John Is A Student That Is On The Autism Spectrum

Combined with it’s broad spectrum of academic and practicum experiences, I believe James Madison University will aid in reaching my maximum potential as a Speech Pathologist. In addition to the academic and practicum experience, the graduate program’s focus on Autism Spectrum Disorder has sparked my interest. My critical thinking and teaching skills were refined when teaching appropriate skills and behaviors for maximum involvement and success in the community with the Autism Society of North Carolina. My skills and experience working with autistic clients and their multidisciplinary team to provide best therapy opportunities would be beneficial towards my success in the CSD 528 Autism course offered at James Madison University. I would love to advance my research skills, in Dr. Longerbeam’s research project on the impact of sensory integration intervention on vocal/verbal output of children with

John is a caring person. He is young so he is open to new ideas like the

Originally, I was drawn to speech pathology after my sister’s diagnosis of Autism at the age of three. Watching Diane struggle with language development and acquisition while other children seemed to grasp these skills naturally is what initially sparked my interest in helping families like my own. At the start of my junior year, I set out to obtain experiences working with different populations. Toward the latter half of junior year, I became involved as a clerical volunteer at the Sacramento Scottish Rite Childhood Language Center. By senior year, I was balancing a full course load alongside three volunteer experiences. In addition to Scottish Rite Childhood Language Center, I divided my time between tutoring at a neighboring elementary school in the Twin Rivers School District and serving as an intern at the Autism Center for Excellence (ACE). During my undergraduate experience, I welcomed the opportunity to work with students that struggled with literacy, language, and pragmatic skills. After graduation, it was my goal to obtain additional experience in the field as a speech-language pathology assistant.

Keaunna Knox has been a Speech-Language Pathologist (SLP) since 2007, and has worked ever since 2000 with children with special needs who had speech and language disorders. She began as an “Instructional/Speech Aide” at Pasadena Unified School District working with children with moderate and severe intellectual disabilities. All the students she worked with had speech and language disorders, and, since the Districts therapy was overloaded Keaunna implemented the communication goals she wrote. Based on that experience and many others, Keaunna decided to enroll at Cal State Los Angeles to pursue her professional career in teaching. She received her Master’s in Mild-Moderate Disabilities in Special Education from Cal State Los Angeles and a second

Sam is an adopted child. Quite early on his adoptive parents had concerns about his speech and language. They noticed he uses very few single words and is very reluctant to communicate with anyone. Initially they thought he is feeling shy or taking time to adjust to new environment but Sam started having more tantrums. They were worried about his communication and ability to cope at nursery school. He was referred to the Speech and Language Therapy Service when he was two years old.

Mrs. Brower can really tell that all of Andrew's teachers are dedicated to his growth both socially and academically. This is so refreshing and reassuring to them. He works well with encouragement and positive praise. For Andrew, he is 100% motivated if he feels everyone believes in him. He has expressed that his teachers are awesome. They just want to ensure that Andrew remains on track.

Mom reported that John has difficulty with complying to one-step instructions and will often tell parents when given a one-step instruction “No thanks, maybe later.” Parents report that it will take up to 15 minutes for John to comply with the one-step instruction. When dad gives John one-step instruction, John will often growl at dad or grab dad’s skin. Parents also reported, that John can talk in complete sentences and on occasion his sentences are broken up. According to Mom, John can answer” Wh questions” and he can ask questions. In addition, John can answer some social questions.

He is a minority student from a low-income community who lives with his siblings and both of his parents. Specifically, has an older brother in fifth grade and a little sister in second grade. His mother is understanding, encouraging and willing to assist in Johnny’s education; actively involved

Mrs. L shared that he eats alone, but during recess he does have one friend he will play with basketball or soccer. Currently, his friend Daniel is the only student in the school that will play with him. Daniel attend the learning center together and both have Mrs. F as their general education teacher. Mrs. L. mentioned that at times the boys do argue with each other because they spend a long period of time together. Another area of concern Mrs. L has for Richard is his constant need to please others. Richard is an interactive student and wants his peers to welcome him when he tries to play with them. When his peers are welcoming to Richard, he tries to please them as best as he can. Richard will imitate his peers behavior or he will join along to what they are doing. His limited social interaction is a concern that Mrs. L wants Richard to continue to develop and limit bullying situations from occurring

Initially, when working with children suffering from autism, parents, researchers and educators alike assumed that autism was untreatable and that there was no cure that is until a quasi-miracle treatment was developed. Facilitated communication, developed at Syracuse University, is the facilitation of various movements by a facilitator so that a child with autism can effectively communicate what he or she would not normally be able to communicate due to lack of physical capabilities. Via facilitated communication, a high percentage of those suffering from autism were now performing at normal levels relative to their academic class years. Some of the students with autism were even becoming proficient or advanced in many academic areas,

The purpose of the team learning activity was to write an individual educational program (IEP) for a boy named Marcus. Martha who is Marcus’s mother has submitted information about her son. From this information, it is understood that Marcus is a six-year-old boy whose first language is not English (team learning activity). When Marcus was born, he was 6 weeks premature and had a serious brain bleed resulting in long-term neuromotor differences (team learning activity). Marcus has been diagnosed with autism spectrum disorder and does not communicate verbally (team learning activity). He does make sounds, flaps his hands, and shakes his head for communication (team learning activity). In addition, Marcus has left sided weakness in his arms, legs, face, and has difficulty walking and sitting unassisted (team learning activity). Furthermore, Marcus has significant visual differences and does not have glasses at this time (team learning activity).

Thus, private speech is neither social communication nor silent thought, but vocalized thought” (Jones, 2009, p. 169). Moreover, Vygotsky believes that private speech is a technique of “self-regulation” (Jones, 2009, p. 169). By observing Michael, I clearly understand that term. While I sat next to him for regrouping, or while Mrs. Jackson asked for the meaning of inference, the softness of his voice showed the internal conversation of how he wanted to pull from his knowledge, organize his thoughts, and become a good problem solver. Michael was alone in his process of

Michael is a five-year-old boy who has been diagnosed with hearing loss that has subsequently affected his speech development. Michael is without friends, and exhibits poor social skills for a child his age. His parents have come to me to develop a plan to help socialize him, so that he may attend public schools and avoid special education placement.

The participant was Brad, a thirteen-year-old boy, diagnosed with Autism and Pervasive Developmental Disorder. Brad received speech and language services once a week and had in class paraprofessional support. The Woodcock-Johnson Revised Achievement Tests (WJ-R) determined grade level performance in word identification and below grade level performance in comprehension and problem solving. Brad’s teacher requested help after identifying his need for additional support for low-p tasks. REWORD

When four years old, Kael’s mother enrolled him at a Montessori school and attended through kindergarten. Once in the first-grade, Kael began attending public school where he continues with good health and an outstanding attendance record. However, during his early elementary years, Kael’s speech became a concern for his mother, due to a slight stutter; therefore, she requested an evaluation with his school’s speech language pathologist. The results concluded Kael’s speech as age-appropriate. Meanwhile, throughout the years, Kael remains friends with his classmates and maintains a good rapport with his teachers. In addition, Kael’s academic records prove satisfactory with the support and encouragement from his parents. Now with Kael currently in sixth-grade, his elementary career comes to end this school year, while middle school awaits him.