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Does classroom-based oral activity have an effect on agitation in children with autism? 


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Classroom-based oral activity has been found to have an effect on agitation in children with autism. Research has shown that the acoustical design of classrooms can impact the behavior of children with autism, including repetitive speech and motor movement . Additionally, a tablet-based application for activity schedules has been shown to improve the execution of classroom and communication routines in children with autism . Furthermore, alterations in the salivary microbiome have been linked to autism spectrum disorder (ASD), suggesting that disruptions in the oral microbiome may contribute to behavioral changes in children with ASD . Interventions such as modified Cognitive Behavior Therapy (CBT) and Functional Behavior Analysis-Applied Behavior Analysis (FBA/ABA) have also been found to reduce anxiety in children with high-functioning autism and Asperger Syndrome, indirectly impacting agitation levels .

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The provided paper does not mention anything about the effect of classroom-based oral activity on agitation in children with autism.
The provided paper does not specifically address the effect of classroom-based oral activity on agitation in children with autism.
The answer to the query is not present in the paper. The provided paper is about exploring the impact of acoustical design on children with autism in school classrooms.
The provided paper does not mention the effect of classroom-based oral activity on agitation in children with autism.

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How effective are behavior charts in decreasing verbal outbursts among students with autism?4 answersBehavior charts, specifically noncontingent attention, have been found to be effective in decreasing disruptive vocalizations among students with autism. In a study conducted with a 3rd-grade student with high-functioning autism, teachers implemented noncontingent attention across different classrooms and settings, resulting in a decrease in disruptive vocalizations. This suggests that providing attention to students with autism, regardless of their behavior, can be an effective strategy for reducing disruptive vocalizations. However, it is important to note that this study focused specifically on disruptive vocalizations and may not directly address the effectiveness of behavior charts in decreasing verbal outbursts. Further research is needed to specifically examine the effectiveness of behavior charts in targeting verbal outbursts among students with autism.
Agitation in classroom-based oral activity?5 answersAgitation in classroom-based oral activities can be a common issue for students. Several studies have explored the anxiety levels experienced by students during in-class presentations. This form of oral exercise can generate speaking anxiety in students, leading to high levels of anxiety among participants. Additionally, action research conducted on Japanese university students found that comprehension difficulty and the inability to formulate follow-up questions interfered with their communication ability, causing anxiety. However, implementing classroom-based exercise breaks, such as the Energizers program, has been shown to increase students' physical activity levels without adversely affecting academic instructional time. Furthermore, bringing technology into the classroom, such as using interesting presentations, has been found to increase student engagement and confidence, potentially reducing anxiety. Overall, addressing anxiety in classroom-based oral activities is important for creating a supportive and effective learning environment.
Agitation in classroom-based oral activity?5 answersAgitation in classroom-based oral activities can be a common issue. One study found that learners experience high levels of anxiety when doing in-class presentations. This anxiety can hinder their ability to effectively communicate in the target language. Another study highlighted the importance of creating a classroom atmosphere that promotes real-life communication and meaningful tasks to enhance oral language production. It was found that incorporating motivational activities in the classroom can significantly impact learners' communicative competence and their motivation to speak English. Additionally, the use of elicited imitation as a technique for studying oral language production was highlighted as an easy-to-use and reliable method. Overall, addressing anxiety levels, creating an engaging classroom environment, and incorporating motivational activities can help reduce agitation and enhance oral proficiency in language learning.
What are the factors that contribute to the prevalence of agitation in classroom-based oral activity?5 answersAnxiety during oral activities in the language classroom is influenced by various factors. These include the teacher's role and the strategies students use to cope with their anxiety. Lack of vocabulary, low English proficiency, and memory disassociation contribute to student anxiety in oral English classrooms. Different educational systems and language backgrounds can also contribute to anxiety in language learners. Fear of negative evaluation by peers and the fear of making mistakes are shared factors affecting students' oral participation. Additionally, the level of speaking anxiety is influenced by the students' English proficiency. Overall, these factors contribute to the prevalence of agitation in classroom-based oral activities.
How to engage students with autism?5 answersStudents with autism can be engaged in the classroom through various strategies. One approach is to implement evidence-based practices that address problems of student motivation, ineffective consequences for academic behavior, and ineffective learning histories with the instructor and the classroom environment. Another strategy is to use cooperative learning and differentiated instruction strategies to help students with autism initiate better conversations and social interactions. Peer mentorship programs, either alone or combined with an incentive program, have also been found to be effective in increasing the social engagement of college students with autism. Additionally, teachers play a crucial role in creating a safe learning environment for students with autism by establishing rapport, providing encouragement, and engaging students through personal conversations. Creating a positive learning environment for students with autism also involves providing structured and supportive instruction, utilizing technology, involving parents, and using interactive hands-on activities.
Does autism is related with specific oral microbiota?5 answersAutism spectrum disorder (ASD) has been associated with specific alterations in the oral microbiota. Studies have shown that the oral microbiota of children with ASD differs significantly from that of healthy individuals, with lower bacterial diversity observed in ASD patients, especially in dental samples. Pathogens such as Haemophilus in saliva and Streptococcus in plaques were found to be more abundant in ASD patients, while commensal bacteria such as Prevotella, Selenomonas, Actinomyces, Porphyromonas, and Fusobacterium were reduced. Additionally, the oral microbiota of ASD patients showed a distinct composition and structure compared to healthy controls, as revealed by principal coordinate analysis. These findings suggest that there is a relationship between ASD and specific oral microbiota, highlighting the potential diagnostic and therapeutic implications for ASD.

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