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program. He has very good receptive communication, and can understand most one and two step directions. JC speaks in one to two syllable utterances. He has an iPad with Proloquo2go downloaded, but seldom uses his device to communicate. JC is very good at expressing his needs. He will find a way to communicate a need whether it is vocally, using gestures, or even with his iPad. JC will initiate conversation at times by saying hi, but will mostly grab, kiss, and hug people that he knows and likes. His two areas of needs, based on his communication assessment are initiating and maintaining conversations. He does initiate conversation with familiar people, but mostly in inappropriate ways. The function of his grabbing and kissing behavior, as observed and identified by his case manager and speech pathologist, is to tell someone that he likes them. He has a button for I like you in his Proloquo2go, but he has never been taught to use it. After initiating a conversation by saying hi or grabbing someone, JC will not maintain the conversation. This behavior is very frequent for JC and happens numerous times a day. Since he is and looks like a grown man, it is more age appropriate to say hello and tell someone I like you rather than getting physical. Having this skill set will help JC communicate with his peers in a socially appropriate way. Annual/Broad Objective:
When interacting with familiar peers, JC will use verbal speech to initiate the conversation by saying, hi and use his Proloquo2go on his iPad to communicate, I like you without touching the other person 90% of the trials for 10 consecutive school days. Sub Objectives: 1. When interacting with familiar peers, JC will use verbal speech to initiate conversation by saying hi without touching the other person 100% of the trials for 10 consecutive school days. 2. When interacting with familiar peers, JC will use verbal speech to initiate conversation by saying hi and take out his iPad opening Proloquo2go without touching the other person 100% of the trials for 10 consecutive school days. The two sub objectives are in order of skill sequencing. The first one needs to be done before the second. After the second sub objective is accomplished, the annual goal can be targeted. Suggested Intervention and rationale: Several interventions will work well with JC. For this communication program, I believe that JC will most benefit from the use of a social story, graduated guidance with most-to-least prompting, and time delay. Modeling prompts and stimulus prompts will be used as well. All of these interventions will be done as small group instruction. This is to provide JC with direct instruction of how to use his iPad and how to properly initiate conversations. Finally, since JC is not with the same teacher or paraprofessional each day, it will be important to have a behavior record form.
According to Huang, Schaller, Tsai, Wang, Yang (2003) in the article, Enhancing appropriate social behaviors for children with autism in general education classrooms: An analysis of six cases, they explore the use of behavior record forms. The students are given direct instruction using techniques like most-to-least prompting and direct instruction. The teachers in the general education classroom have a behavior record form. This has about five desired behaviors that the teachers can check to be present or not present. This helps data recording to be consistent between all professionals that work with JC. Also, the use of social stories is very important. According to Chan and OReilly (2008) in the article, A social stories intervention package for students with autism in inclusive classroom settings, students with autism can really benefit from the use of social stories. They read the social story with the student before class even began. This way, the students would have that prior knowledge of how to act as school was going on. I could use this with JC and read the social story at the beginning of each day before he even interacts with others. Instructional Methods and Procedural Steps: 1. Read JC the social story first thing in the morning. a. Make sure he is looking at the paper to show he is paying attention. 2. When JC approaches someone familiar, immediately prompt him verbally to say, Hi without touching. a. After two weeks of instruction with zero second time delay, probe with three second time delay to see if JC will communicate Hi without touching. If he does not within three seconds, prompt him verbally to say Hi without touching.
i. Fading the time delay: zero seconds, to three, to five, to seven, to ten, to independence. 3. After JC has mastered saying Hi without touching, introduce using his Proloquo2go on his iPad to say I like you. 4. Use graduated guidance when prompting JC to use his iPad. a. First, use the verbal prompt Get out your iPad and say I like you. b. If he doesnt respond within two seconds, use a verbal prompt paired with a gestural prompts of how to use his Proloquo2go to say I like you. c. If he doesnt respond to this prompting technique within two seconds, use handover-hand guidance. 5. Verbally reinforce JC for his behavior. Time on his iPad bowling or edible reinforcers can be delivered upon completion of multiple appropriate interactions. Data Collection and Projected Data Display: Date: Verbally says Hi Does not touch the other person Gets out iPad independently Opens Proloquo2go Opens Hi/Bye Folder Scrolls down to I like you. Presses I like you once Probes: +/-
Date:
Verbally says Hi Does not touch the other person Gets out iPad independently Opens Proloquo2go Opens Hi/Bye Folder Scrolls down to I like you. Presses I like you once
Baseline
= probe = Instruction
Date
Social Story My name is Jim. I see a lot of people I know while I am at school. When I see someone I know, I may decide to say hi. This is a good idea because people think it is friendly when someone says hi. When I see someone I like, I will try to keep my hands to myself. This makes people feel comfortable. When I see someone I like, I can say I like you using my iPad. This is makes people happy. When I see someone I like, I will try to keep my hands to myself. This is a calm thing to do. When I see someone I like, I can say hi and use my iPad to say I like you. This is a friendly thing that makes people have good thoughts about you.
References: Chan, J. & OReilly, M. (2008). A social stories intervention package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41, 405-409. Huang, T., Schaller, J., Tsai, S., Wang, M., & Yang, N. (2003). Enhancing appropriate social behaviors for children with autism in general education classrooms: An analysis of six cases. Education Training in Developmental Disabilities, 38(4), 405-416.