AUTISM SPECTRUM DISORDER ASSIGMENT- MAGGIE LAMM

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AUTISM SPECTRUM DISORDER ASSIGNMENT 1 Autism Spectrum Disorder Assignment Maggie Lamm Liberty University- EDSP 519

AUTISM SPECTRUM DISORDER ASSIGNMENT 2 O NLINE L EARNING M ODULES : A UTISM S PECTRUM D ISORDER Q UESTIONS Part I 1. Identify the two major characteristics of ASD. For each characteristic, provide at least two examples of how a child with ASD might display them. A. One characteristic of ASD is a child with social communication/ social interaction delays. A lot of the time a child with ASD will communicate only when they initiate the interaction and when it is to get something that they want. They can be outspoken and tend to not pick up on social ques from their peers. Sometimes they struggle to communicate their needs and wants appropriately. B. Another characteristic of ASD is Restricted, Repetitive Patterns of Behavior/ Interests/ Activities. This can mean throwing tantrums when asked to participate in a non-preferred activity. Also fixating on certain things or subjects and aren’t able to stop acting out or talking about the subject without completing everything they know about that subject. Children with ASD may also throw tantrums when they aren’t able to communicate what they need or something they may want. They may also have certain behaviors such as flapping or rocking back and forth as a form of comfort. 2. Watch the video of a mother interacting with her twins, Nathan and Benjamin. a. Identify the twin who demonstrates early warning signs of ASD and describe the warning signs. b. Compare the behavior of the twin who demonstrates early warning signs of ASD to that of his brother. After watching the video of a mother interacting with her twins, Nathan and Benjamin, the twin showing early signs of ASD is Nathan. He did not show signs of visual contact with his mother while she is trying to interact with him during their playtime. He also played how he wanted to play and showed no interest in what she was doing. He is continually trying to leave the play area because he does not have any interest in socializing with his mother. He lacks vocalizing skills with his mother as well.

AUTISM SPECTRUM DISORDER ASSIGNMENT 3 One-way Benjamin is playing different than his brother is that he is actively engaged with his mother. He seeks visual contact with is mother while playing and has social interactions with her. He seems happy and enjoys playing with her the entire time. 3. There are two ways that children can be identified as having ASD. a. Compare and contrast the two methods of identification. b. Explain why having both diagnoses is important for a child and her or his family. The two ways children can be identified as having ASD are through a medical diagnosis and educational determination. Medical diagnosis is made by a medical professional such as a physician or psychologist and is based on criteria mentioned in the DSM-5. The educational determination can be made by the schools multidisciplinary team which includes interviews with the family members, review of medical records, behavior observations, and assessments. Both diagnoses are important to have because they allow more services to by given to the child and help those services be available to them. When both of those teams work together it ensures that the child is receiving exactly what they need. 4. Pick one of the scenarios below and answer the questions. a. Would this child or student have an IFSP team or an IEP team? Explain. b. Who are the required members of this team? c. Identify at least two additional team members that might be on this team and explain why? i. Scenario Option 2: David This is David, a 2½-year-old with autism spectrum disorder and intellectual disabilities. He is not interested in other children, and he does not play with toys as they were designed to be played with. For example, instead of pushing toy cars around on the floor, he flips them over and spins their wheels. On the other hand, David loves to play in the water and listen to music. At night, he remains awake for extended periods, something that is exhausting for his parents. Mealtimes are a struggle as well. David eats only a few specific foods and avoids others with textures or consistencies he doesn’t like. He is non-verbal and lacks a systematic way to let his teachers and parents know what he wants. Often, when he is not successful at communicating what he wants, David throws himself on the floor, hits his parents, and throws objects. He has recently been

