Literature Review
A literature review is a synthesized research report on a specific topic, in your case it would be your area of focus. Synthesized is not summary, it means you are reading and discussing diverse aspects of your study. You begin with an introduction of your subject and then subheadings on the same subject.
So we are discussing ””Decreasing escape maintain behaviors during paper-based homework in students diagnosed with ASD at elementary level.”” (history, who is mainly impacted, percentage of population, what effects and social issues exist due to this, then you move on to subheadings – main theoretical frameworks, theorists, studies, interventions, what has worked, what hasn’t worked, implications for the future, conclusion). Remember, you are not summarizing but synthesizing – that is reading and discussing it in third person objective in an intelligent and scholarly way.
The literature review is a part of the final focus paper but what you have to submit this week is a summarized literature review consisting of at least 10 sources that you have identified to help you justify and provide a framework for your concept paper and action research. I have attached here some document that as an example of what i need, . Please note the APA formatting, the reference page, abstract, etc. I have attached the guidelines for the literature below, as well as other resources for you. If you have any questions, please let me know.
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Decreasing Escape-Maintained Behaviors During Paper-Based Homework in Students Diagnosed with Autism Spectrum Disorder at the Elementary Level
Abstract
The prevailing literature has associated Autism Spectrum Disorder (ASD) with escape-maintained behaviors that are shown by the majority of children suffering from the disorder during paper-based homework. The majority of ASD learners at elementary level experience difficulties in attending to long and strenuous activities and might easily become overwhelmed when dealing with novel tasks. The challenging behaviors might also heighten whenever numerous demands are placed on ASD students. These learners also tend to escape from functions that are long and difficult whenever placed before them due to this challenging behavior. Due to these difficulties, parents, teachers and also their interventionists start experiencing these behaviors and this brings about the need for decreasing such escape behaviors. Therefore, the following discussion examines the ways of decreasing these escape behaviors portrayed by learners suffering from ASD. The major motive of the discussion is examining the prevailing research findings concerning the strategies and also the evidence-based practices that are important for aiding in decreasing the escape-maintained behaviors that are shown by learners suffering from ASD.
Key terms: escape-maintained behaviors, autism spectrum disorder, decreasing escape-maintained behaviors, strategies, evidence-based practices, challenging and alternative behaviors. Comment by Arbelo, Dr. Floralba: Well developed abstract!
Decreasing Escape-Maintained Behaviors During Paper-Based Homework in Students Diagnosed with Autism Spectrum Disorder at the Elementary Level
At the elementary level, students that have been diagnosed with Autism Spectrum Disorder (ASD) tend to show escape-maintained behaviors during paper-based homework. The issue of diagnosing children with ASD and the frequency of ASD diagnoses began increasing in numbers from 1980s. Since then, the issue started gaining popularity, which created the concern of further examining the issue. As an example, after engaging in increased research activities, it was realized that the condition was associated with escape-maintained behaviors whenever the students were exposed to paper-based homework. Additionally, according to the American Psychiatric Association (APA, 2013) ASD was defined as a series of disabilities associated with development of a child and impairment in social communication, as well as interaction skills. The disorder is also associated with repetitive behaviors like rocking movements and obsessively arranging personal items even if it is during class activities. Due to the adverse effects of escape-maintained behaviors that are present when completing paper-based homework, it becomes important to identify strategies and practices that teachers, parents and even interventionists need to embrace so that the above behavior might be decreased. When such behaviors have been reduced, then the performance of the students is likely to improve and the learners will benefit to a great extent. Therefore, decreasing this escape behavior is the major focus of this discussion and necessitates examining the prevailing literature findings concerning this topic of focus. Comment by Arbelo, Dr. Floralba: Dont forget to indent your paragraphs Comment by Arbelo, Dr. Floralba: Very nice introduction well developed, concise but you should added a few citations to support your statements.
