Grad School Blog

Many individuals with autism have a tendency to focus on detail. It is often they will focus on one thing at a time or repeat behaviors over a period of time. These repeated behaviors or focus to detail is suggested to be a cognitive style which may have a presence of stereotyped routines, repetitive interests, and behaviors that relate to sensory abnormalities. 29 children with high functioning autism completed the Embedded Figure Test and their parents completed the Short Sensory Profile and Childhood Routines Inventory. Correlations were found between sensory abnormalities and amount of restricted and repetitive behaviors reported. Some individuals performed very high in rote memory or visuospatial processing. Studies of sensory processing found over 90% of individuals had high rates of abnormalities including hyper-sensitivity, hyposensitivity, and sensory overload. Many individuals with autism have struggle with filtering out sensory information from he environment. Heightened s...

This article discussed a study of three middle school students who participated in a cognitive behavioral study. "Anxiety disorders are rarely targeted for intervention in students with emotional or behavioral disorders (EBD) who exhibit them." (Schoenfeld & Mathur, 2009) This was a school-based anxiety intervention on the performance of three students in a self contained EBD setting. Many individuals with emotional and behavioral disorders have mental health needs. "Approximately 14% of students with EBD meet the criteria for an anxiety disorder." (Schoenfeld & Mathur, 2009) Students who have an internalizing disorder such as anxiety, has effects on school performance. Students with anxiety reported they have a difficulty concentrating and doing homework. These students are less likely to graduate high than their non-anxious peers. Cognitive-Behavioral Therapy (CBT) has helped treated children and adolescents with anxiety. "As many as 70% of children w...

Student Attitudes About Postsecondary Education for People with Intellectual Disabilities My article consisted of a survey of college students and their opinions and thoughts of having a post secondary education program for individuals with an intellectual disability on campus.  The article began with an overview and statistics about post secondary education for ID students. "Despite developmental deficits, students with intellectual disabilities have been increasingly and successfully included with their typically developing peers in public school classrooms" (Haney, p.97). The United States Education of National Center for Educational Statistics reported 26% of students with ID attending public schools were serviced in a general education classes at least 40% of the day. In the United States there are 7,398 Title IV postsecondary institutions and only 250 of those colleges provide post-secondary programs for individuals with ID. There are limited opportunities for ...

Attention Deficit Disorder (ADHD): Primary School Teachers' Knowledge of Symptoms, Treatment, and Managing Classroom Behavior My article consisted of a study of teachers in South Africa and their knowledge of ADHD. "ADHD is one of the most chronic conditions of childhood. Teachers are a valuable source of information with regard to referral and diagnosis of the disorder. They also play a major role in creating an environment that is conducive to academic, social and emotional success for children with ADHD." (Tompkin, p.1) The basis of the study was to find out if teachers need more training in classroom management, specifically for students who are diagnosed with ADHD. Classroom management is essential especially for students who are diagnosed ADHD because it helps with their treatment regime. It is important for teachers to see the characteristics of ADHD because they are the ones providing the information for diagnosing ADHD and teachers frequently make the ...