recommendations for Improvement:

What would you have done differently if you had foresight of your presentation?

Name at least 2 areas where you could improve or strengthen an area of your project for future use. Do you have advice for a student starting out with this project?

Criteria	Fully met	Partially met	Unacceptable
Content – Described “Preparation” experience of the project	10 points Clearly and completely identified and described the process of selecting topic; researching literature; and outlining topic information	5 points Lacked some clarity and/or completeness in describing process of selecting topic; researchingliterature; and outlining topic information	0 points Did not meet criteria
Content – Described “Presentation” experience of the project	10 points Clearly identified and explained the presentation experience in the environment (D2L online room or f2f) and relative comfort with the topic and technology.	5 points Less clearly identified and explained the presentation experience in the environment (D2L online room or f2f) and relative comfort with the topic and technology.	0 points Did not meet criteria
Content – “Recommendations for Improvement”	10 points Clearly draws from any feedback to formulate ideas to shift focus, add content, and/or improve presentation method(s). Self‐analysis is specific, objective, accurate and constructive. Demonstrates insightfulness.	5 points Lack of focus and clarity in evaluation; may not draw on self‐evaluation or audience feedback; may show lack of insightfulness	0 points Does not meet criteria Unacceptable review for the purpose of change and/or improvement.

Paper Length and Specifications	10 points Paper length is 3‐4 pages with a separate cover page and meets all specifications: ‐double‐spaced, and proof‐read; ‐1” margins; 12 pt, Times New Roman font; and ‐uses appropriate paragraphing.	5 points Paper partialls meets specifications	0 points Paper does not meet specifications
Mechanics of Writing	10 points Content of paper is exemplary in grammar, structure, spelling, academic word choices, professional tone and academic standards of writing.	5 points Content of paper is marginal in grammar, structure, spelling, academic word choices, professional tone and academic standards of writing.	0 points Content of paper is unacceptable in 2 or more aspects of the following: grammar, structure, spelling, academic word choices, professional tone and academic standards of writing.

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Parental Guide for Children with Autism:

SCHOOL PREPARATION

Autism: Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication.

What Can be Done At Home?

Language Therapy Help Maintain Focus

-Hand Gestures -Speech Therapy – One Task @ a Time

-Sign Language -Occupational Therapy -Positive Reinforcement

-Clear Communication -Behavior Rehabilitation -SIMPLIFY WORK

MOTOR SKILLS

-HOLDING A PENCIL

-HANDLING SCISSORS

-WALK IN A SINGLE FILE LINE

DEVELOP A DAILY ROUTINE!!!

Daily reminder: Autism looks different for every child, it is up to parents to make decisions based on their specific child’s needs for success

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Ja’Mya Wilburn

Dr. Lord

FLE Project

3 October 2022

Autistic children succeeding in the educational system

Autism is a neurodevelopmental condition that affects social interaction, language, speech, behavior, and other areas. Children with autism can practice a range of skills at home and in school to advance their development and perform better in their surroundings. Ways to support gross motor abilities like constructing and running, fine motor skills like sketching and feeding, and speech techniques like expressing oneself and recognizing emotions are just a few of the subtopics that will be covered. To better assist in a scenario involving autistic children, I aim to raise awareness of the autistic community and acquire new abilities to make the community accommodative for children with autism.

A neurological condition called autism spectrum disorder (ASD) impairs a person's capacity for social interaction and communication. Repeated habits, trouble interacting with others, and issues with nonverbal and verbal contact are some of its hallmarks. Only with correct assistance, children with ASD may experience joyful and productive lives. ASD could be a profoundly alienating disease (Stewart et al., 2022). One of the best things that parents can do for their child with ASD is to become educated about the condition, and learn as much as they can about how to best support their child. Learning in the normal context enlightens people about every aspect of improvement and the impending dangers of every action taken. According to Stewart, et al., (2020), children can learn in different backgrounds and can copy the gestures learned in the environment. Autistic children can be taught how to use gestures in their surroundings to signal information to their parents.

Lingual development is among the effects of autism disorder among children, and parents have the duty of helping their children develop language at an early age. Parents can teach their children gesture language to help them learn more and communicate frequently in the environment. Gesture motors can be implemented by parents at home by teaching their children how to make gestures in different contexts (Gernsbacher et al., 2008). A study conducted on autistic children revealed that children can develop pre-linguistic gestures as early as 14 months (Stewart, et al., 2020). The gesture can be fostered by parents of autistic children by creating a setting for the children to learn and maximizing specific gestures to help develop firmly the child's ability to adapt to their surroundings (Koegel et al., 2020). It is therefore essential to deliberate these factors, especially when navigating the association between language and gesture use in children with autism. The existence of linked gesture-motor, gesture-language, and gesture-cognition networks should also be taken into account.

