Language use is very important in social interaction because is what avoids misunderstandings. Communication skills are required to enable someone to pass message to other and receive message from other too. Davis K. (1990) Sensory has to do with anything that is connected to physical sciences of touch, smell, taste, hearing and seeing. Failure of such senses may lead to autism because students will not be at the same level in class and this calls for special attention in order to manage students effectively and improve their performance in school work.
Students with different levels of hearing, seeing, taste, smell and touch will not be able to develop their social abilities because they will be sensing at different levels and common grounds is not reached. Those with difficulties to see may also not be able to answer questions in class because they did not read what was a perquisite or requirement. Autism can be due to a dementia which is a medical condition that affect especially old people causing gradual worsening of their memory and other mental abilities and leading to a confused behaviour.
Students may have this complication due their old age and they deserve special attention because they are members of the school community. Notbohme (2006) Sensory Interventions Sensory interventions refer to measures intentionally made to be a solution to complications through the use of senses. This involves dealing with the senses of hearing, smelling, tasting, touching and seeing to deal with autism. It is believed that autism is related to these natural senses and if one of them is not functional one may have the condition.
Patients of memory loss and other mental disabilities or even confused behaviour have low chances for relating to activities in which they meet and spend time other people during the time that they are not in school. This is clear case of autism. Their mind operations are influenced by this kind of illness (disorder, their senses are tampered with and they may not be able to fit in the community/society well. The extreme results of lack of sense will be related and if concern for these kind of patients.
By sampling we determine the results of one-person sensory activity programs on eight autism patients who all needed psychiatric help and attention. Records on their behaviors were taken; when in progress of sessions and after the sessions to view the victims responses. Adaptive operation and the state of health were checked too. The effect turned to be short lined except of the active looking, which preserved when the session was in progress. Behaviors to change also positively changed but there was no change in the state of health or happiness.
The experiment shows that sensory interventions can make an autism student feel happier and more relaxed or to be more healthy. Lundine V. (2006) In suitable and disapproved actions are the cases in dementia. They affect an autism student in emotions and money involved. Psychosocial theoretical methods can be used to elaborate on unsuitable behaviors in dementia: the needy method, an action/changing method and an environmental exposure/ low stress level method. An analysis review.
A survey obtained one hundred and sixty six non pharmacological intervention analysis which used these types of interventions, sensory, social behavior (actual or expected, actions therapy, professional growth and development, organized activities, use of the environment medical attention and comprehensive therapies. Most of the respondents had a plus formal contact is always not always major and effect. Good mergers of these involvements in autism student requirements and abilities lead to helpfulness in autism students and their attendants in this case who will be the teachers. Wagner (1999)
This is form of a long-term measure to reduce the effects of autism in older students. This is normally applied in cases where a medical state affects especially old students causing gradual decline of the memory and other mental abilities and leads to a confused behaviour. Autism also affects a student expenditure on medical attention. Money may be wasted for his/her academics or extracurricular but he/she is not fully utilizing this expenditure. Lack of capacity to socialize proper leads to cases of immature grownups because social life is as important as school life and the two go together.
Failure to communicate effectively by students can be due to high stress levels may to change of environment. Being isolated by others. It is always necessary to determine the actual cause of autism because this the way to determine how to solve the condition. Cohen M. J (2001) Stroke may be one cause of autism. The arms should be made to function in stroke victims. The effects of cure methods especially those for enhancing hands/arms functioning. This has been studied in continued cases of stroke victims.
The objective of this examination was to determine the impact of a particular sensory intervention on hands functioning in the severe cases immediately after stroke. In one of the random sample under controlled trial hundred autism students were subjected to a trial group that was treated by sensorimotor effectors to the control crowd. Milrenda Pl (2005) The sensory intervention was done for twelve weeks. Autism students were examined for extend of damage and disablement; before the, during and immediately after the sensory intervention process and thereafter between twelve and twelve months after stroke.
