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Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning , which tends to facilitate more efficient learning than teacher-centered learning.
The American psychiatrists Sally J. Rogers and Geraldine Dawson began developing the Early Start Denver Model during the 1980s. [1] While working at the University of Colorado, in Denver, Rogers provided what was first called the "play school model" of intervention which was applied to children in preschool during their regular play activities. [2]
The emphasis on individualization means that TEACCH does not distinguish between people with very high skill levels and those with learning disabilities. Strategies used are designed to address the difficulties faced by all people with autism, and be adaptable to whatever style and degree of support is required. [2]
Several instructional programs were developed based on this interpretation of the ZPD, including reciprocal teaching and dynamic assessment. For scaffolding to be effective, one must start at the child's level of knowledge and build from there. [15] One example of children using ZPD is when they are learning to speak.
For example, when a group of students are constructing an initial explanation on or formulating their understanding of a phenomenon (e.g., natural selection), these needs may be better met with prompts provided in a simulation environment; on the other hand, when the students present their formal explanations to the whole class, a more directed ...
In the animal models, the significant effects of VPA in causing ASD-like symptoms was demonstrated mainly in rats exposed to VPA on gestation day 12.5, not in other gestation days like day 9, 14.5, etc. [47] [48] The ASD-like symptoms of mice included decreased distressed pup calls, decreased social exploration, decreased social behaviors ...