Introduction
Charlie is a 6 years old boy living with his aunts and grandparents. He experiences problems with both speech and language. His method of communication includes pointing and noise making. When he tries to speak, one could barely understand what he is trying to say due to poor enunciation. Since the age of two, his family were very concern about his development. He tends to jump around babbling some jargons. He usually plays by himself, knocking on something while repeating the jargons and making noise with his mouth. Occasionally, he is overexcited for no particular reason. Sometimes, he laugh excessively and continue to laugh even harder when he is asked to stop. There are times when he gets frustrated when he is asked to stop behaving in a certain way. Whenever he wants something, he will take someone’s hand and take him or her to what he wants. He will bring the milk to indicate that he wants cereal. He does not follow direction and sometimes when his name is called he pretends not to hear. One of his aunts mentioned that she often tries to get him to learn more words, sometimes he would try repeating but in many occasion he ignores her and walk away. Family Background Charlie has been diagnosed with Autism Spectrum Disorder. He is placed in special education class at Gratigny Elementary school at the end of the month of August. In the classroom, Charlie had trouble focusing and paying attention. He did not talk much and show little interest with playing with other classmates. His teacher was not able to find successful teaching strategies that would help her work with him. Charlie migrated to the United States with his dad two years ago and had been continuously going to the hospital for different appointments. It was reported that Charlie has communication problems and when people talk to him he does not provide any responses. He is his father’s only child, however, he is not the only one in the family to display some sign of autism. His older sister from his mother side shows certain signs of autism that include repetitive behavior, lack of social skills, and behavior problems. The same methods and strategies used for Charlie’s sister were unsuccessful when they were used for him. In order to develop better strategies to help Charlie change his behavior, his teacher scheduled a meeting with Charlie’s parents and other professional to help develop an Individualized Education Program (IEP) that will specifically designed to meet Charlie’s individual needs. Develop Strategies to work with Charlie During the meeting, Charlie’s family explain a story telling strategies that his grandfather usually used with his sister, which turned out to be successful. The teacher explains that such strategy is not in Charlie’s best interest since he has not yet acquire the proper language skills that will make such approach effective. The teacher clarifies one intervention that can be very helpful for Charlie is Intensive Behavioral Interventions where behavioral procedures are taught using Applied Behavior Analysis (ABA). During this Intervention direct one -on- one instruction that is based on behavioral, social, language development will be given. He also …show more content…
His family did admit to trying to teach him sign to use whenever he needs something and also teaching him words but neither or these strategies were successful. Based on research done by professionals, they found out that one approach that can be use is the Picture Exchange Communication System (PECS). This approach was developed by Pyramid Educational Consultants in 1985. Frost and Bondy (2002) defined it as a special argumentative/ alternative communication for individual with Autism Spectrum Disorder and other disabilities that are related to development. The IEP team believe that is the most appropriate approach for Charlie, not only does this approach boost children to start a conversation, but also focus on the individual interest each of the children. Charlie parents support this picture communication approach, they believe that it will facilitate communication among them and they seems ready to implement this approach. As part of the intervention, this approach will be used with Charlie both within the school and home environment, family and friend will learn this approach so that they could use it with
Charlie is a 6 years old boy living with his aunts and grandparents. He experiences problems with both speech and language. His method of communication includes pointing and noise making. When he tries to speak, one could barely understand what he is trying to say due to poor enunciation. Since the age of two, his family were very concern about his development. He tends to jump around babbling some jargons. He usually plays by himself, knocking on something while repeating the jargons and making noise with his mouth. Occasionally, he is overexcited for no particular reason. Sometimes, he laugh excessively and continue to laugh even harder when he is asked to stop. There are times when he gets frustrated when he is asked to stop behaving in a certain way. Whenever he wants something, he will take someone’s hand and take him or her to what he wants. He will bring the milk to indicate that he wants cereal. He does not follow direction and sometimes when his name is called he pretends not to hear. One of his aunts mentioned that she often tries to get him to learn more words, sometimes he would try repeating but in many occasion he ignores her and walk away. Family Background Charlie has been diagnosed with Autism Spectrum Disorder. He is placed in special education class at Gratigny Elementary school at the end of the month of August. In the classroom, Charlie had trouble focusing and paying attention. He did not talk much and show little interest with playing with other classmates. His teacher was not able to find successful teaching strategies that would help her work with him. Charlie migrated to the United States with his dad two years ago and had been continuously going to the hospital for different appointments. It was reported that Charlie has communication problems and when people talk to him he does not provide any responses. He is his father’s only child, however, he is not the only one in the family to display some sign of autism. His older sister from his mother side shows certain signs of autism that include repetitive behavior, lack of social skills, and behavior problems. The same methods and strategies used for Charlie’s sister were unsuccessful when they were used for him. In order to develop better strategies to help Charlie change his behavior, his teacher scheduled a meeting with Charlie’s parents and other professional to help develop an Individualized Education Program (IEP) that will specifically designed to meet Charlie’s individual needs. Develop Strategies to work with Charlie During the meeting, Charlie’s family explain a story telling strategies that his grandfather usually used with his sister, which turned out to be successful. The teacher explains that such strategy is not in Charlie’s best interest since he has not yet acquire the proper language skills that will make such approach effective. The teacher clarifies one intervention that can be very helpful for Charlie is Intensive Behavioral Interventions where behavioral procedures are taught using Applied Behavior Analysis (ABA). During this Intervention direct one -on- one instruction that is based on behavioral, social, language development will be given. He also …show more content…
His family did admit to trying to teach him sign to use whenever he needs something and also teaching him words but neither or these strategies were successful. Based on research done by professionals, they found out that one approach that can be use is the Picture Exchange Communication System (PECS). This approach was developed by Pyramid Educational Consultants in 1985. Frost and Bondy (2002) defined it as a special argumentative/ alternative communication for individual with Autism Spectrum Disorder and other disabilities that are related to development. The IEP team believe that is the most appropriate approach for Charlie, not only does this approach boost children to start a conversation, but also focus on the individual interest each of the children. Charlie parents support this picture communication approach, they believe that it will facilitate communication among them and they seems ready to implement this approach. As part of the intervention, this approach will be used with Charlie both within the school and home environment, family and friend will learn this approach so that they could use it with