The results showed that the experimental crowd was a little bit better on the extend of impalement test than the crowd for control purpose during the ongoing of the study. Vibrancies were major only afterwards. Results on the disablement showed no change on the extend of disability. This was due to the continuous triggering of the body and nerves activity. The treatment was felt most in the autism students with extreme lack of motor and lack of attention/hemianopie. Sensory interventions did not have any impact on the autism students.
Having a focused sensory intervention during the extreme phase after stroke positively changed the motor recovery; which was the case two years afterwards. This shows the gain due to sensory interventions for the hand. Feys HM (1998) Strange/unusual response to sensory stimuli and un normal motor indications been medically reported in autism students. The medical cause of the unusual behavioral conditions needs to be thorough scrutinized. Multiple sensory and sensory interventions have been made to be used on autism students to deal with such complications.
Confusion is on the results/findings of the therapies. This page talks about the way human mind works and how it influences behaviour or the influence of a particular persons character on their behavior. Sensory interventions are normally based on the hearing, seeing, tasting and touching sense. These interventions aim at determining the changes in a persons behaviour. The autism students are supposed to improve on their communication skills in order to enhance their interactions socially.
Interactions between students and with teachers are very crucial because this is the only way of determining the students weaknesses and strengths. Sensory interventions are made to change the conditions of autism and therefore a student is able to be advised/guided on his weak areas so that he/she can acquire skills and knowledge for this is the only way to improve somebodys ability to perform after carrier training. Professional growth and development can therefore be achieved if he autism is reversed and someone is ready to interact with others during class activities and on the field.
Sensory interventions are therefore necessary to prepare someone for the encounters he/she will go through in the field while trying to gain experience which is necessary for human capital accumulation. They are also meant to reduce the losses that hey may have been incurring due to lack of concentration. Bardnik G. T (2003) Physiatrists advice that social interactions and communication skills can be improved through participation n field activities. These include games or group assignments. All these make the body to vibrate and the scenes of touching a hearing is improved.
It is also believed that participation in games leads to the sport of teamwork in order to win a game. Players are therefore expected to work together in order to defeat the opponents. This team work is translated into the social areas whereby autism students believe that people need tone another and you should know how to pass your message so that friends can respond as was the case in the field game where you wanted to make a move. Students learn to ask questions for academic work so that they can be fully answered and they therefore understand the units taught so that they can improve their grades.
Through exercise, the body vibrates and therefore the mind is reached ad stress levels are reduced. Autism can be out of high stress levels and incase this is not sorted out early in advance, complications may occur later on in life whereby someone has the same problem at the workplace and team work spirit is not acquired. At the present sensory intervention results show that vibration is crucial is gaining body strength and the ability of human beings. Through exercise autism students gain body fitness which translate into confidence and they are bale to approach other students and make conversations.
Through exercise, autism students may start to be admired by their colleague and this makes others advance towards those students who are poor in social interactions. Autism students are therefore motivated and may decide to change. Cardinale M and C. Bosco (2003) In medicine, focused sensory interventions for traumatized students can help reduce the activities of the medical staff in dealing with such cases. Sensory interventions fake little time uses relaxation techniques for individuals grownups and coordination with parents and can be applied on a wide variety of autism cases.
Organized exercises aim at enhancing stress recovery and dealing with future cases of trauma. It has ban proved that such cases of trauma leading to trauma can be reduced. These sensory interventions need to be communicated to the teachers/parents so that they can know how to deal with autism students because they are the people dealing with student s directly and they know them better. They are therefore the people to be engaged with the interventions so that maximum impact can be realized.
Kids, teenagers and old students traumatized through losses war attacker through catastrophes can be given psychiatric help before the situation turns in to autism. Solutions for all age groups are available because social interaction and communication skills at different ages are different because these age groups have different ways of spending their social time. The space that has been created through trauma is filled up and the autism students are now to interact with others and convey their feelings in time. Autism students who may defect a gas leakage.
