Addressing Autism in the Classroom with a Cognitive Behavioral Approach

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Emily Anderson
Danielle Thompson

Abstract

For students with Autism, social interactions present both a behavioral and a social struggle that can lead to increased anxiety. Because their impaired communication skills affects their speech, it is difficult for others to understand them, and it contributes to their inability to understand appropriate speaking times.  Students with autism are protected under the Individuals with Disabilities Education Act (IDEA), which establishes procedures assuring that children with disabilities are educated with those who are not disabled to the maximum extent possible. Cognitive behavioral therapy includes several techniques that allow students with High-Functioning autism to improve social and behavioral skills. Cognitive Behavioral Therapy uses goal-oriented and systematic procedures to address inadequate adaptation of behaviors and cognitive processes. The following will address strategies for teachers to foster the skills of their students through a cognitive-behavior approach.

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How to Cite
Anderson, E., & Thompson, D. (2016). Addressing Autism in the Classroom with a Cognitive Behavioral Approach. The Undergraduate Journal of Law & Disorder, 5, 59-63. Retrieved from https://scholarworks.iu.edu/journals/index.php/lad/article/view/20701
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