Asd Student Sarcasm
When I think of sarcasm, I automatically think of Sheldon from The Big Bang Theory and how he doesn’t know whether his friends were being sarcastic or not. He continually tried to understand the concept of sarcasm thus demonstrating just how important it is to fit into the social norm. Many people don’t always note when someone’s is being sarcastic; it may fall on deaf ears unless the comment is very pointed. Others such as my niece seem to be born to it. I can remember the smirk followed by the rolling of the eyes, sarcasm without words! Unfortunately for ASD individuals this language deficit may have repercussions. The authors of Teaching children with autism to detect and respond to sarcasm indicated the high prevalence of autistic children being bullied. These individuals say things and take things
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The study was well done and followed good documentation procedures and the results showed that “all three participants not only mastered the skill, but demonstrated generalization to novel people, settings and exemplars.” (Persicke, Tarbox, Ranick & St. Clair, 2013, p.197) However after working with several students in the class situation and helping some others in a group home environment, I have to pause and wonder about its importance in the much wider field of all autistic individuals with their very varied abilities. As others have mentioned the study sample was very small and I noted the selection process additionally required completion or near completion of the Skills curriculum. Would the study have shown the same results over a larger sampling and a less defined choice of individuals? The authors in their discussion area indicate as well the limitation, that other forms of deception were not used. This addition to the autism knowledge field was helpful and important for the few it impacts, personally though I’d like to have seen something that had a wider
The study was well done and followed good documentation procedures and the results showed that “all three participants not only mastered the skill, but demonstrated generalization to novel people, settings and exemplars.” (Persicke, Tarbox, Ranick & St. Clair, 2013, p.197) However after working with several students in the class situation and helping some others in a group home environment, I have to pause and wonder about its importance in the much wider field of all autistic individuals with their very varied abilities. As others have mentioned the study sample was very small and I noted the selection process additionally required completion or near completion of the Skills curriculum. Would the study have shown the same results over a larger sampling and a less defined choice of individuals? The authors in their discussion area indicate as well the limitation, that other forms of deception were not used. This addition to the autism knowledge field was helpful and important for the few it impacts, personally though I’d like to have seen something that had a wider