Many children with ASD benefit from early intervention and specialized therapies, like speech therapy, occupational treatment, and behavior rehabilitation. These therapies can help children with ASD develop the skills they need to interact with the world around them (Stewart et al., 2022). There are many ways that parents can promote speech therapy, occupational therapy, and behavior therapy among children with ASD (Vidal et al., 2020). One way is to simply talk to their child's doctor about these therapies and ask if they would be beneficial for their child. Many times, doctors are more than happy to refer parents to these types of therapists to better prepare children for educational institutions.

Another way that parents can promote these therapies is by doing research on their own and finding therapists in their area who specialize in working with children with ASD. Once parents have found a few therapists, they can then call and set up appointments for their child to start receiving services (Vidal et al., 2020). It is also important for parents to be involved in their child's therapy sessions. This means that parents should attend all appointments, participate in activities at home that are assigned by the therapist, and provide feedback to the therapist on how their child is progressing. By being involved in their child's therapy, parents can help to ensure that their child is getting the most out of the sessions and that they are making progress (Vidal et al., 2020). Finally, parents should also make sure to praise their children when they see them making progress. This can help to motivate their child to continue working hard and to keep making strides in their development.

In addition to specialized therapies, there are also several things that parents can do at home to provision their child's growth. One of the most important things that parents can do is to provide their children with a structured and predictable routine. This can help your child feel safe and secure, and it can also help to minimize meltdowns and tantrums. One of the most important things that parents can do to support their child’s development is to provide them with a structured and predictable routine (De Lima Antão et al., 2018). A planned schedule helps reduce breakdowns and outbursts and promote safety and security in a kid with ASD. A schedule can give a kid with ASD a feeling of regularity and control as well as assist them understand what and how to anticipate. It can also help to reduce anxiety and stress. A routine can be as simple as a daily schedule that is posted in a visible place (Zaidman-Zait et al., 2020). The routine should be followed as closely as possible and should include activities that the child enjoys. Parents should also take care to provide a safe and supportive environment for their children. This means creating an environment that is free from distractions and clutter. It is also important to limit the number of people and animals in the home, as too many Stimuli can be overwhelming for a child with ASD.

One of the best things parents can do to promote development among children with ASD is to help them focus on one task at a time. It may be accomplished by segmenting work into simpler, easier to handle phases (Weisblatt et al., 2019). For instance, when a kid with ASD is having trouble with a math assignment, the parent can help by breaking the assignment down into smaller steps and working on one step at a time (Zaidman-Zait et al., 2020). In addition to helping children with ASD focus on one task at a time, parents can also promote their development by helping them excel in classroom work. This can be done by providing support and encouragement at home and by working with teachers to ensure that the child is getting the most out of their education.

Children with ASD frequently experience difficulty with fine motor skills, such as holding a pencil or using scissors. Parents can help their children practice these skills at home by playing games that require the use of fine motor skills, such as puzzles, drawing, and block play. These activities can help children with ASD develop the motor skills they essentially have classroom success. One way to promote the development of fine motor skills is to provide opportunities for children to practice grasping and manipulating objects (De Lima Antão et al., 2018). This can be done through activities such as puzzles, where children must use their fingers to manipulate small pieces. Drawing is another activity that can help children develop fine motor skills. By encouraging children to hold a pencil and make marks on paper, they can learn to control the small muscles in their hands. Block play is also a great activity for promoting fine motor skills. Children must use their hands to stack and build with blocks, which helps them develop the strength and dexterity they need to control small objects (Gernsbacher et al., 2008). Such engaging exercises could be employed to strengthen relationships with families and other guardians as well as to assist children with ASD in developing the cognitive skills necessary for a successful education. By taking the time to play these types of games with their children, parents can help them develop the skills they need to thrive in school and life.

Parents of kids with ASD can promote their child’s development by working on pre-linguistic skills. Pre-linguistic skills are the skills that are necessary for a child to be able to communicate verbally. These skills include things like eye contact, turn-taking, and gesturing (Brignell et al., 2018). Parents can work on these skills with their children through games, books, and everyday conversations. Eye contact is an important pre-linguistic skill (Brignell et al., 2018). It is a way for children to show they are paying attention and are interested in what someone is saying. Games such as peek-a-boo and Simon Says can help children with ASD learn to make eye contact. Books can also be used to promote eye contact. For example, parents can read books with their children and point to the pictures while making eye contact.