His only when fire happens that they realize that something was wrong. Autism students may assume that the school community neglects them. So with the involvement of teachers in the sensory interventions, they feel appreciated and will be encouraged to interact with others so that they can also get to know their source of autism. Steele, William & Raider (2006) Students with little moderate or extreme cases of disabilities in schools have been on the increase. Some of these disabilities include hearing, sensory or even crippled ness.
These are people who have special issues for they cant freely move and mingle with the rest of the students. When he others students are playing, these ones are isolated and may therefore not acquire skills for interactions and may continue to have interaction problems. They may be not able to speak therefore their communication is limited. Schools should determine the right instructional operations for students with disabilities. Observational research is aimed at determining the link in student behaviour and classroom and tutor changes.
Students performance in education work or extracurricular is determined by their social interactions because work without play makes John a dull boy. Interactions students and the environment is mainly through sense and sensory interventions are meant enhance this. The sense to hear, smell. Touch and taste can be aimed at improving the environment/student relationship and this enhances students performance. Autism can be said to be one of the indicators of group work performance and if this is due to disabilities the position may never be better.
Effects of sensory intervention include improved hearing may be through an artificial device, seeing through improving eyesight by using glasses and using devices to make somebodys hand move incase of stroke. All these have proved to have a positive effects on autism students because the artificial devices enable them do what others do and they will be at the same level and interaction is easy. Communication is therefore improved and students engage in discussion groups to better their grades. Kent R (1997)
Autism student should not be isolated because the impact of sensory interventions will not be felt. They should be in the same class as others so that the change can be noticed. This helps development with peers due to the support activities offered. Being in their own class wont help because this lead to a more spread of the sense. Being with others can assist them to work on their own senses and can be able to identify when they are not at the same level with the rest. Keeping people with no sense of touch or seeing together doesnt help because no one will be able to help the other.
Learning from the socially acceptable ones is necessary and one may make people to determine their weaknesses. The better one will help autism students determine where they need to make changes so that they sense can function like the rest. Being with others will also help in that response rte to sensory interventions for the autism students can be determined and explained by the other students to the teachers. Sensory intervention is said to be more effective if autism students are in the same class with ordinary students than if they are isolated.
Full inclusion in the school setup is very necessary because it also improves the sense of belonging and autism students will feel appreciated. Autism can at times be due to neglect and dejection at home and if these students are not given attention in school, the disorder may not change even after applying sensory interventions. Full inclusion is also what helps other students determine the causes of such cases because through talking after sensory intervention has been applied, they get a chance to explain their feelings and other non autism students can avoid such.
Sensory interventions through exercise conditions on stereotypic behaviors is six grownups of both autism and moderate to extreme mental retardation The victims actions and reactions were observed in a regulated environment in the absence and in the present of two-exercise one pact of action status. Out of the six two were picked randomly to go a workout in the absence of a community integrated voice performance. The physical workout lowered the maladapted and stereotypic actions and reactions of grown ups of autism and mental incapability can be proved to have effects.
However some help was received from the officials and supervisors of the behaviour development and learning center at Camarillo state hospital and developmental center headed by Israel Rerel, Ellie Kinmbaur, Judy Bapitsta, Kristine Herman and mostly those involved. Elliot B. O (2005) It is also believed that the without the sense of touch may be due to stroke can acquire this through exercise of the body. This improves the coordination of the body parts and the nervous system. Such incapabilitys may be hindering autism students from proper social interactions and this reduces their ability to communicate effectively.
When the body becomes active, they now have the enthusiasm to be with others because they can relate at the same level and mutual understanding is achieved. Routledge (1999) pg. 230-236 Mental retardation may lead to lack of tasting capabilities and when it comes to fading, autism students may not be able to express their feeling and may continue to be disappointed. When mental retardation is solved through sensory intervention, a change is felt because social interaction on at food joint is enhanced.