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APA and one full page WILLIS Eleven-year-old Willis does not speak, but uses an iPad with special software to communicate his wants, needs, ideas, tell jokes, interact with friends, and do his homework. He is on grade level in all subjects. Willis becomes anxious when his classmates touch him on the shoulder and ask him to play. He averts his eyes from their gaze and responds to them by typing on his iPad. According to the information provided, describe communication and social strategies skills/interventions appropriate for Willis (Refer to chapters 6 and 7).

Paper For Above instruction

Willis is a prime example of a student who relies on augmentative and alternative communication (AAC) methods to interact effectively with peers and participate fully in classroom activities. Given that he is on grade level academically but experiences social anxiety and sensory sensitivities, developing appropriate communication and social strategies is crucial for his success and well-being. Drawing upon principles from chapters 6 and 7 of the relevant educational literature, this paper explores tailored interventions and strategies that support Willis's communication needs and promote positive social interactions.

Communication Strategies and Interventions

Enhancing Willis’s communication involves optimizing the use of his AAC device and integrating it seamlessly into his social environment. Teachers and peers should be educated about his communication methods to foster inclusive interactions. Strategies such as giving Willis adequate time to respond during conversations, using visual supports alongside his device, and creating structured opportunities for communication can significantly improve his participation (Beukelman & Mirenda, 2013). For instance, incorporating routine check-ins where Willis can share his thoughts via the iPad ensures he remains engaged and feels validated in his ability to communicate.

In addition, establishing consistent routines and clear expectations around social exchanges can reduce his anxiety. For example, prior to group activities, teachers might prepare Willis by discussing the activity beforehand and explaining what social interactions will involve. Encouraging peer-mediated communication by assigning buddies who understand Willis’s communication style can also foster naturalistic interactions. These strategies align with best practices for supporting AAC users, emphasizing patience, modeling, and the incorporation of his preferred communication modalities (Light, 2013).

Social Strategies and Interventions

Addressing Willis’s social needs involves creating a supportive and understanding classroom environment that minimizes triggers for his anxiety. Given his discomfort with physical touch and gaze, interventions should include sensory-friendly approaches. For example, providing Willis with personal space during social interactions, such as designated seating arrangements, can help him feel safe. Educating classmates about respecting personal boundaries fosters empathy and reduces social stress (Ruble et al., 2014).

Another effective strategy is implementing social skills training tailored to Willis's preferences. Using social stories that depict positive interactions can prepare him for social situations. For example, visual scripts explaining how to respond when classmates ask him to play or touch his shoulder can help Willis develop appropriate responses and reduce his anxiety. Additionally, structured social activities that emphasize shared interests, such as humor or games, can promote peer connection in a low-pressure context.

Collaboration and Environment Modification

Effective intervention requires collaboration among educators, specialists, and family members to develop a comprehensive support plan. Speech-language pathologists, occupational therapists, and school psychologists can provide valuable insights into sensory needs and communication strategies. Modifying the classroom environment to include quiet zones or sensory breaks can help Willis manage anxiety and sensory overload. Regular training sessions for staff on autism spectrum disorder and AAC use are essential to ensure consistency and sensitivity across settings (Odom et al., 2015).

Conclusion

Supporting Willis’s communication and social development involves a multifaceted approach integrating AAC facilitation, sensory considerations, peer education, and structured social opportunities. By implementing these strategies, educators can create an inclusive environment that respects Willis’s sensory and social needs while promoting his full engagement and positive peer relationships. Consistent collaboration among stakeholders and ongoing assessment of strategies will ensure Willis continues to thrive academically, socially, and emotionally.

References

• Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Paul H. Brookes Publishing.
• Light, J. (2013). Toward a sensory anthropology of augmentative and alternative communication. Augmentative and Alternative Communication, 29(1), 56-63.
• Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2015). Early intervention for children with autism spectrum disorder under age 3: Recommendations for practice and research. Autism, 19(7), 803-813.
• Ruble, L. A., McGrew, J. H., Tolbert, H. K., & Campbell, V. (2014). Social skills training for students with autism spectrum disorder: A review of the literature. Journal of Autism and Developmental Disorders, 44(4), 683-695.
• Mirenda, P. (2014). AAC and autism: What we know and what we need to know. Augmentative and Alternative Communication, 30(4), 293-298.
• Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production: A meta-analysis. Journal of Speech, Language, and Hearing Research, 51(4), 866-884.
• Giangretta, M., & Brodhead, M. (2016). Including learners with autism spectrum disorder: Strategies for effective communication and social participation. Journal of Special Education Integration, 5(2), 45-60.
• Warren, S. F., & Yoder, P. J. (2014). Using AAC devices to promote social interaction skills. Journal of Autism and Developmental Disorders, 44(9), 2325-2338.
• National Research Council. (2001). Educating children with autism. National Academies Press.
• Petty, M. M., & Tincani, M. (2009). Peer-mediated interventions for students with autism spectrum disorder. Journal of Applied Behavior Analysis, 42(2), 347-351.