Turn-taking is another important pre-linguistic skill. It is a way for children to take turns in conversation. Games such as pat-a-cake and catch can help children with ASD acquire the knowledge of turn taking. Books can also be used to promote turn-taking. For example, parents can read books with their children and take turns pointing to the pictures. Gesturing is another important pre-linguistic skill. It is a way for children to communicate without words. Games such as “ Charades and Simon Says” can help children with ASD learn to gesture. Books can also be used to promote gesturing (Brignell et al., 2018). For example, parents can read books with their children and use gestures to act out the story. Parents can also promote their child's development by working on pre-linguistic skills through everyday conversations. For example, parents can make eye contact with their children while talking, take turns in conversation, and use gestures to communicate. By working on pre-linguistic skills, parents can help their child with ASD develop the ability to communicate verbally. This can lead to improved social skills, academic success, and a better quality of life.

References

Brignell, A., Chenausky, K. V., Song, H., Zhu, J., Suo, C., & Morgan, A. T. (2018). Communication interventions for autism spectrum disorder in minimally verbal children. Cochrane Database of Systematic Reviews, 11. https://doi.org/10.1002/14651858.cd012324.pub2

De Lima Antão, J. Y. F., Oliveira, A. S. B., De Almeida Barbosa, R. T., Crocetta, T. B., Guarnieri, R., Arab, C., Massetti, T., Antunes, T. P. C., da Silva, A. P., Bezerra, Í. M. P., de Mello Monteiro, C. B., & de Abreu, L. C. (2018). Instruments for augmentative and alternative communication for children with autism spectrum disorder: a systematic review. Clinics, 73. https://doi.org/10.6061/clinics/2017/e497

Gernsbacher, M. A., Sauer, E. A., Geye, H. M., Schweigert, E. K., & Hill Goldsmith, H. (2008). Infant and toddler oral- and manual-motor skills predict later speech fluency in autism. Journal of Child Psychology and Psychiatry, 49(1), 43–50. https://doi.org/10.1111/j.1469-7610.2007.01820.x

Koegel, L. K., Bryan, K. M., Su, P. L., Vaidya, M., & Camarata, S. (2020). Definitions of Nonverbal and Minimally Verbal in Research for Autism: A Systematic Review of the Literature. Journal of Autism and Developmental Disorders, 50(8), 2957–2972. https://doi.org/10.1007/s10803-020-04402-w

Stewart, J. R., Crutchfield, R., & Chang, W.-L. (2022). Prelinguistic gesture and developmental abilities: A multi-ethnic comparative study. Infant Behavior and Development, 68, 101748. https://doi.org/10.1016/j.infbeh.2022.101748

Vidal, V., McAllister, A., & DeThorne, L. (2020). Communication Profile of a Minimally Verbal School-Age Autistic Child: A Case Study. Language, Speech, and Hearing Services in Schools, 51(3), 671–686. https://doi.org/10.1044/2020_lshss-19-00021

Weisblatt, E. J., Langensiepen, C. S., Cook, B., Dias, C., Plaisted Grant, K., Dhariwal, M., Fairclough, M. S., Friend, S. E., Malone, A. E., Varga-Elmiyeh, B., Rybicki, A., Karanth, P., & Belmonte, M. K. (2019). A Tablet Computer-Assisted Motor and Language Skills Training Program to Promote Communication Development in Children with Autism: Development and Pilot Study. International Journal of Human–Computer Interaction, 35(8), 643–665. https://doi.org/10.1080/10447318.2018.1550176

Zaidman-Zait, A., Mirenda, P., Szatmari, P., Duku, E., Smith, I. M., Zwaigenbaum, L., Vaillancourt, T., Kerns, C., Volden, J., Waddell, C., Bennett, T., Georgiades, S., Ungar, W. J., & Elsabbagh, M. (2020). Profiles and Predictors of Academic and Social School Functioning among Children with Autism Spectrum Disorder. Journal of Clinical Child & Adolescent Psychology, 1–13. https://doi.org/10.1080/15374416.2020.1750021

ANNOTATED BIBLIOGRAPHY

Brignell, A., Chenausky, K. V., Song, H., Zhu, J., Suo, C., & Morgan, A. T. (2018). Communication interventions for autism spectrum disorder in minimally verbal children. Cochrane Database of Systematic Reviews, 11. https://doi.org/10.1002/14651858.cd012324.pub2

The authors performed their research by exploring a total