Case Study Hank -AUT & SLI

Team Helps Six Grader with Autism Improve Communication Student Name Institution Professor Name Course Date Team Helps Six Grader with Autism Improve Communication SPE 461: Weekly Quiz #13 – Case Rubric Team Helps Six Grader with Autism Improve Communication Look to the companion piece: Case Rubric Patient Information: Hank Interprofessional Practice Team: SPED teacher, SLP, OT, BCBA, School Nurse, Parent, and Paraprofessional TREATMENT OUTCOMES: Discuss the results of treatment After one year from his initial IEP, Hank begins to utilize spoken language for a variety of communicative intents & began to interact more fully in the classroom. He has also progressed in the following areas: 1 Uses spoken language to describe his own experiences 2 Utilizes at least 5 communicative intents, including requesting, commenting, rejecting, and greeting 3 Answers WH- questions about stories and events 4 After a clinician model, imitates six gross-motor actions. 5 Copies three basic shapes 6 With prompts and cues, participates in “clean up” time and “center time” in the classroom 7 Engages in three new independent leisure activities. 8 Drinks from a cup independently. 9 Uses a spoon independently. 10 Stays dry with toileting on a 60-minute schedule both at home and at school Upon reviewing the Case Rubric, as the SPED teacher for HANK, think of five (5) additional activities that you can implement to allow him to continue with his progress in the above listed areas. There are objectives with suggested activities listed in the Case Rubric. Think how you can supplement those activities to help Hank continue to make progress in his speech-language, communicative intentions, and social interaction with peers in the classroom. Pick five from the above list and describe an appropriate activity where the focus in on speech-language-communication. Feel free to include parents-family, classmates, and other school personnel as you see fit. Describe the Activity Communication Partner(s) 1 Reading Comprehension with WH- Questions Special education teacher, paraprofessional, classmates Reading comprehension is an excellent way for Hank to practice answering WH- Questions about stories and events using relevant vocabulary words. The special education teacher will carefully select an age-appropriate storybook or short text that is engaging but not too complex for Hank’s current level (American Speech-Language-Hearing Association, n.d.). During shared reading time, the teacher will read the book aloud to Hank and a small group of 2-3 classmates. The teacher will implement a pause-prompting strategy, reading just one or two pages at a time before stopping to ask Hank comprehension questions about the events, characters, and details described in that short section. This strategy allows Hank to focus on comprehending smaller chunks rather than trying to hold too much information in memory. The questions will include WH- Question words like what, who, where, when, why, and how. For example, after a page describing a boy going to the park, the teacher may ask, “What happened when the boy got to the park?” (What-Question about an event). Or “Who did the girl meet under the tree?” (Who-Question about a character). “Where did the dog run after chasing the squirrel?” (Where-Question about a setting). The key is ensuring that Hank responds to at least one relevant content vocabulary word from the story rather than just a one-word answer. So for the Where-Question, rather than just “park,” a better response would be, “The dog ran to the pond after chasing the squirrel.” If Hank needs support, the paraprofessional can provide verbal prompts, rephrase the question, or ask a more leading question. To encourage peer modeling and interaction, the teacher can also have classmates take turns asking Hank about the story at times. It gives peers practice formulating good WH-Questions. As Hank improves his reading comprehension skills over time, he can start asking comprehension questions to his peers, further promoting interactive conversation. Having visual supports from the book’s illustrations will also facilitate comprehension. Overall, this structured but natural...