Pokemonke Treatment Plan

Many treatment approaches have developed different ways of dealing with the challenges of autism. First, there is the theory of Applied Behavior Analysis (ABA), which consists of giving a child a specific task, which teaches skills from basic ones to more complex ones, such as social interaction. Children taking this approach, work 30-40 hours a week with a trained professional. (West 66) It may be emotionally difficult for the child, and his/her parents to dedicate so much time, yet it is worth it. However, it has been proven that ABA methods have shown consistent results in teaching new skills and behaviors to children with autism. (West 68)

This involves creating a visual representation of the logical sequence of events in narrative texts. Students will record the setting, problem, goal, events and resolution separately on a piece of paper. This intervention plan can be helpful for the student here since it focuses on literal instruction with narrative texts. The student in the QRI was given narrative texts for the QRI Oral and Silent Reading Comprehension portions of the test and they struggled. This could be an effective way to help the student with looking at narrative

The toys used in play therapy are crucial to the play therapy process, especially when it comes to the way that the child (whether he or she be disabled or non-disabled) plays and speaks to that particular toy. Although, not every toy means the same thing. For instance, puppets are used differently than a telephone. “Puppets allow a child to displace feelings from the significant persons with whom they were originally connected. In doing so, puppets offer physical and psychological safety that, in turn, invites greater self-expression” (Bromfield, 1995). How the child interacts with the toy non-verbally could demonstrate certain aspects of discomfort they could have about a situation, for example, and how the child interacts with toy verbally as well, demonstrates a level of how or what they feel about a situation. So, each toy is very different in terms of meaning, representation, and interpretation but very similar in those same

The term autism currently holds a meaning that is significantly different than when it was first adopted into our vocabulary in the 1960’s. The evolution of scientific discoveries within the field of autism research is remarkable and consistently improving. With the prevalence of autism continuing to reach sky rocketing numbers, the inclusion of children with autism spectrum disorders (ASD) in the school system is extremely important. Every child has the right to obtain an education and finding new methods that provide this for children with ASD is vital. Creating programs and techniques that can be personalized to a child is the key to them receiving the most out of their education. Discrete trial teaching, pivotal response treatment and picture

Looking at behavior of students with Autism Spectrum Disorders it can often be categorized in four broad categories. Attention/access is behavior that occurs so the child can obtain something that they want. (Heflin & Alaimo, 2011) Avoidance/Escape is a behavior that allows the child to escape something that is undesirable. (Heflin & Alaimo, 2011) Sensory-based is behavior that occurs to solicit pleasurable feedback. (Heflin & Alaimo, 2011) Pain attenuation is a behavior that so that a pain does not hurt so much not seen a lot in education. (Heflin & Alaimo, 2011) Three of the four behaviors will be addressed in how they manifest in the classroom, examples of these behaviors and recommendations to deal with behaviors.

| Listening to adults and other older children.Gurgling and attempts at sounds.Listening to songs and games increasing pattern awareness.

Moreover, sights and sounds often distract students with autism, making it difficult for them to identify or attend to relevant cues. Blocking out as many extraneous sights and sounds as possible can help them focus on the most relevant dimensions of their activities. Dividers can minimize visual and auditory distractions. Bookshelves, window shades, the distribution of work areas around the classroom, and minimal use of decorations on the walls are other ways to minimize distractions” (Levidioti).

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

A speech language pathologist, otherwise known as an SLP, deals with many people throughout their career, which includes patients who do and do not want to receive assistance for their disorders. Sometimes a patient might refuse because they are too young to understand why they need therapy, and adults might refuse the aid of an SLP because they do not find it necessary to receive treatment for the speech, language, or hearing disorder. To address these problems SLP’s will have to give the proper help to the patient as needed. For a child, the SLP might use toys or activities to get the child involved in a talking atmosphere. In a adult’s case, it would be ideal to give the patient as much information as possible in order to let them fully

The reward system works by simply allowing the child to choose a toy or a piece of candy at the beginning of a session and if the child participates in the tasks well then the child will receive the item at the end. In many instances, the children tend to misbehave as the session progresses and as a consequence, the reward they chose will be saved for the following session. Another way many speech therapists encourage the children is by bringing board games to the sessions. Board games have almost become essential for the therapists because they capture and keep the children’s attention without little to no distractions. The exercises the children have to complete practically go unnoticed when board games are involved because they complete them while they are playing the games. As they are playing the games, the therapist will occasionally ask the child to make certain sounds or pronounce words and the child will naturally obey due to the distraction of the board games. Although those methods may make it less troublesome for the therapist to encourage a specific outcome, they do encounter several barriers that hinder certain components of the desired outcome.

requesting, speaking, etc.). These deficiencies affect everyday interactions, and their ability to communicate wants/needs, which can lead to a child engaging in maladaptive behaviors, if they have gone a long enough without having a viable means to communicate what they want. The deficits they experience can also lead to communication difficulties for younger siblings. Based on the current literature, and the articles included above, one can conclude when a practitioner implements an FCT intervention correctly, it is a viable, and useful, treatment method to utilize when working to increase the communication abilities of children who have an ASD diagnosis. Functional Communication Training covers a broad range of treatments; a commonly used treatment is the PECS intervention. PECS is a picture-based, multi-step intervention where a child is required to hand over the picture card of the toy they want to earn. From the literature, one can deduce that PECS, and other picture identification systems, are useful when it comes to decreasing a child's maladaptive behaviors, and increasing a child's communication abilities, specifically their requesting skills. When a child has a way to request the item they want, they are less likely to take part in the behaviors that previously occurred when they didn't have a way to communicate their wants. Meaning,

Narrative therapy has been describes as a “user-friendly and applicable counseling component.” It has been integrated into language literacy interventions and has been deemed as useful in

When I was working at the Headstart we had a child in my class that had autism and he was completely nonverbal so in order to get him participating in class we would find way for him to communicate with us without actually having to use his voice. When we was working on colors in the class we would get blocks that was the same color we was talking about and have him show us the color we was asking for. If he got it wrong I would tell him the color again and let him try again if he got it wrong I would pick up the color block then show it to him. I would tell him what color it was and go on doing the same for each color. When we would work on counting we would give him blocks and have him hand us the amount of blocks we was asking for. When we was transitioning to new things we would make it a game so it didn’t overwhelm him and he would enjoy transitioning to new things. I believe with kids with special needs we need to think outside of the box. Just because they aren’t verbal doesn’t mean they aren’t taking everything we are talking about in. Creativity in the classroom is the key. We have to figure out what works for us and them. We have to set limits but we also have to expand the limits when it does come to certain children because our way isn’t necessary their way and that’s okay. I believe that making things simpler for children that do have a hard time communicating opens the door for them to also have a voice

Normal preparation strategies may not be effective for individuals with autism. For example, verbal instructions, such as, ‘Put your things away, we are about to eat dinner.’, may not register to the individual because autism makes following directions very

The materials needed for these interventions were simple. All five interventions required a storybook, which needed to be carefully chosen, so the book was grade level appropriate and contained vocabulary words. The adult needed to be familiar with the story, in order to summarize the story and facilitate questions with the students. The vocabulary intervention required additional