Aspergers, a High Functioning Autism Spectrum Disorder

Aspergers Syndrome exists at the highest end of the autism spectrum. Children with Aspergers have excellent language and often good academic behavior which may mask the very real difficulties they have in academic situations. Often they are not diagnosed, or diagnosed late in their academic career, because their difficulties in social situations havent stopped them from succeeding academically. Their lack of good social skills and understanding of social interaction eventually inhibit their ability to function in upper elementary and middle school settings, where their academic skills often outshine their social challenges. They are frequently found in inclusive settings because of their ability to function well in academic settings, but challenge the general education teachers who teach them. Areas of High Interest and High Ability The movie Rain Man familiarized the American public with the notion of the idiot savant. Although a fairly infrequent occurrance, savantism may appear in children with autism or with Aspergers Syndrome. The hyper-focus or perseveration on specific top is typical of students diagnosed with Aspergers Syndrome. Children may exhibit exceptional ability in language or math, and may have areas of extraordinary ability. I had one student who could tell you what day of the week your birthday might be in 5 or 10 years without referring to a calendar. Students may also have extraordinary knowledge about a specific topic, such as dinosaurs or vintage movies. This hyperfocus or perseveration may actually be the result of Obsessive Compulsive Disorder (OCD) which is not uncommon in children with Aspergers disorder. Physicians often can use appropriate medication to help manage the obsessive behavior and help students re-focus on a broader range of information and interests. Social Deficits One of truly human skills that children on the spectrum seem to lack is joint attention, the ability to join with other humans in attending to what they find important. Another deficit is in the area of theory of mind, the innate ability that most human organisms have to project their own emotional and intellectual processes onto other human beings. Early in development, typically developing children respond to their mothers faces and early on learn to respond to their parents moods. Children on the Autism Spectrum do not. Children with Aspergers syndrome often long to develop relationships, especially with peers. Since most children with Aspergers Syndrome are boys, they are especially interested in how to relate to the opposite sex. Many children with disabilities have weak social skills. They all benefit from social skill training, but none as much as children on the autism spectrum. They lack emotional literacy, and need explicit instruction in how to recognize and manage different emotional states. Tantrums are frequent in young children with Aspergers Syndrome, because they do not know how express their frustration nor how to negotiate with parents, siblings or peers. Use your words is often the mantra with students with Aspergers Syndrome, and often the challenge is teach them the skills they need to express their wants and needs. Executive Function Deficits Children with Aspergers Syndrome often have weak Executive Function. Executive function is the cognitive ability to visualize and plan ahead. It includes the short term ability to understand the steps needed to complete a task. Long term it involves the ability to anticipate the many steps that may be required to graduate from high school, to complete a degree, even to follow through on a science fair project. Because these children are often very bright, they may be able over-compensate in elementary or middle school for their lack of ability to visualize, anticipate and prepare for future eventualities. Children with extraordinary potential may end up as the 30 year old still in his or her own bedroom because they have not been able to prioritize and then master each of the steps necessary to get to a final goal. Gross and Fine Motor Skills Students with Aspergers Syndrome often have poor balance and poor gross motor skills. This can become exaggerated as they grow older because they often prefer watching television or using the computer to athletic activities. The preference may come from poor over all coordination rather than a learned preference. These same students may also have poor fine motor skills and may dislike using pencils and scissors. They may be very hard to motivate to writ. Unless students with Aspergers are really motivated to learn to write long hand, they should not be forced to learn to write in cursive. Keyboarding on a computer may also be a better investment of time than stressing handwriting. Academic Deficits Students with Aspergers syndromes often have areas of great strength and areas of academic weakness. Some students have strong academic deficits across the board, from language to math, and are often diagnosed late because their obvious intelligence and academic performance, challenged by deficits in social skills and executive function, struggle to perform in academic settings. English/Language Arts: Often students with strong language may struggle to develop the skills that they need to do well in English and Language Arts. Often they have strong vocabularies, especially when they have strong interests that they have read about. Some students with Aspergers gain strong vocabularies because they script, or repeat entire movies they have heard. Children with Aspergers with strong language skills often exhibit good reading skills, but not always are good readers. Once students reach fourth grade, they are expected to answer higher level thinking questions, such as questions that ask students to synthesize or analyze what they have read (as in Blooms Taxonomy.) They may be able to answer questions at the lowest level, Remember, but not questions that ask them to analyze (What made that a good idea?) or synthesis (If you were Hugo, where would you look?) Because of executive function and short term memory challenges, students with Aspergers syndrome often face challenges with writing. They may have difficulty remembering how to spell, they may forget writing conventions such as punctuation and capitalization, and they may face fine motor challenges that make them reluctant to write. Math: Children with strong language or reading skills may have poor math skills, or vice versa. Some children are savants when it comes to math, memorizing math facts quickly and seeing relationships between numbers and solving problems. Other children may have poor short and long term memory and may struggle with learning math facts. In all or any case, teachers need to learn to recognize students strengths and needs, using strengths to identify ways to approach deficits and build their over all functional and academic skills.

