Module 6 Autism

.docx

School

Point Park University *

*We aren’t endorsed by this school

Course

CIU10

Subject

Psychology

Date

Dec 6, 2023

Type

docx

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Uploaded by SuperHumanKingfisher2649

Graded Item: Participants will write a short paper in which they choose a student with Autism they have had in class whose behavior has proved to be difficult to handle. They will determine that student’s needs and select behavioral management strategies, educational supports, and physical outlets that match these needs. Use the PBIS world website and Intervention Central to locate a behavior and help determine strategies to use in your plan.  Submit your response in a Google Doc in this module.  After submitting the Google Doc, post your work in the class comment section below then comment on one other participant's post. Stephanie Schuckers 11/27/2023 Module 6 Charles S. often referred to as “Charlie” was a student I had my first year teaching (2021) in the Special Education setting diagnosed with Autism. His main instruction was in the general education setting and was given small group instruction for reading within his classroom as this was his academic area of concern. Otherwise, Charlie was a brilliant student and was very advanced in math. However, Charlie struggled socially and would often engage in inappropriate behaviors when he would become overwhelmed or even bored with topics. Charlie was given flexible seating options, breaks, consistent redirection, visual schedules, social stories, visual cues such as choice boards/cards and timers to assist with transitioning and making positive choices. He also used noise canceling headphones when necessary and fidgets as well as staff and supports utilized positive reinforcements such as verbal praise, stickers, and preferred activities. The behaviors eventually became disruptive and we had to clear the classroom due to safety concerns. The IEP team met to discuss Charlie’s behaviors and determined a referral for a Functional Behavioral Assessment (FBA) by a contracted professional was deemed necessary to add to his IEP. Following the behavior plan in place Charlie showed some improvements. However, we still experienced inconsistencies with his behaviors. Unfortunately, Charlie was experiencing problems in his home life during this time as well which seemed to be the main concern. The parents were very open minded and contributed where they could and would even take time to come and eat lunch with him at school or arrange for special time together. The family was overall very supportive of Charlie but they too were experiencing some inconsistencies. The school district and parents worked together to ensure that Charlie had all the possible support in place to improve his behaviors. Charlie was given full time paraprofessional support following the FBA and continued to implement the strategies already in place to keep structure in his daily routine. Unfortunately, Charlie’s behaviors continued and eventually became physical towards himself and others despite the efforts of the IEP team and another meeting was planned to determine the next steps involving placement. As a special educator, this student sticks out clearly in my mind especially in my first year in special education. I previously worked in mental health and had tactics I used associated with that as well but unfortunately with what I was given in the public school setting I was unable to help Charlie improve. Due to my previous job experience I was able to provide input on suggested placement options and was able to assist in touring the facilities with Charlie. To

this day Charlie sees me and thanks me for helping him. He is still in the placement facility but is showing great progress with his behaviors. Academically he was moved to the next grade level for math and is now on grade level with his reading. In reference to the website with PBIS, we use this with our district currently to reference. Through the MTSS referrals we have a PBIS team in which I am a part of to discuss the areas of concern and address students that are in the process of being identified. Behavior management is a collaborative and ongoing process that may involve input from professionals such as behavior analysts, therapists, and specialists. By working together and using effective strategies, parents can empower their children with autism to develop essential skills, improve their quality of life, and reach their full potential. Catherine Kutterof Nov 21 Landon K. was a student in my fourth-grade class who received instruction in a regular education classroom. The year that he was in my class was when the format of the school year was hybrid. He was physically in the room for two days and online for three days. He was not diagnosed on the autism spectrum until his fifth-grade year. I did not have any academic concerns for him at that time. He did have behavioral issues that needed to be worked on. Landon was argumentative to both peers and adults. He wanted to always be correct and have the last word. He had difficulty in social situations. He was not always aware of how his comments and actions afected others. Landon would not take redirection well. When he was redirected, he would become argumentative, he would try and justify his actions, or he would continue with the behavior he was asked to cease. Academically, he functioned at or above his peers. He liked to read and had a lot of background knowledge. He made careless mistakes because he rushed through his work and did not like to add details to writing assignments. Luckily, I had the support of his mother whom I worked with to make Landon’s year successful. The needs that needed to be addressed were Landon’s lack of social skills. I worked with the guidance counselor and Landon’s mother to come up with a plan. Our guidance counselor met with Landon each day in the morning and afternoon. She got him prepared and focused on the behaviors for the day and talked about the strategies he could use and used each day. A behavior chart was created that was filled out each day and a reward was determined if Landon met his goal. His behavior chart focused on raising his hand, following directions, being kind, respectful, and using a calm voice and body. Within the class, I took opportunities to

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