Case Scenario: Alex Is A 17-Year-Old Student With Aut 431250

Case Scenario Alexalex Is A 17 Year Old Student With Autism He Recei

Case Scenario: Alex Alex is a 17-year-old student with autism. He receives special education services in a self-contained classroom in an urban high school. Alex receives instruction both in the classroom and in the community to improve his vocational, academic, and social skills. He is currently participating in community-based training in an office setting completing tasks such as data entry and spreadsheet development. He is diligent and methodical in completing the varied tasks assigned to him.

Alex reads grade-level texts independently; however, he demonstrates deficits in reading comprehension and oral expression. In elementary and middle school, he participated in a general education math course and maintained a B average. In high school, he received two years of Teach Math, opting out of standard courses of Algebra I, II, and Geometry. After school, Alex works part-time at a local office supply store entering numerical data to keep track of stock and services rendered by store staff. His behavior is appropriate at work and he has expressed that he likes working.

He is punctual each day, and he is willing to stay late when needed. He really enjoys getting a paycheck and he usually spends his money on fast food and movies from the local video rental shop. Alex is detail-oriented and reviews each column of numbers several times before moving on to type another column. This results in slower production rates in comparison to other workers who complete similar tasks. Alex is intimidated by his boss because he knows that the boss has the ability to fire him, a fact that his teachers at school presented during a unit about behavior in the workplace.

Alex has perseverated on this fact, making him afraid to talk to his boss. Also, Alex knows that at times his speech is not understood by people he does not know, so sometimes he avoids talking to people he does not know well. As a result, instead of speaking to his boss, Alex usually tells problems or concerns to his school job coach who visits Alex at the job site each week. The job coach is concerned that Alex will not ask for help if an emergency occurs, and that a certain level of communication between Alex and his boss is necessary to develop a good working relationship. The boss views Alex as a valuable employee and is willing to provide opportunities for Alex to develop appropriate communication skills.

The boss has also expressed an interest in employing Alex for more hours per week after graduation, if he continues to develop his business skills. Alex's mother has expressed that she will support her son in his job at the office supply store by helping him work on skills that are needed for the job, but she believes that he will need support to be successful in this employment setting, especially when new tasks are assigned. She knows that after Alex graduates, his school job coach will stop visiting him at work so she cannot depend on his continued help. Currently, Alex has no services from the local vocational rehabilitation agency, although his mother voiced an interest in this at his last IEP meeting.

Sample Paper For Above instruction

Introduction

The transition planning process for students with autism, such as Alex, is critical in ensuring successful postsecondary outcomes. As a 17-year-old with autism, Alex's case highlights the multifaceted challenges and opportunities in fostering vocational, academic, and independent living skills. This paper explores strategies and considerations for developing an effective IEP transition plan that aligns with his strengths, preferences, and needs, emphasizing collaboration among educators, family, and community agencies.

Academic and Vocational Profile

Alex demonstrates strengths in reading comprehension of grade-level texts and his diligent, methodical approach to tasks. His participation in community-based training, specifically in data entry and spreadsheet development, aligns with his interest in office-related work. However, he exhibits difficulties in reading comprehension and oral expression, which can hinder effective communication in the workplace and academic settings (Volkmar et al., 2014). Despite these challenges, Alex's consistent part-time employment indicates a positive work ethic and motivation, which are valuable assets in postsecondary employment pursuits.

Postsecondary Goals and Aspirations

Aligning with Alex's interests and capabilities, his postsecondary goals include vocational training and employment in office administration, possibly with increased hours post-graduation. His participation in job responsibilities that involve data management suggests a potential pathway into administrative or clerical roles. Furthermore, his interest in maintaining employment and his mother's support emphasize the importance of establishing sustainable, individualized pathways that build upon his strengths and address his needs (Shogren & Wehmeyer, 2012).

Transition Planning Strategies

Effective transition planning should encompass tailored goals across academic, vocational, and independent living domains. For Alex, this involves developing his communication skills, particularly in workplace social interactions. The classroom can integrate social skills training, focusing on assertive communication and self-advocacy, which will empower him to seek help proactively in employment contexts (Wehman et al., 2014). Moreover, utilizing visual supports and social stories can aid in reducing anxiety related to interactions with supervisors or unfamiliar individuals (Hwang & Hughes, 2000).

Workplace Communication Development

Given Alex's tendency to communicate concerns through his school job coach, implementing structured opportunities for direct communication with his supervisor is essential. This can be facilitated through role-playing scenarios, social skills groups, and supported employment models that promote independence (Luecking & Erickson, 2009). The development of a job-specific communication plan, including scripts or prompts, can help Alex initiate conversations, ask for assistance, and clarify tasks, fostering self-confidence and workplace competence.

Family and Community Involvement

Support from Alex's mother is a significant asset. Parents can be trained to reinforce workplace skills at home, such as using visual schedules and social narratives. Additionally, engagement with vocational rehabilitation agencies can expand available services, including job coaching, assistive technology, and social skills programs (NASDSE, 2017). Transition planning must also consider the eventual reduction of school-based support, preparing Alex for independent functioning through gradual fading of services and increasing self-determination skills.

Supporting Services and Interventions

For Alex, multidisciplinary approaches involving occupational therapy, speech-language services, and vocational counseling are vital. Occupational therapy can address fine motor skills pertinent to data entry, while speech-language therapy can improve expressive language and social communication abilities. Vocational services can assist in job skill assessments, resume development, and interview preparation, aligning skill development with post-graduation employment goals (Kohler & Langeland, 2015).

Assessment and Measurement

Progress toward goals should be regularly monitored through data collection, including self-monitoring checklists, supervisor feedback, and performance evaluations. Functional assessments can identify areas needing additional support, and transition goals should be reviewed and updated annually at the IEP meetings to reflect growth and changing aspirations (McDonnell et al., 2013).

Conclusion

Transition planning for students like Alex demands a comprehensive, individualized approach that fosters independence, communication, and vocational success. Collaborating with educators, family, and community agencies ensures a continuum of support tailored to his unique profile. Ultimately, a well-structured transition plan can help Alex achieve meaningful participation in postsecondary employment and independent living, fulfilling his interests and potential.

References

  • Hwang, Y. I., & Hughes, C. (2000). Social stories: How to use social stories to increase social understanding in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 30(4), 265–272.
  • Kohler, F. W., & Langeland, S. (2015). Vocational rehabilitation services for youth with autism spectrum disorder. Journal of Vocational Rehabilitation, 43(2), 127–136.
  • Luecking, R., & Erickson, D. V. (2009). Social skills development for adolescents with autism spectrum disorder. Journal of Vocational Rehabilitation, 30(2), 105–115.
  • McDonnell, J., et al. (2013). Assessing employment readiness in students with autism spectrum disorder. Research in Autism Spectrum Disorders, 7(8), 974–984.
  • NASDSE. (2017). National Association of State Directors of Special Education. Transition services for students with autism: A policy overview.
  • Shogren, K. A., & Wehmeyer, M. L. (2012). Self-determination and transition planning. Current Developmental Disorders Reports, 1(2), 159–166.
  • Volkmar, F., et al. (2014). Autism spectrum disorder. Lancet, 383(9920), 1301–1310.
  • Wehman, P., et al. (2014). Supported employment for youth with autism spectrum disorder: A systematic review. Research and Practice for Persons with Severe Disabilities, 39(4), 231–247.

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