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AUTISM SPECTRUM DISORDER ASSIGNMENT 4 introduced to the Picture Exchange Communication System, often referred to as PECS, but has not yet learned enough to communicate his needs. Because David is 2½-years-old, he would need and IFSP implemented. His team would consist of his parents, the service coordinator, and two additional professionals that can include a psychologist or primary physician, speech and language pathologist, and other professionals that can help and assist David and his parents. The two additional team members I would include a speech and language pathologist and a nutritionist or food therapy professional. The reason I would include a speech and language pathologist is because he struggles with communicating. He is considered non-verbal and needs assistance in learning different ways he can communicate with others. The speech therapist can also help with introducing him to the PECS and encourage use of that. I included the nutritionist because mealtimes are difficult for him and his parents. He is not willing to try different foods and avoids different textures or consistencies. The nutritionist or food therapist will help in exploring different foods with different textures and will also give the parents some strategies that may make mealtime not as stressful or difficult. 5. Cherith is a single parent of six-year-old twins who have ASD. Both have cognitive impairments, language deficits, and behavior issues. Additionally, one child requires almost total assistance for daily living skills in areas such as feeding, dressing, and toileting, and the mom reports that the other child does not sleep. Both children receive services and supports in school and in clinic settings. Identify and explain four struggles or difficulties this mom might face. There are several struggles or difficulties that this mom might face, especially having two children with ASD. One thing she may experience is high stress levels, working with two different children that both have different behavior issues. She may also suffer from high fatigue levels. Being a single mom, she is having to do everything by herself and that can be extremely exhausting. Children with ASD require a lot of attention and many children with ASD having sleep difficulties, so they may not be sleeping either. Another struggle Cherith may have is financial burdens. The cost or certain therapies or services can be extremely expensive and aren’t always covered by insurance. Lastly, she must learn about all the new roles she has to play as a parent of a child with ASD. This includes advocating for her children, case manager, and medical expert. She must learn as much as she can about ASD so that she can properly advocate for her children and make sure they are receiving the services and therapies that are needed. 6. Recall Jaquese from the Challenge. Jaquese is a ten-year-old student in an inclusive fourth-grade classroom. Jaquese loves mathematics and science and is above grade level in both subjects. Because of this, his teachers have a hard time keeping him engaged during mathematics and science instruction. On the other hand, Jaquese has difficulty with reading and writing. He also struggles with reading comprehension, both when a story is read to him and when he reads it independently. He’s obsessed with superheroes and will often quote and act out scenes from their comic books or films. This is often frustrating for the teacher because no matter how she tries to distract him from his

AUTISM SPECTRUM DISORDER ASSIGNMENT 5 imaginary superheroics, he always comes back to them. In fact, he often cannot begin his work until he has finished acting out an entire scene. Further, most students do not understand his obsession; they find Jaquese annoying and do their best to avoid him. Imagine you are Jaquese’s general education teacher. Using what you know about Jaquese, select three strategies discussed in this module that you could implement to increase his success in the classroom. Explain why you chose each and how it will benefit him. For Jaquese, one strategy that I would implement to increase his success in the classroom would be designing an IEP that would include his parents, special education teacher, general education teacher, a school representative from the school district, and any therapist he may need to be successful in his school setting. Learning more about what areas he excels in and what areas he has difficulties in. Another way that would benefit him is using evidence-based practices. These are strategies from teachers that are proven to work through research. This may give the teacher different ways to incorporate where he is struggling and how to approach it. Another strategy that may work is providing individualized supports and services. These services can range from simple to intensive. This would include adding another support person in the classroom such as a paraprofessional to help at times he may need it. Maybe allowing him that one on one time during reading activities so that he has a greater chance at understanding what he is reading and staying focused on the task at hand.