Understanding the Triarchic Theory of Intelligence

The triarchic theory of intelligence proposes that there are three distinct types of intelligence: practical, distinct, and analytical. It was formulated by Robert J. Sternberg, a well-known psychologist whose research often focuses on human intelligence and creativity. The triarchic theory is comprised of three subtheories, each of which relates to a specific kind of intelligence: the contextual subtheory, which corresponds to practical intelligence, or the ability to successfully function in one’s environment; the experiential subtheory, which corresponds to creative intelligence, or the ability to deal with novel situations or issues; and the componential subtheory, which corresponds to analytical intelligence, or the ability to solve problems. Triarchic Theory of Intelligence Key Takeaways The triarchic theory of intelligence originated as an alternative to the concept of general intelligence factor, or g.  The theory, proposed by psychologist Robert J. Sternberg, contends that there are three types of intelligence: practical (the ability to get along in different contexts), creative (the ability go come up with new ideas), and analytical (the ability to evaluate information and solve problems).The theory is comprised of three subtheories: contextual, experiential, and componential. Each subtheory corresponds to one of the three proposed types of intelligence. Origins Sternberg  proposed his theory in 1985 as an alternative to the idea of the general intelligence factor. The general intelligence factor,  also known as  g, is what intelligence tests typically measure. It  refers only to â€Å"academic intelligence.† Sternberg argued that practical intelligence—a person’s ability to react and adapt to the world around them—as well as creativity are equally important when measuring an individuals overall intelligence.  He also argued that  intelligence isn’t fixed, but rather  comprises a set of abilities that can be developed.  Sternbergs assertions led to the creation of his theory.   Subtheories Sternberg broke his theory down into  the following  three subtheories: Contextual subtheory: The contextual subtheory says that intelligence is intertwined with the individual’s environment. Thus, intelligence is based on the way one functions in their everyday circumstances, including one’s ability to a) adapt to one’s environment, b) select the best environment for oneself, or c) shape the environment to better fit one’s needs and desires.Experiential subtheory: The experiential subtheory proposes that there is a continuum of experience from novel to automation to which intelligence can be applied. It’s at the extremes of this continuum that intelligence is best demonstrated. At the novel end of the spectrum, an individual is confronted with an unfamiliar task or situation and must come up with a way to deal with it. At the automation end of the spectrum, one has become familiar with a given task or situation and can now handle it with minimal thought.  Ã‚  Componential subtheory: The componential theory outlines t he various mechanisms that result in intelligence. According to Sternberg, this subtheory is comprised of three kinds of mental processes or components:Metacomponents enable us to monitor, control, and evaluate our mental processing, so that we can make decisions, solve problems, and create plans.Performance components are what enable us to take action on the plans and decisions arrived at by the metacomponents.Knowledge-acquisition components enable us to learn new information that will help us carry out our plans. Kinds of Intelligence Each subtheory reflects a particular kind of intelligence or ability: Practical intelligence:  Sternberg called one’s ability to successfully interact with the everyday world  practical intelligence. Practical intelligence is related to the contextual subtheory. Practically intelligent people are especially adept at behaving in successful ways  in their external environment.Creative intelligence:  The experiential subtheory is related to creative intelligence, which is one’s ability to use  existing knowledge to create new ways to handle new problems or cope in new situations.Analytical intelligence:  The componential subtheory is related to analytical intelligence, which is essentially academic  intelligence. Analytical intelligence is used to solve problems and is the kind of intelligence that is measured  by a standard IQ test Sternberg observed that all three kinds of intelligence are necessary for successful intelligence, which refers to  the ability to be successful in life based on one’s abilities, personal desires, and environment. Critiques