Kaplan University College Of Arts And Sciences CE340 Unit 9

1kaplan University College Of Arts And Sciencesce340 Unit 9 Assignment

Analyze how Molly’s communication, behavior, social skills, cognitive skills, and sensory-motor skills can be addressed in the classroom. Include specific strategies, key professionals, services, and environmental supports beneficial for Molly given her individual needs. Address all five areas—communication, behavior, social, cognitive, sensory-motor—with examples. Discuss the most appropriate setting/environment for Molly, and ensure citations are included if referencing external sources. The essay should be 3-5 pages, properly formatted in APA style, with a title page and reference page.

Paper For Above instruction

Molly is a young kindergarten student diagnosed with autism spectrum disorder (ASD), characterized by significant expressive and receptive language deficits, behavioral challenges, social withdrawal, and sensory-seeking behaviors. Addressing her needs in an educational setting requires an interdisciplinary approach that integrates evidence-based strategies tailored to her individual profile. This essay explores interventions in five core areas—communication, behavior, social skills, cognitive skills, and sensory-motor skills—detailing specific classroom strategies, professional involvement, and environmental modifications. Moreover, it discusses the type of environment most conducive to her development, emphasizing inclusivity and support systems that foster her growth and well-being.

Communication development is fundamental for Molly’s academic and social integration. Given her primarily echolalic language and infrequent spontaneous communication, augmentative and alternative communication (AAC) systems should be implemented. Devices such as picture exchange communication systems (PECS) or speech-generating devices can serve to bridge her expressive language gaps (Ganz et al., 2012). Incorporating visual supports like visual schedules and social stories can enhance her receptive understanding and predictability of classroom routines (Davis et al., 2014). Speech-language pathologists (SLPs) play a critical role in designing and implementing these interventions, providing direct therapy and consulting with educators to embed communication supports seamlessly into classroom activities.

Behavioral challenges, including self-injurious behaviors like head slapping and aggression toward others, necessitate a proactive behavioral intervention plan rooted in Applied Behavior Analysis (ABA). Functional Behavior Assessment (FBA) can identify antecedents and reinforcers maintaining problematic behaviors (Carr & Layng, 2015). Classroom strategies such as positive reinforcement for appropriate behaviors, structured routines, and the use of visual cues can promote self-regulation and reduce challenging behaviors (Koegel & Koegel, 2012). Consistent implementation by teachers, behavior specialists, and caregivers ensures stability and effectiveness. Additionally, creating a low-stimulation area within the classroom can help Molly manage sensory overload that may trigger her behaviors.

In terms of social skills, Molly’s social withdrawal and fearfulness require targeted interventions that promote peer interactions and social understanding. Social skills training programs employing peer-mediated strategies, social stories, and role-playing can help her develop functional communication and social reciprocity (Kasari et al., 2016). Facilitating structured social groups with small, predictable activities allows Molly to gradually build confidence and demonstrate appropriate social behaviors. School counselors and psychologists can support her engagement, while peers can be educated through inclusive classroom practices to foster a welcoming environment.

Cognitive skills, particularly in the areas of attention, memory, and problem-solving, can be supported through differentiated instruction and multisensory teaching approaches. Visual aids, hands-on activities, and task breakdowns can improve Molly’s engagement and comprehension (Gullo et al., 2017). Teachers can utilize repeated practice and reinforcement to solidify learning, with educators trained in special education strategies to adapt lessons to her unique learning profile. Cognitive-behavioral techniques may also be employed, with guidance from specialists, to enhance her attention span and task persistence.

Addressing Molly’s sensory-motor needs is crucial, given her sensory-seeking behaviors and motor coordination difficulties. Sensory integration therapy, delivered by occupational therapists, can modulate her sensory responses, reducing avoidance and stereotypical behaviors (Schaaf & Lane, 2015). Within the classroom, environmental modifications such as a designated calm-down corner, weighted vests, noise-canceling headphones, and textured sensory tools can provide Molly with regulation opportunities (Baranek et al., 2018). Incorporating movement breaks and gross motor activities enhances her motor coordination and overall engagement, facilitating her participation in classroom routines.

The optimal environment for Molly combines structure, predictability, and sensory support. A small, quiet, and visually organized classroom minimizes overstimulation and promotes focus. Small group instruction and consistent routines foster a sense of security and facilitate learning. Collaboration among general education teachers, special educators, therapists, and family members constitutes a team-based model essential for comprehensive support (National Research Council, 2001). Training staff in autism-specific strategies ensures consistency and maximizes Molly’s opportunities for development. Overall, an inclusive, supportive classroom environment that accommodates her individual needs can promote positive behavioral, social, and academic outcomes.

In conclusion, tailoring classroom interventions to Molly’s multifaceted needs involves a holistic approach that integrates communication supports, behavioral interventions, social skill development, cognitive accommodations, and sensory regulation strategies. By involving multidisciplinary professionals within a thoughtfully designed environment, Molly can be supported to achieve greater independence, social participation, and learning success. Future research and practice should continue to emphasize individualized, evidence-based practices to enhance outcomes for students with ASD like Molly, ensuring equitable access to quality education.

References

  • Baranek, G. T., Boyd, B. A., Cassel, R. N., McNiven, M., & McWilliams, B. (2018). Sensory experiences of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(1), 197-211.
  • Carr, E. G., & Layng, T. V. J. (2015). Behavioral assessment and intervention. In J. A. Shaffer & J. D. Heron (Eds.), Applied behavior analysis (pp. 71-96). Springer.
  • Davis, J. L., et al. (2014). Effectiveness of visual support strategies in autism intervention. Journal of Autism & Developmental Disorders, 44, 3509–3518.
  • Ganz, J. B., et al. (2012). The impact of augmentative communication interventions on children with autism spectrum disorder: A comprehensive review. Journal of Speech, Language, and Hearing Research, 55(6), 1634–1652.
  • Gullo, D., et al. (2017). Using multisensory teaching approaches for children with autism spectrum disorder. Autism Research and Treatment, 2017, 1–9.
  • Kasari, C., et al. (2016). Teaching social skills to children with autism spectrum disorder: A review of interventions. Journal of Autism and Developmental Disorders, 46, 2253–2262.
  • Koegel, R. L., & Koegel, L. K. (2012). Pivotal response treatment for autism spectrum disorder. Paul H. Brookes Publishing.
  • National Research Council. (2001). Educating children with autism. National Academies Press.
  • Schaaf, R. C., & Lane, S. J. (2015). Sensory integration and autism spectrum disorder: An update. Journal of Autism and Developmental Disorders, 45(4), 1271–1277.
  • Ganz, J. B., et al. (2012). The impact of augmentative communication interventions on children with autism spectrum disorder: A comprehensive review. Journal of Speech, Language, and Hearing Research, 55(6), 1634–1652.

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