Conceptual Framework Comment by Arbelo, Dr. Floralba: Remember that the main headings stated in any guide are level 1 headings centered and bolded any subheadings are level 2 (you have this one as a level 2 but it really is a level 1)
The notable conceptual framework that can be used as a lens for this literature review is Ann Gearitys Developmental Repair Model (2009). As per this model, disruptive behaviors in the classroom have various sources and they cannot be classified as being either black or white. In other words, there are no exact causes that influence the exhibition of this disruptive behavior. Numerous diagnoses exist that contain various variables and those that have an effect on the behavior of the learners. As a result, Gearity (2009) established the model that was utilized within the Washburns Day Treatment Centre for learners in Minneapolis, MN. The above model aids in understanding not only the thinking of the students but also the behaviors that are portrayed by children experiencing trauma as it was referred to by Gearity (2009). The situation may also be transferred to children suffering from ASD and they are also the children that are at risk. As far as this model is concerned, four different aspects are emphasized: 1) Relating, 2) Feeling, 3) Thinking, and 4) Acting.
Regarding the first component (i.e., regulating), the model makes use of language for adults that work with children in a treatment setting in a day and it was realized that the staff could parallel with the children in the school setting which also amounts to disruptive behavior of escaping, even in the classrooms. In the first phase of relating, an adult has to teach a child about his or her thoughts, life, and feelings, since they are all essential. However, children at risk find it difficult to regulate their emotions and adults realize this situation since they are appearing to be out of control. According to Gearity (2009), the initial step of this phase should entail a child and an adult taking part in an association where they talk about their feelings concerning the moment that a child appears to be agitated and might act in an unacceptable and disruptive way. Therefore, great interest is laid on the child, as opposed to being on the behavior.
Thinking was the second portion of the developmental model as developed by Gearity (2009), and it entailed assisting the children to utilize their minds. The above stage was meant for having the children start understanding and realizing that they have their own minds, and that others also have their own minds. In this case, a child will start realizing that he or she has thoughts that need to be respected. When it comes to the normal development of a child, the children have to learn ways of reflecting or even mentalizing their ways of development through interacting with their care providers. Gearity (2009) also reveals that the adults verbalize their thoughts and knowledge as well as experiences to children and they have to get what is being taught to them. At times, the children might tend to think that the adults are hurting them, yet the adults are helping them to become successful.
In the third step of the process, there is the aspect of feeling and also recognizing emotions. At this phase, children are at a high risk of being at a point of understanding the limited number of emotions, with the most common emotion being anger. At times, children display anger as a way of managing fear, being hurt or even becoming sad. The other categories of emotions entail a child feeling exposed and passive, angry and attacking (Gearity, 2009). In this phase, adults make use of the words so that they may articulate feelings to the children and this will be experienced by the children. The children will also use the feelings to develop their ways of dealing with the situation and as a result, they develop empathy that is essential to telling stories to this category of people and it will be carried out in the entire life of a child.
The fourth step of the model entails acting or even managing the behaviors of people. Whenever a child acts, individuals tend to look at the behavior of the children and tell others about the us versus them situation and whatever they require. Every behavior that a child shows should not be ignored, since it has its implications and identifying the implication is important for getting the child on course. The phase also allows a child to feel that he or she is at a point of controlling themselves and also at a point of dealing with the adults; fighting is the greatest aspect of this stage. According to Gearity (2009), in this phase, the children have to abide to the social norms as embraced by society and should stop behaviors like throwing objects, hitting and even fighting the others that might not even be violent. Therefore, this stage might be deemed as a control stage.
The above developmental model developed by Gearity (2009) was meant to be applied in a days treatment of the children and was used to help students to cope with the issues that might be affecting them. The situation was enlarged to cover other people in the learning situations such as those suffering from ASD since the four steps are meant for helping the learners to cope with the behaviors they might be experiencing. The four aspects developed in the model are meant to help the children that were in a day care and also those that might be fighting incidences like ASD and helping them to deal with the disorders they might be portraying when in the learning institutions. Hence, in the presence of such behaviors, the learners might not be successful in their studies and the situation needs to be dealt with at all the times. Therefore, by studying the model, any care activist of a child will be at a point of helping the child, especially those with ASD. Comment by Arbelo, Dr. Floralba: Well written you missed your indentations and you did not discuss any other theories which you should have but overall well laid out discussion.