There have been a number of critiques and challenges to Sternberg’s triarchic theory of intelligence over the years. For example,  educational psychologist  Linda  Gottfredson says  the theory  lacks a solid empirical basis, and observes that the data used to back up the theory is meager. In addition, some scholars argue that practical intelligence is redundant with the concept of job knowledge, a concept that is more robust and has been better researched. Finally, Sternberg’s own definitions and explanations of his terms and concepts have at times been imprecise. Sources Gottfredson, Linda S. â€Å"Dissecting practical intelligence theory: Its claims and evidence† Intelligence, vol. 31, no. 4, 2003, pp.343-397, https://doi.org/10.1016/S0160-2896(02)00085-5Meunier, John. â€Å"Practical Intelligence.† Human Intelligence, 2003. http://www.intelltheory.com/practicalintelligence.shtmlSchmidt, Frank L., and John E. Hunter. â€Å"Tacit Knowledge, Practical Intelligence, General Mental Ability, and Job Knowledge† Current Directions in Psychological Science, vol. 2, no. 1, 1993, pp. 8-9,  https://doi.org/10.1111/1467-8721.ep10770456Sternberg, Robert J. Beyond IQ: A Triarchic Theory of Human Intelligence. Cambridge University Press, 1985.Sternberg, Robert J. â€Å"The Theory of Successful Intelligence† Review of General Psychology, vol. 3, no. 4, 1999, 292-316, http://dx.doi.org/10.1037/1089-2680.3.4.292â€Å"Triarchic Theory of Intelligence.† Psychestudy, https://www.psychestudy.com/cognitive/intelligence/triarchic

Parental Control Free Essays

Parenting during childhood is about nurturing and taking care of the child’s simple needs. The parent is the one in complete control, when the child becomes an adolescent; they need a feeling of their own independence. The goal is for the adolescent to gradually be treated as an adult individual with an equal balance of power between parent and child(). We will write a custom essay sample on Parental Control or any similar topic only for you Order Now When a child becomes an adolescent their needs grow to fit their new maturity and environment. They have social developed, in which their psychological needs come into play, competence, relatedness, and autonomy (Kakihara Tilton-Weaver, 2009). To grow these needs, parent control has to be open and supportive of the adolescent. The authoritarian parent demands for perfection and is unresponsive to the child’s needs. The child may feel neglected and distant from their parent. They may also feel overly pressured to meet the high standards set by the authoritarian parent. Permissive parents are the opposite, as in they have very low standards for achievement and have no rules for order. The parent acts in a laissez-faire manor, in which they allow the child to do as they please, without any discipline or praise for their actions. Typically, children raised by permissive parents fail to mature into adolescence and tend to lack respect for the rules of society (Fite, Stoppelbein, Greening, 2009). Ultimately, passive parents become more liberal parents resulting from the continual defiance and rebellion that their adolescent children express towards their parenting efforts (Keijsers, Frijins, Branje, Meeus, 2009). The goal is to be a combination of authoritarian and permissive, which is referred to as an authoritative parent. The authoritative parent is highly supportive, and takes time to explain to the child why they may have been punished for their actions (Fite, Stoppelbein Greening, 2009). In addition to the authoritarian, authoritative and permissive styles of parenting, each parent also has a particular style of parental control. The two main styles of parental control are behavioral and psychological. The authoritarian parent favors controlling the adolescents’ behavior by setting limits, enforcing rules, in an overbearing way. The other type of control, psychological, is the parent using feelings and emotions to control them without the adolescent realizing. (Keijers, Frijns, Branje, Meeus, 2009). In an act to prevent adolescents from delinquency and following the â€Å"wrong crowd† parents try to seek information from the child without making them feel belittled. For delinquency to be prevented, parent involvement must be present, as well as the adolescent’s willingness to listen. When parents fail to react as a supportive parent, they run the risk of their child reacting in a reckless and careless manor. In a study done by Keijsers, Frijins, Branje, and Meeus (2009), noted that adolescent delinquent activities were stronger in families with high levels of parental support. A significant part of raising an adolescent is trusting the child to confide in them (2009). The way parents track their child at the age of adolescents depends a great deal on the amount of information in which the child discloses. The adolescent has greater control of what they are willing to admit, and the relevancy of it. Parents are often unaware of their child’s social life and after school activities. The less the child is willing to share the more the parent may be forced to believe they’ve been engaging in delinquent activities. In the case that this is true, perhaps the child is fearful of disclosing disappointing information. Peer influence plays a major role in the adolescent’s development. Much of their time is spent with friends during this time of development. Whether or not the parent takes part in controlling who they associate with and what they do depends on the supervision*. The relationships adolescents create are the people they will spend a majority of their time with. These are the friends that will they’ll want to impress, feel accepted by, and eventually become their most influential source of approval (Trucco, Colder, Wieczorek, 2011). Children linked to a misbehaving group that have trouble following authority are more likely to be the child of a laissez-faire parent. The laissez-faire parent gives their child no means of rules or discipline, so when the child is put in a school like environment they’ll have no respect for the rules or consequences (Trucco, Colder, Wieczorek, 2011). However, parents who don’t approve of their child’s relationships should first get to know their friends before making judgments. Adolescents hold their friendships very highly, a parent forbidding the child to see their friend may result in backlash of problem behaviors (Kakihara Tilton-Weaver, 2009). Withhold info References How to cite Parental Control, Papers

Cinematography Treatment Example free essay sample

The Might of Spite Plot Summary The movie is about a guy (Antagonist) and a girl (Protagonist) living together that get turns to do the laundry. The guy (Thando) is very lazy, watches TV the whole day and refuses to do the laundry even after the girl (Carrie), tries to force him physically. Carrie is miserable after that but then finds another way to get him of the couch. She tells him that his car is being stolen and when he gets outside, Carrie locks the door behind him. Thando sees his car isn’t being stolen. He then sees the washing basket outside and sees Carrie through the window enjoying the victory and waving the key mockingly. Genre When filmmakers and movie critics refer to a film genre, they generally mean a specific style, or subject matter. While a movie may have elements of a number of different genres, it is often classified under a single film genre for reference purposes. We will write a custom essay sample on Cinematography Treatment Example or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Film genres include Comedy, drama, romantic comedy, action/adventure, musical and experimental. *(http://www. wisegeek. com/what-is-a-film-genre. htm, Michael Pollick). The Might of spite will classify in the comedy genre even though it is more of an everyday general situation. It is a very light hearted film with laidback comedic moments present, throughout the film. Binaries Primary event binary is Tactfulness VS Spitefulness, because Thando was being spiteful by just refusing to do the laundry after Carrie has been tactful. Carrie then outsmarts Thando giving him no choice but to do the laundry. The binary of the protagonist is Mind VS Body. Carrie thought it is a losing battle after she tried to force Thando physically to do the laundry. She then used brain power to manipulate Thando into going outside where the clothesline is and locks the door behind him. The antagonist’s binary is Selfishness VS Contribution, because Thando refuses to do his part of the housekeeping and only watches TV and making more of a mess in the house. He needs to stop being lazy and help Carrie by contributing in cleaning the house. Conceptual and Emotional Relevance The event problem in a story is when the character is put in a situation outside their normal environment. This is what happened to Carrie after Thando refuse to help her, because they obviously agreed to split some of the housekeeping duties. Conceptual Relevance is the event narrative structure in any story. It is the events in the narrative that will progress the story along. In all classic narrative the Conceptual relevance relates to a simple story line. *(Directing for film an introduction, p24, Brandon Oelofse, 2007). The conceptual relevance in this story is when Carrie tricks Thando into doing the laundry. At first she accepted defeat but