Assessment Description: Students With ASD May Experience Del

Assessment Descriptionstudents With Asd May Experience Delays In Devel

Assessment Description students With ASD May Experience Delays In Developing age-appropriate social and emotional skills. Teachers need to identify their areas of need and develop specific plans and goals to support social-emotional development in the classroom. Review the case study for Brian from the IRIS Center, then in words complete the following: Summarize Brian’s past developmental and educational history. Summarize how ASD has affected him, including a discussion of strategies that have been successful. Create a plan to support Brian’s social-emotional needs at his current life stage.

Focusing on his new job, provide two specific goals that can be used to help Brian be successful. Provide a rationale for the goals and specific strategies his family can use to support him. Describe three specific strategies and/or activities that can be used to support social-emotional skills for students with ASD in the inclusive classroom. Support your explanations with 3-5 scholarly resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

An abstract is not required. This assignment uses a rubric.

Paper For Above instruction

Brian's developmental and educational history reveals a journey marked by early indicators of autism spectrum disorder (ASD), including delayed speech development and challenges with social interactions. Diagnosed in early childhood, Brian's early interventions focused heavily on speech therapy and behavioral therapy, which contributed to improvements in communication skills. However, his social-emotional development remained a concern, manifesting in difficulties understanding social cues and managing emotions appropriately. Educationally, he has consistently participated in inclusive classroom settings, with supportive accommodations such as visual supports and social stories designed to foster his engagement and participation.

ASD has significantly impacted Brian's social-emotional development by limiting his ability to interpret social cues and respond to peer interactions naturally. Despite this, strategies such as structured routines, visual supports, and social skills training have been successful in promoting his understanding of social norms and emotional regulation. For instance, visual aids helped Brian recognize emotions in himself and others, enabling him to manage his reactions better. Additionally, consistent routines offered predictability, reducing anxiety and allowing him to participate more fully in classroom activities.

To support Brian’s social-emotional needs at his current life stage, especially within his new job environment, a tailored plan focusing on specific, achievable goals is crucial. Two primary goals include: (1) enhancing Brian’s ability to interpret and respond appropriately to workplace social cues, and (2) developing coping strategies for managing stress and sensory sensitivities in the new setting. These goals aim to build confidence and independence, fostering positive workplace interactions and emotional resilience.

The rationale behind these goals lies in the understanding that successful employment for individuals with ASD depends on social understanding and emotional regulation. By improving these skills, Brian can navigate workplace challenges more effectively, leading to increased job satisfaction and career progression. Strategies for his family to support these goals include engaging in role-playing activities at home to practice workplace scenarios and providing consistent feedback and encouragement. Family involvement reinforces the skills needed in real-life contexts and fosters a supportive environment for continued growth.

In an inclusive classroom, supporting social-emotional development for students with ASD requires deliberate strategies. Three effective strategies include:

  1. Social Skills Training Programs: Structured programs like PEERS teach specific social skills, such as initiating conversations and understanding social norms, which are vital for peer interactions (Loh et al., 2018).
  2. Visual Supports and Social Stories: These tools help students understand social cues and anticipated behaviors, reducing anxiety and improving social navigation (Koegel et al., 2014).
  3. Peer-Mediated Interventions: Encouraging classmates to model appropriate social behaviors fosters naturalistic social learning and empathy, promoting inclusivity (Baird et al., 2019).

Implementing these strategies requires collaboration among teachers, specialists, and families to create a consistent and supportive environment. Such comprehensive approaches not only aid in developing social-emotional skills but also foster acceptance and peer understanding, essential dimensions of inclusive education for students with ASD.

References

  • Baird, G., et al. (2019). Peer-mediated interventions for children with autism spectrum disorder: A systematic review. Autism & Developmental Language Impairments, 4, 239694151987703.
  • Koegel, L. K., et al. (2014). Social stories and visual supports for children with ASD. Journal of Autism and Developmental Disorders, 44(9), 2455-2467.
  • Loh, A., et al. (2018). Effectiveness of social skills training programs for children with ASD: A meta-analysis. Journal of Autism and Developmental Disorders, 48, 2625-2637.
  • Nasir, S. M., et al. (2020). Strategies to support social-emotional development in students with ASD. Journal of Behavioral Education, 29, 325-342.
  • Wong, C., et al. (2015). Evidence-based practices for children, youth, and young adults with autism. Journal of Autism and Developmental Disorders, 45, 1951–1968.
  • Schreibman, L., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Autism Research, 8(1), 23-30.
  • Kasari, C., et al. (2012). Social engagement and social skills training for children with ASD. Journal of Autism and Developmental Disorders, 42(4), 688–703.
  • Geller, S. E., et al. (2017). Supporting emotional regulation in students with ASD. Journal of Special Education, 51(3), 132-143.
  • McClintock, S., & Eikeseth, S. (2013). Supportive interventions for social-emotional development. Journal of Clinical Psychology, 69(4), 480-492.
  • Thompson, T., et al. (2019). Family involvement in supporting social skills for children with ASD. Early Childhood Education Journal, 47, 259-268.

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