D-Day Socialization: Glenn Wants To Be Social With His Peers

Tommy’s mom is very informative on his past issues and present concerns she has. His father is a little out of the loop and may be in denial over his son having an impairment like High Functioning Autism. Tommy is a child with some aggressive behaviors toward others and sometimes does not transition well to new tasks. He is isolated, does not share and likes to keep to himself. He has had instances of aggressive behavior towards the other children in his class.

I have taken on the role of behavioral interventionist on a case, for a six-month term, where my responsibilities consisted of providing individualized therapy treatment to children with difficulties in communication, repetitive behavior, social interactions and problems with behavior. In addition, I also provided parents with skills training to reinforce knowledge of what was implemented throughout the six-month progress. Further, as part of the parent skills training, I provided positive feedback to ensure parents were learning the proper skills needed to communicate effectively with their child using the Picture Exchange Communication System (PECS). On the other hand, I plan to continue volunteering at the Autism Clinic at (UTRGV) to gain more clinical experience and also in search of helping more families. On a personal level, I have seen my loved ones’ struggle with dual diagnosis and it has motivated me to learn more in order to help other individuals with

TK is a male child 3 years old of average size to the other students in the classroom. He attends the McGill Child Development Center. TK’s hair is brown and is neatly combed to one side of his head. His eyes are of a dark color. TK was participating in circle time with the other children in the classroom. He was taking turns with the other children when asked different questions from the teacher. This show TK’s is social skills are developing nicely as he is able to take directions from his teacher and sit quietly while others talk while sitting in a group. He was able to focus on the activity for about 10 minutes before becoming restless.

John does not socialize with his classmates but he will communicate academically with one student. The seating arrangement was modified to allow these two students to sit adjacent to each other. These changes could foster social communication for John.

A: MHP discussed with Ty’Kevinyon the importance of interacting with his peers. MHP advised Ty’Kevinyon to verbalize how his behavior impacts others. MHP advised Ty’Kevinyon to verbalize connections between thoughts/feelings and behavior. MHP recommended that Ty’Kevinyon increase positive social interactions at home and in his community. MHP advised Ty’Kevinyon to make two positive self-statements each session. MHP advised Ty’Kevinyon to increase the times he makes self-affirming statements. MHP recommended that Ty’Kevinyon identify and discuss personal strengths each month in the sessions. MHP provided reinforcements for positive behavior and better social skills.

The occurrence of any specifically monitored symptom or other symptom should be labeled and then Zach should be redirected to an appropriate activity. Direct Care staff should continually monitor Behavior Reports. For the absence of Behavior Reports documenting any of the specifically monitored symptoms for a two week period, Zach should be given the opportunity to go fishing at the BHDC Lake, go off campus to eat, or spend time with staff.

We have no information about Kenny's social support network other than the team he has been working with to include: the behavioral specialist, the long term care case manager, and Kenny's foster family. The foster family,

These practices are not bribes of food and toys, but rather encouragement and support. In accordance with the Code of Ethics of the (BACB), rewards of a harmful nature in the long term are never in the best interests of a participant. Significant results in addressing problematic aggression have been documented by the application of the ABA model and positive reinforcement. Therapists have helped make advancements in behavior, academics, and more advanced life skill sets. The ABA's approach must be as wide as the autism spectrum to fit everyone in it and grow together. Experienced ABA professionals work together to bring customized treatment to every participant involved. Learning is constant for the entirety of everyone's lives. Living a quality life takes some practice, and the more practice, the better the results

My Autism classroom practicum (DSW) provided many opportunities to learn and grow. My commitment, patience, and genuine concern, yielded trust and co-operation from students, resulting in student’s improved outcomes. As my confidence grew, my ability to implement behavioural interventions improved, and I was better able to assist students to work to their fullest potential. Dealing one day with a challenging student, the teacher requested I oversee the other students. I had now the confidence, flexibility, and knowledge to take over this independent role. My ability to be independent, as well as a team player, and other attributes I learned here will translate well to the ABA field where these are essential

ability to interact socially, communicate clearly and effectively, and behave appropriately. Bekah demonstrates an impairment in daily social interactions and has challenges with communicating. Her parents, our middle school’s entire educational team: Speech-Language Pathologist, Occupational Therapist, Psychologist, and myself created a list of social and academic goals for this academic year.

M.P. did not strike a conversation with his occupational therapist during re-evaluation session. He just quietly performed the BOT-2 fine motor tasks his occupational therapist gave him. M.P. did not initiate greeting with other children when brought to the therapy room. Occupational intervention in social interaction skills is important to engage M.P. in social interaction and reciprocal play with peers during school recess or talking to his parents, siblings, and other family members during dinner or at family

AJ is a sweet young boy with a bright smile at times. He makes good eye contact and is very social with people he is familiar with. He receives in home therapy from May Center Early Intervention Program which includes occupational therapy, physical therapy, speech therapy, and a developmental specialist on a weekly basis. AJ also receives biweekly ABA services to help with behavioral challenges.

Zurcher states that her own daughter was diagnosed with autism at the age of two. If her daughter were to receive forty hours of ABA a week, they were told that she would be “undoubtedly mainstreamed” by Kindergarten. She argues that

Holding morning meetings helps autistic children by establishing a common routine that begins the student’s day in a predictable pattern (Sapona & Winterman, 2002, p. 31). Autistic children often need predictable routines, and a highly organized and structured environment in order to function.

Social competencies opportunities need to be provided for group interaction, socialization with guest and friends so that the child learns to accept his strengths and weakness.