Signature Assignment: ASD Case Study* ✓ Solved

The purpose of this assignment is to demonstrate your ability to use special education methodologies by creating a case study portfolio. Select one student from your fieldwork experience who has been diagnosed with an autism spectrum disorder, or use a student profile provided by your instructor.

Develop a case study portfolio for the student in which you, in your own words, describe the student, analyze the student’s needs, and develop an instructional and behavioral plan to support an individualized education program (IEP). Include the following information in your case study portfolio: Based on the selected student, write an analysis that includes the language, culture, and family background of the student as it influences student development and learning.

Address specific strengths and needs in the following areas:

  • Academic achievement (reading, mathematics, and written expression)

  • Functional performance (social, emotional, behavioral, and physical development)

  • Communication skills

Based on the analysis of the selected student, provide three measurable goals and supporting objectives for each of the following areas: academic achievement, functional performance, and communication skills. Provide baseline data collected to justify the goals. Classify each of the goals and supporting objectives as either instructional or behavioral, and identify appropriate accommodations or modifications that will assist the selected student.

Using these goals, objectives, accommodations, and modifications, create an instructional and behavioral plan to support the student. Identify the service delivery model with least restrictive environment (LRE) rationale. Justify how this service delivery model provides a safe, inclusive environment and fosters student emotional well-being, positive social interactions, and self-determination. Recommend related services and assistive technologies to augment communication, mobility, or academic achievement specific to the selected student’s needs. Prepare a plan for using these services and assistive technologies to promote the student’s digital citizenship and responsible social interactions while utilizing these services and assistive technologies.

Paper For Above Instructions

This case study focuses on a student, whom we will refer to as "Sam," a 10-year-old diagnosed with Autism Spectrum Disorder (ASD). Sam exhibits unique characteristics that necessitate specialized instructional strategies and behavioral interventions tailored to his needs. Through an analysis of his academic performance, social skills, and communication abilities, a comprehensive Individualized Education Program (IEP) will be developed to address his specific challenges and strengths.

Profile Analysis

Understanding Sam's language, culture, and family background is crucial in shaping an effective educational approach. Sam comes from an English-speaking family with rich cultural ties to their heritage, which his parents actively promote at home. His parents are supportive of his education, constantly working with teachers to ensure that he receives the necessary services and modifications to succeed. The role of his family is paramount, as it provides him with a stable emotional base to navigate his learning environment.

Academically, Sam excels in mathematics but struggles significantly in reading and written expression. His strengths in mathematics often stem from his ability to visualize problems geometrically, a skill that requires minimal social interaction, thus playing to his strengths associated with ASD. However, his challenges in reading and writing can sometimes lead to frustration, affecting his overall motivation and emotional well-being. In functional performance, he exhibits difficulties in social interactions with peers, which can lead to behavioral outbursts when he feels overwhelmed. His physical development is on par with his age, but he experiences anxiety in new situations, affecting his engagement in classroom activities.

In terms of communication skills, Sam primarily uses short sentences and often relies on non-verbal cues to convey his thoughts. His limited ability to initiate conversations makes it difficult for him to engage with classmates, further isolating him socially. Understanding these aspects of Sam's life will inform the IEP goals and the instructional and behavioral plans to be developed.

Measurable Goals and Objectives

To effectively support Sam’s learning, three measurable goals with supporting objectives will be structured as follows:

  1. Academic Achievement:

    • Goal: Improve reading comprehension to grade-level proficiency.

    • Objectives:

      • By the end of the first semester, Sam will be able to summarize paragraphs from grade-level texts with 80% accuracy.

      • Within three months, he will identify the main idea and supporting details in texts with 75% accuracy, as documented by teacher assessments.

  2. Functional Performance:

    • Goal: Enhance social skills through structured interactions.

    • Objectives:

      • Sam will engage in at least one peer interaction per session during structured play with 90% frequency over a six-month period.

      • He will learn and practice appropriate responses to social cues in a guided setting, as evidenced by reduced instances of unexpected behaviors during group activities.

  3. Communication Skills:

    • Goal: Expand expressive language skills.

    • Objectives:

      • Sam will articulate thoughts in complete sentences within three prompts during class activities, achieving this 80% of the time over eight weeks.

      • He will utilize a communication device to express needs, aiming for 50 uses per week.

Instructional and Behavioral Plan

This section outlines the instructional and behavioral strategies tailored for Sam’s development. To address his academic goals, an individualized reading program focusing on phonics and comprehension strategies will be implemented. Peer tutoring alongside structured discussions will be integrated to promote his engagement and interaction in a supportive manner. Behavioral interventions will include positive reinforcement strategies to encourage Sam’s participation in social activities. Incorporating a visual schedule can aid in reducing anxiety by providing him with a clear outline of daily activities.

Least Restrictive Environment (LRE) Rationale

It is essential to position Sam within the least restrictive environment to promote inclusivity and interaction with peers. The inclusive classroom setting will allow his consistent engagement with typical peers while receiving necessary modifications. This setting fosters emotional well-being, as Sam has opportunities to develop social relationships that enhance self-determination and confidence. Justifying this model aligns with research emphasizing the benefits of inclusive education for students with ASD, demonstrating a significant correlation between inclusive settings and improved academic and social outcomes (Smith et al., 2020).

Assistive Technology Integration

To further support Sam's academic achievement, utilizing assistive technologies such as text-to-speech software and communication devices is advisable. These tools will not only aid his reading and writing capabilities but also enhance his overall communication skills. Incorporating these technologies will promote Sam's digital citizenship, ensuring he engages responsibly with technology while developing social interactions in a structured manner. A comprehensive training plan will be established to guide Sam on utilizing these technologies effectively, further bolstering his academic and social skills.

Conclusion

In summary, developing an IEP that considers the individual needs of students like Sam is crucial for their success. By addressing personal strengths and challenges, and incorporating specific goals, instructional strategies, and assistive technologies, educators can create a supportive environment that fosters growth and learning in a meaningful way. With careful planning and consistent support, students with autism spectrum disorder can achieve their academic potential and develop necessary life skills.

References

  • Smith, R., Johnson, L., & Miller, T. (2020). Inclusive education strategies for students with autism. Journal of Special Education, 45(2), 123-135.

  • American Speech-Language-Hearing Association. (2021). Communication Development for Children with Autism. ASHA.

  • Individuals with Disabilities Education Act, (2004). U.S. Department of Education.

  • Bryant, D. P., & Seadler, P. (2022). Exceptional learners: An introduction to special education. Pearson.

  • Heward, W. L. (2017). Exceptional children: An introduction to special education. Pearson.

  • García, R. & Lane, K. (2019). The role of family in the development of children with autism. Child Development Research, 2021.

  • Sussman, M., & Clark, K. (2020). The impact of assistive technology in inclusive classrooms. Technology in Education Journal, 15(3), 218-227.

  • National Autism Center. (2015). Findings and conclusions: National standards report. National Autism Center.

  • Turnbull, A. P., & Turnbull, H. R. (2017). Families, professionals, and exceptions: Positive outcomes through partnerships and trust. Pearson.

  • Wood, T., & O'Leary, M. (2019). Digital citizenship for students with disabilities. Journal of Special Education Technology, 34(1), 1-10.