Student Discussion Board.
Writing
Please respond to students discussion board. Please keep them in order.
(Kristen) 1.Behavioral variations in social functioning and social perception are different from variations in communication skills and repetitive behaviors because children with ASD have behaviors that are stereo typed and misunderstood. Children with ASD seem to not want to have friends however, they do want to have friends. Their behavior does not appeal to your average child and does not understand when someone may be bullying them because of their behavior. ASD children do not learn by example that something may not be socially acceptable for example, picking your nose (Aspy & Grossman, 2012). Repetitive behaviors vary greatly in the ASD child. Some children repeat behaviors over and over such as rocking, or flapping. Others may know facts about a particular topic and become an expert at it. When assesing an ASD child, you need to think carefully about which assessment to give based on behavior. If the child has a routine and does not like when something is different, that can be a consideration when assessing the student. It is important for the team assessing the child take into consideration all behavior activity the child conveys.
(Karen) 2. The differences are hard to determine because there are many underlying variations that can be the cause of the behavior. The differences depend on the individual student. When trying to find the correct assessment for the behavior, the team must be sure to meet the concerns of the behavior to be sure what the behavior is. When the team figures out what the problem is then they can figure out how to assess for intervention to change the behavior. Just remember that there is a reason for the behavior.
(Lauren) 3. The major areas that should be assessed before determining an intervention for students with ASD are communication abilities, social differences, restricted patterns of behaviors, interests and activities, motor development, cognitive differences, sensory differences, emotional vulnerability, and biological factors (Aspy & Grossman, 2012). Identifying these areas can help the team determine which behaviors are caused by skill deficits and which are caused by outside factors. Another important area to consider is the individual’s strengths. Knowing a student’s strengths and weaknesses in these areas can help in determining the appropriate intervention. It is important to identify the antecedent, behavior, and consequences for specific behaviors before choosing an intervention (Aspy & Grossman, 2012). If you can identify the antecedent, behavior and consequences, the team can then begin to determine which interventions may have the most impact for teaching appropriate behaviors. Designing interventions for students can be challenging. It is very important to consider the individual when deciding which intervention to implement.
Aspy, R., and Grossman, B. G. (2012). Designing comprehensive interventions for high-functioning individuals with autism spectrum disorders: The Ziggurat model. Shawnee Mission, KS: AAPC Publishing. ISBN-13: 9781934575963
(Andrea) 4. When assessing an individual to determine the best route for intervention the individual should be assessed based on their individual strengths and skills. Those strengths and skills include areas of social, behavioral, interests, activities, communication, sensory, cognitive, motor, emotional and biological. One of the specific ways of completing these assessments is the Ziggurat Worksheet. “The specifically designed Ziggurat Worksheet is used to create a comprehensive intervention.” (Aspy & Grossman, 2012) With the Ziggurat all levels of interventions need to be completed, each level allows for documenting characteristics that are being addressed, and checking when interventions are taking place.
“In sum, a complete intervention meets the following requirements: 1. All five levels of the Ziggurat are addressed; 2. Several core, underlying characteristics are included; 3. Intervention occurs at three points (ABC-antecedent, behavior, and consequence strategies).” (Aspy & Grossman, 2012)