AUTISM SPECTRUM DISORDER ASSIGNMENT 6 Part II 1. Define autism spectrum disorder: a. List the two primary characteristics of ASD. b. Explain why ASD is referred to as a “spectrum disorder.” As we learned in Module 2, ASD is defined as a developmental disability that can result in developmental delays and behavior struggles. The two primary characteristics of ASD are social interaction struggles and repetitive patterns of behaviors. ASD is referred to as a “spectrum disorder” because it demonstrates a large range of strengths, abilities, and areas of needs. 2. Identify and briefly describe the four steps educators can use to make an informed decision when selecting an EBP. a. Identify and define the target behavior: this is the behavior that the teacher wants to change. This should be a discrete behavior that is directly observable, measurable, and clearly defined. b. Collect baseline data- this refers to the level at which the behavior occurs. It is gathered over a period, four days. This helps the teacher and professionals compare data to see if the strategy is beneficial to the individual. c. Establish a goal or outcome- After the target behavior is identified and you have collected to data, a goal should be made in the IEP or IFSP. d. Select an EBP- This is the final step and it identifies which EBP can improve the target behavior. The family dynamic, student goals, experience of the teacher, and the resources available should be considered when selecting the EBP. 3. Five EBPs are sometimes referred to as foundational strategies. a. List and briefly describe the five strategies. 1. Reinforcement- Depending on the desired consequence, the reinforcement can either be positive or negative. 2. Prompting- This is used to assist the student when they are learning a new skill. This can be verbal, visual, gesture, modeling, or physical. 3. Time Delay- This is a technique that the teacher can use when the teacher is prompting the child and is immediately providing the answer. The response slowly becomes delayed as it progresses. This helps to student to slowly not relay on prompts. 4. Modeling- This is when the teacher shows or demonstrates how the skill is performed before asking the child to perform the skill. 5. Task Analysis- A method of breaking multi-step skills or behaviors into smaller components that can be taught one at a time. It can be taught in two steps: forward chaining and backward chaining. b. Identify which foundational strategy is being used in the following videos: “Drawing Butterfly” – Time Delay “Tying Shoes” – Modeling

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AUTISM SPECTRUM DISORDER ASSIGNMENT 7 c. For each scenario presented in the table below, select one strategy to address the student’s needs and explain why you chose that strategy. Select a different strategy for each scenario. Scenario Strategy Selected Justification for Selection Trevor, a 14-year-old boy, is having difficulty transitioning from one activity to another. Prompting He is in the process of learning a new skill. By using prompting or allowing him to see what is next will help him know the concept better. Carly, a six-year-old, has difficulty putting on her coat by herself. Modeling Showing Carly how to properly put on a coat will allow her to better understand the steps of how to do it independently. Alexa, a three-year-old girl, swings her doll around instead of playing with it as intended (e.g., feeding it). Task analysis Breaking the task of how the feeding goes into small steps will help Alexa understand the task. 4. Visual supports and PECS are effective strategies to address communication needs of children with ASD. Briefly explain how each strategy can address this need. Visual supports are typically used to address the communication needs of children with ASD. Visuals help with social communication, behavior, school enthusiasm, and play time. It can also help a student communicate more efficiently when there is a language barrier. Visuals can help with providing the child an example of appropriate behaviors in certain areas of the classroom. It can also help them communicate their needs and wants. It allows them to communicate with their teacher and peers when they sometimes do not know how to. PECS requires a six-step process when learning how to communicate using it. Teachers and professionals that are interested in using it, must be trained since is has such a complex approach to communication. 5. Discuss the differences between a focused intervention and a comprehensive treatment program. Focused interventions will always be the center of classrooms for child that have ASD. Often the teacher is not making the decision to implement the comprehensive treatment program. It is usually determined and implemented by the school district or a special education department head. If the district decides to implement the comprehensive treatment program, they must be trained from a person who is familiar with it and has

AUTISM SPECTRUM DISORDER ASSIGNMENT 8 knowledge of what needs to be done. 6. Promoting independence is often a goal for students in high school. Briefly describe how each of the following strategies can promote independence. a. Self-management strategies In this module, they talk about four self-management strategies. The first is self- monitoring, which helps the student evaluate themselves and determine the results of their actions. Next is self-instruction, which is when they give themselves an instruction that they will perform. Then, goal setting is the next step. This involves them setting and observing their achievements. The last step is self- reinforcement, which helps them become more independent. b. Technology-aided instruction and intervention Computer assisted instructions, smartphones, or tablets are all technology- aided instructions. They help with daily living for a person with ASD. This includes having a video that shows them how to perform a task.

AUTISM SPECTRUM DISORDER ASSIGNMENT 9 Reference The IRIS Center. (2014). Autism spectrum disorder: An overview for educators . Retrieved from https://iris.peabody.vanderbilt.edu/module/asd1/ The IRIS Center. (2016). Autism spectrum disorder (part 2): Evidence-based practices . Retrieved from https://iris.peabody.vanderbilt.edu/module/asd2/

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AUTISM SPECTRUM DISORDER ASSIGMENT- MAGGIE LAMM

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