--Annontated+Bibliography+of+Autism

Annotated Bibliography of Autism
Mirenda, P. (2001). Autism, Augmentative Communication, and Assistive Technology: What Do We Really Know?. //Focus on Autism and Other Developmental Disabilities//, 16(3), 141-51. Retrieved from EBSCO//host//. This article is about how students with autism in several dimensions. The article walks through several types of communication that have been shown to work for people with autism. The article provide recommendations in both augmentative and alternative communication and assistive technology for students. This article would be very helpful in the decision process for a family looking at purchasing a device or finding affective ways for a student to communicate.

Through providing a way for students to communicate a teacher and/or parent is providing the key to open a door that has been locked or jammed. Every person has ideas and being able to communicate them with other is a vital part of spreading the ideas. After creating an effective way for students to communicate they would be able to communicate in every situation they encounter. By the appropriate use of communication a student will be able to effectively communicate and achieve in all situations.

Green, G. (2001). Behavior Analytic Instruction for Learners with Autism: Advances in Stimulus Control Technology. //Focus on Autism and Other Developmental Disabilities//, 16(2), 72-85. Retrieved from EBSCO//host//. This article is about adjusting and using behavior adjustments. Researchers have found that stimulus control is an important element in the process of adapting behaviors to match the desired affect. With the higher use of technology being used, stimulus control has become more sophisticated and students have begun to respond differently to the stimuli. The article states "the most richly promising avenues for the development of increasingly effective instructional methods for learners with autism."

Through training the student to react appropriately to stimuli will eventually lead to an achievement increase for students. The professionals working with the student would most likely see an increase in the proportion of number of correct and more appropriate responses following stimulus training. Through providing an effective way for a student to learn how to react in particular situations will in turn lead to an increase in achievement.