noticed Thando’s car outside near the clothesline. She then came up with an idea and told him his car is being stolen and locked the door when he went out. This is relevant to the viewer because by outsmarting Thando she came out on top by approaching a problem with thought. Character problem within the narrative can be described with this question. Why does the character react the way they do with different events? We know that Claire is being ignored by Thando and that physically forcing him can’t work either. That is why she locked him out with the laundry until it is finished. Emotional Relevance is the heart of any story. It is the journey that the character will go through to achieve a sense of completion at the end of the narrative. (Directing for film an introduction, p22, Brandon Oelofse, 2007). The emotional relevance in this story is that Carrie gave up at first but got up and tried again. ETB The Establishment Problem Solution Priority Order We first see our antagonist Thando, a lazy guy drinking beer, sitting in front of the TV. We then meet our antagonist Carrie, a bright and hardworking girl, walking into the dirty living room, which she probably will have to clean, with a laundry basket in her hands. The First Explosion Carrie tells Thando that it is his turn to do the laundry and he looks at her ut returns his attention to the TV ignoring her. Problem Solving Vacuum Carrie gapes in disbelief because they always make turns. But she won’t give up yet. Problem-Solution Digits Thando still ignores her by just looking at the TV. New Problem Solution Priority Order Carrie shoves the washing basket in front of Thando, blocking his view of the TV. Second Explosion Thando ignores Carrie and just move into a different position to see the TV. Carrie blocks his view of the TV with the basket again, but Thando just reposition again. This happens again and again, until Thando stands up picks the basket up and put it on the floor out of his way and sits down. Carrie gives up and leaves with the basket. The Second Problem- Solution Vacuum and the Potential Problem-Solution Digits Carrie goes to the kitchen to think of a different way because by trying to spite Thando to do the laundry is clearly not going to work. But she gets an idea when she sees something outside. The Dramatic Climax Carrie quickly locks the door and laughing at Thando, shaking the keys of the door through the window. The Final Problem Solution Priority Order Carrie watches Thando from the kitchen wind while he is hanging up the laundry and she drinking a glass of wine. General Look and Feel of the Film Design and style are overlapping categories, and it is possible to have an effective design without a distinctive personal style. Style is primarily dependent on the needs of the story being told. * (Film directing fundamentals, Nicholas T. Proferes, p. 46, 2005). The general look and feel will be of an ordinary couple, in an ordinary house with an ordinary garden. The TV room will be a bit darker though with pale look and feel to it because it is the antagonist’s lair. The outside will have more of a bright contrast and colourful look to it, because the antagonist is out of his territory and that is where he will be defeated. The kitchen will have a more stable feel to it with some solid colours and shadows. Lighting Lighting shapes the realty in front of the lens, giving it depth or flatness, excitement or boredom, reality or artificiality. Light can fall on the scene in a variety of ways to create many different moods to help tell the story. (Kodak: the art of lighting-notes, 2003) To amplify this laidback light hearted comedy, soft lines and shadows will be used more. In a comedy high key-light is usually used to amplify the narrative. This is what I will be doing but also use mixed lighting at one location. The TV room will have a different light setting that is gloomier than the high contrast the kitchen and the garden will have. T his is because it is where the antagonist spends most of his time and there will be mixed light used that strategically falls on certain places. The sun coming through a window and or a lamp on a table will also be used as extras to get enough light on the subjects so that low key light won’t be made. With the face of the antagonist in a darker part of the room the flicker of the TV will slightly be seen by using a reflector board and moving it slightly on the subject’s face. Taken by GETY *(http://www. telegraph. co. uk/culture/tvandradio/5998253/One-in-six-Britons-too-lazy-to-get-up-to-change-TV-channel. html) The kitchen will be more brightly lit, also because this is where the protagonist spends most of her time and feel at home.