Review of the Literature
Most Impacted Group
According to Jacobsen (2013), the majority of the group that is impacted by the situation are the children that are at elementary level and those with ASD. The above group is a category of people that portray disruptive behaviors in the classroom and those that tend to escape from classroom activities, especially when they attend a lesson for a long time. The above category of learners is also the one that teachers, parents and interventionists find hard to work with since they show disruptive behaviors and the ones that are hard to deal with. Jacobsen (2013) also reveals that this disruptive behavior includes instances of lowering the performance of the learners and also preventing them from concentrating in class activities. Ryan (2011) found that ASD has a pervasive and persuasive narrative that tends to result to a dramatic impairment on the learners, not only in communication, but also in social behaviors. They also show restricted and repetitive behaviors and these are the primary cause of these learners failing to perform while in the classroom. Furthermore, they tend to escape from classroom activity, and the most insinuating thing is, that they escape from paper-based homework activities. Jacobsen (2013) has also revealed that the most common areas the learners tend to fail include communication, social areas, and problem areas; these are the sensitive places that the tutor needs to concentrate on so that the autistic learners might benefit. Jones (2015) found that students tend to find the learning environment as disruptive and restricted, and might not be favorable to them. Therefore, the autistic learners are at a high risk of failing to perform, since they find any situation not favorable to them.
Prevalence
According to Luke (2017), approximately one child in every 68 children, and those that are aged eight years old tend to show or portray the behavior of escaping from class activities especially when they have ASD. The above author of the article has also revealed that children suffering from ASD tend to have co-morbid developmental problems and disabilities. The notable association of this problem is that the learners are hard to monitor when in the classroom and requires the intervention of the tutors to ensure that these children are assisted by all means. According to Sevin (2015), the above category of individuals tends to show repetitive and also restricted behaviors, which is also a major aspect of ASD. The students tend to restrict the tutors on sameness, rigid adherence to situations and routines, as well as resisting changes. They also tend to show related symptoms that might be highly disruptive and the one that might stop the students from performing. The other important thing to realize, as per this situation, is that the learners need to be taken from one step to the other systematically and with steps so that they might progress; this is important for dealing with the major barriers that the learners tend to portray.
Effects and Social Issues
ASD has notable effects and social issues that tend to be associated with the problem of escaping in the classrooms, and this tends to call for assistance, treatment and even care so that they might be assisted. A notable effect is that learners tend to find every learning environment as not conducive, and needs to be improved at all costs (Boyd, 2012; Jones, 2015). McComas (2000), found that the social issues that tend to exist because of this situation entail associating the problem with family history and also the presence or the absence of idiosyncratic stimuli that have been found to alter the occurrence of a given problem in the behavior of a person. The author also revealed that the stimuli are highly known for negatively reinforcing the behavior of the students when it comes to academic activities and also alters the mode of delivering instructions that is highly likely to lead to the occurrence of repetitive behaviors. Therefore, McComas (2000) has revealed that ASD negatively impairs learners.
Gearity (2009) realized that children were portraying disruptive behaviors because of developmental impairments and it was the main cause of their behavior. In the process of development, certain impairments arise and make children have disabilities that influence undesirable behaviors. The studies were highly applicable in this topic of focus since ASD is a developmental disorder that make learners show escape behaviors and these need to be dealt with so that the behaviors might be decreased.
Theoretical Framework
The theoretical framework underlying this study is examining the strategies that might be used to decrease the escape behavior shown by the learners especially when exposed to classroom activities. Therefore, the instance of escaping in paper-based homework has been identified as a practice that has numerous and adverse consequences. The situation necessitated the carrying out of literature analysis to identify the various strategies that might be used for decreasing the escape behaviors shown by learners when dealing with paper-based homework.
Interventions
According to Luke (2017), reducing the complexity of the task requirements is an essential strategy of decreasing the escape behavior for these learners with ASD. Whenever a task is complex, the learners tend to escape from such tasks and due to this case, a high need for reducing the complexity of the task is an important way that might aid in decreasing the escape behaviors. The research has shown that children with this problem tend to show developmental disabilities and this is among the reasons that make them portray such behaviors; this brings about the need for reducing the complexity of the task that they will be required to do while completing paper-based homework. Luke (2017) has also revealed that decreasing instruction time is also an important way of helping these children overcome the problem they are suffering from and also help them to achieve their tasks, especially paper-based homework. Instructions need to be given within a short time and they should be simple, not complex, so that the learners might understand them easily and will decrease possibilities of reverting to escaping.
Moreover, according to Luke (2017), the other essential intervention is that the instructions given to the student be given in form of visual aids so that the students might enjoy the learning and this will also aid in decreasing the escape behaviors shown by the learners. The visual aids and cues make use of graphic cues that include the images and pictures when combined and when they are in print, (Luke, 2017). Whenever visual cues are used, the learners feel entertained and enjoy the lesson, and in such a practice, they are not likely to escape from their tasks. The other intervention that has been applied and the one that aided in decreasing behaviors includes giving the children multiple choices; these will motivate students in their learning and also enable them to become successful in their studies. As a result, they decrease the behavior of escaping from such tasks, as they are highly motivated by the exercise.
