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Grand Canyon University *

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525

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Psychology

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Oct 30, 2023

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Josiah Rogers SPD-500 Grand Canyon ASD Autism Spectrum Disorder never demonstrates identical symptoms for every individual. A child on the spectrum could present mild or severe symptoms. Developmental Differences  No to Low eye contact  Absence of major discoveries (Bambara et al., 2021).  Struggles with fine motor coordination.  Struggles with vernacular understanding  Struggles with self-activating (Finnegan et al., 2018).  No verbal communication or delay in speech.  Walking or crawling delayed.  Minor interest in others children and adults. Families Helping Families  Provides heartfelt assistance for parents and families while finding facilities for individuals with impairment (Finnegan et al., 2018).  Availabilities for training and academic programs for individuals along with their families. Educating their understanding of Autism Spectrum Disorder. Home Intervention  Start communicating skills in a simple manner. Take the time to label everything such as “water you want to drink water. Water is good to drink”. Communicating will construct an individual’s interest while preventing behavioral issues (Finnegan et al., 2018).  Practice letter naming, letter sounds.  Create playtime with toys that the child likes and practice verbal skills regularly while incorporating fun.

Collaboration Strategies  Educators and occupational therapist collaborate to construct individual’s manuscript skills. Regardless if the individual needs particular grips for a writing utensil or a unique technical work station. Unifying thoughts and ideas to beneficial to the individual’s needs.  Verbal and Vernacular Pathologist connecting with guardians/parents and teachers to comprise curriculum that is being introduced in all areas (Bambara et al., 2021).  Communication sectors to assist the individual in constructing communication skills. Instructional Strategies 1. Creating a pause for the adolescent to reflect prior to responding will give permission for the individual who needs more time to rectify details to ponder of a pertinent answer. 2. Person-to-person learning groups will assist individuals to receive discrete attention which might be needed (Doherty et al., 2022) . 3. Shaping and Demonstration. Utilizing this method in various areas. Educators will demonstrate the way a word is verbalize or written then allow the individual to repeat the word and write the word several times while keeping track of the progress until they master the goal. References: Doherty, D. P., Coffey, K., Weissman, L., & Dwyer, P. A. (2022). Keys to Success: A Professional Development Program to Support Care of Patients With Autism Spectrum Disorder. Journal for Nurses in Professional Development , 38 (3), 127. https://doi-org.lopes.idm.oclc.org/10.1097/NND.0000000000000769 Bambara, L. M., Cole, C. L., Telesford, A., Bauer, K., Bilgili-Karabacak, I., Weir, A., & Thomas, A. (2021). Using Peer Supports to Encourage Adolescents With Autism Spectrum Disorder to Show Interest in Their Conversation Partners. Journal of Speech, Language & Hearing Research , 64 (12), 4845–4860. https://doi- org.lopes.idm.oclc.org/10.1044/2021_JSLHR-21-00150 Finnegan, E. G., & Accardo, A. L. (2018). Understanding Character Perspective: Strategies to Support Students With Autism Spectrum Disorder. The Reading Teacher , 72 (1), 71–80.

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