According to McComas (2000), altering the timing of the requests has also proven to be an ideal way of supporting the children, especially on their transitions. ASD learners require a lot of transitioning as they find it hard to concentrate in a given task for long and need to transition from one task to the other more often. The students also have a greater difficulty in transitioning from one activity to the other and they are required to be highly engaged so that they might concentrate. Therefore, reducing the timing of requests is important for supporting the learners and enabling them to achieve their homework with little struggles. The other strategy, according to McComas (2000), is the aspect of modeling that is often incorporated into the strategies of giving instructions and is used for teaching a host of skills to the learners that have developmental issues. Therefore, modeling has proven to be an important strategy for decreasing the escape behavior during paper-based homework.
Effectiveness of Interventions
According to Ryan (2011), adopting effective teaching procedures and training the staff on ways of teaching such students has proven to be effective. Teachers have to come up with effective procedures for teaching, especially when dealing with ASD students and they will prove important for enabling the learners to become successful. Examples of effective teaching procedures include using visual aids to teach the learners and also giving them constant breaks. The staff also requires to be trained effectively on ways of handling the learners with such impairments since the teachers require special training so that they might teach these students effectively. The learners need to be handled as special students and those that require special treatment. The other aspects that have worked include using visual aids, timing the request and provision of instructions as well as giving highly differentiated instructions to the learners so that they might understand what they are being taught. According to Boyd (2012), exposing the students to learning for long was ineffective, as they would feel tired and lack the much-needed concentration in the class activity.
Conclusion
ASD has been identified as a major cause of disruptive behaviors shown by learners. As a result of having ASD, learners tend to be disruptive and show behaviors such as escaping whenever they complete paper-based homework. Due to this occurrence, there arose the need for investigating strategies for dealing with this behavior so that learners might become successful in their studies. Therefore, essential strategies have been developed to help students with ASD and they include giving the learners constant breaks and providing them with differentiated instructions, amongst others. Therefore, the above strategies have been important for decreasing escape-maintained behavior shown by learners. An implication for future research might be carried out to identify the essential relationship between ASD and the behaviors that are shown by the children suffering from the disorder. Therefore, this research would provide further insight into this issue by showing the relationship between the two aspects. Essential strategies are required so that disruptive behaviors can be decreased and so that the learners can concentrate in their classes; the overall impact is that they will be successful in their studies.
References
Boyd, B. A., McDonough, S. G., & Bodfish, J. W. (2012). Evidence-Based behavioral interventions for repetitive behaviors in autism. A Journal on Autism Development Discord
. 1236-1248. Comment by Arbelo, Dr. Floralba: Missing volume number of journal
Gearity, A. (2009). The developmental model and its implication for academic performance.
Jacobsen, K. (May 2013). Educators experiences with disruptive behavior in the classroom. Mater of social work clinical research papers
. Comment by Arbelo, Dr. Floralba: ? Not sure what type of source this is.
Jones, S. M. (2015). The regulated learning environment: Supporting adults to support children by regulating the learning environment. Comment by Arbelo, Dr. Floralba: ?
Luke, K. A. (June 2017). Strategies to assist in decreasing escape-maintained behaviors in children with Autism Spectrum Disorder. Electronic Theses, Projects, and Dissertations.
McComas, J., Hoch, H., Paone D., & El-Roy, D. (2000). Escape behavior during academic tasks: A preliminary analysis of idiosyncratic establishing operation. Journal of Applied Behavior Analysis, 33(4), 479-493. Doi: 10.1901/jaba.2000. PubMed.
Ryan, C. S. (6th September 2011). Applied behavior analysis: Teaching procedures and staff training for children with autism. Comment by Arbelo, Dr. Floralba: If this is an article who published it?
Sevin, J. A., Rieske, R. D., & Matson, J. L. (2015). A review of behavioral strategies and support considerations for assisting persons with difficulties transitioning from activity to activity. A Review Journal of Autism and Developmental Disorders, 2(3), 329-342.
Stephanie M. Jones. (2015).The regulated learning environment:Supporting adults to se learning environment.
