Group Project: Interventions and Collaborations

8/10/2019 Group Project: Interventions and Collaborations

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Academic Interventions

The roots of many contemporary intervention strategies for students with AS/HFA stem fromtwo programs. The Treatment and Education of Autistic and Communication-HandicappedChildren (TEACCH) is a program aimed at integration of students with AS/HFA. The

underlying philosophyis that children with ASD are missing skills that they cannot learn butcan compensate for through visual supports and other forms of structure ( Deschenes, 2000, pg.445). A key component of the TEACCH program is the collaboration involving all of the humansupport available, but especially parents as co-therapists. The other program is the YoungAutism Program (YAP), an intensive forty hour a week program aimed at teaching children, one skill at a time, all the skills the child needs to be able to participate independently in allfacets of daily living ( Deschenes, 2000, pg.445).

Many programs mix and match intervention strategies. For example, the DevelopmentallyAppropriate Treatment for Autism Project (DATA) blends existing AS/HFA strategies without

regard to the theoretical background from which the strategy was initially developed(Deschenes, 2000, pg. 446). This approach uses whatever techniques, or combination oftechniques, that work for an individual child. Regardless of the strategy settled upon, somegeneral instructional suggestions for teachers include: make events predictable, carefully explainexpectations, and foster a positive learning environment (Deschenes, 2000, pg. 447). And perhapsthe most integral aspect of all intervention programs hinges upon the imperative that gr eateducational gains are made when teachers treat students with ASD as if they are capable of manyof the things that students without ASD are capable ( Deschenes, 2000, pg.440).

However, continuing into 2007 with a review of social skills interventions, Rao, Beidel, and

Murray suggest that results of such integration programs are often mixed and dependent uponmultiple and indefinable variables; while largely successful at integrating students in somedegree of sociability, much work remains to be done in order to provide relevant and efficaciousinterventi ons for children with AS/HFA (Rao et al ., 2007 pg. 6).

With regard to Maurice, we are recommending the general intervention strategies mentionedabove to be considered as integral components of Maurices Intervention Program, in addition tothe fine tuned, case-specific techniques that follow.

The first intervention strategy we are recommending is Social Competence Intervention (SCI).

SCI is a technique that was delivered in a clinical afterschool program, aiming to integrate thethree social cognitive deficiencies that are common to many students with AS/HFA: emotionrecognition, theory of mind, and executive functioning, by working on understanding facialexpressions, sharing ideas, taking turn in conversation, recognizing feelings and emotions in selfand others, and problem solving. (Stichter, Herzog, Visovsky, Schmidt, Randolph, Schultz, andGage, 2010, pg.1075). SCI is an intensive program, designed to systematically teach discreetskills as part of a whole, interconnected to emerge as social compet ence (Stichter et al. , 2010,


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pg. 1075). Lesson plans are guided by a consistent structure that allow[s] for teacherinstruction, skill modeling and opportunities to practice skills with peers in structured andnaturalistic activities (Stichter et al. , 2010, pg. 1075).

Young adults with AS/HFA have also been shown to respond positively to simplified strategy

instruction. It should be pointed out; however, that the hows of learning must be taught tochildrenin an explicit format, and external support in the use of strategies may be needed(Whitby, Travers, and Harnik, 2009, pg. 5). Maurice experiences difficulty with readingcomprehension, Whitby et al. identify many strategies such as graphic organizers, mnemonicinstruction, and summarization as having been proven to help all learners. These strategies while

potentially being helpful for students with AS/HFA, have not been researched nor proven to behighly effective for AS/HFA students. In this case, they cite OConnor and Kleins 2004 work inanaphoric cueing, the strategy that involves guiding a student in identifying the antecedents of

pronouns as a way of resolving the repetition of anaphora. (look up Definition) (Whitby et al.,2009, pg. 5).

A complimentary skill to reading comprehension is in expressing oneself through the art ofwriting. Writing is an exceedingly complex task that involves creating a balance between rulesand voice, addressing concerns in audience, and requiring reflection upon purpose. Whitby et alidentify Graham, Harris, MacArthur, and Schwartzs 1991 Self -Regulated Strategy Development(SRSD) as an effective tool for a student with AS/HFA to access the writing process, especiallyif it is outlined visually on a poster that hangs on a nearby wall. (Whitby et al., 2009, pg. 5) Asimple mnemonic tool to have students recall is POW-TREE: (P)ick my idea; (O)rganize mynotes; (W)rite and say more; (T)opic sentence:tell what you believe; (R)easons: three or more,Why do I believe this, Will my readers believe this; (E)xplain reasons, say more about each;(E)nding:wrap it up right! (Harris, 2003).

Behavioral Interventions

Our general recommendations on addressing Maurices behavioral problems would includetraining in social skills; that would include educating his peers as well as the teacher populationon campus. Training should provide Maurice with scaffolding to rely upon in unfamiliar settings,as well as practice time in order to develop consistent and desired results. Some work withmindfulness meditation practices, in addition to a yoga asana practice that focuses on restorativeand relaxing poses while teaching foundational basics of relaxation would also be of paramount

import in helping Maurice deal with unanticipated anxiety.

When in an unstructured environment such as Physical Education class, Maurice is very likely tocomment inappropriately toward females. Often times these comments are understood by thereceiver as offensive and abrasive. He engages in these off-color comments because he hastrouble recognizing social cues and expectations, but also because he is seeking attention, if not areciprocal relationship from these young women. The problems can be exacerbated by the


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presence of short gym uniform shorts as this has proven to be too much of a stimulus for him toreasonably be able to handle.

With regards to this problem behavior, since variables in the setting are relatively fixed, focusingon the desired behavior would our first objective. We would like to teach Maurice through video

films demonstrating positive and equitable interactions in the gym setting so that these womendo not feel uncomfortable and Maurice himself feels not only integrated but listened to.Maurices ideal situation would likely include understanding how to speak with these women sointimately that it develops into a committed reciprocal loving relationship. This skill would haveto be a teacher taught skill, reinforced by peers, teachers and guiding mentors. It would involveteaching Maurice standard introductions that are socially acceptable, practicing these skills sothat he can become so dexterous in using them that he might potentially become improvisationalin their usage.

An alternative replacement behavior that we would recommend is

We would recommend developing a Positive Behavior Support Plan (PBS) that addresses these problem behaviors. The plan should be developed with Maurices direct input since the successor failure of such a plan depends upon his acceptance of the terms and he has proven capable ofidentifying with the recommendations.

Bullet points with major points.

Academic Interventions

SCI is an intensive program, designed to systematically teach discreet skills as part of awhole, interconnected to emerge as social competence (Stichter et al. , 2010, pg. 1075).

In an effort to help with reading comprehension, we recommend anaphoric cueing, the strategy

that involves guiding a student in identifying the antecedents of pronouns as a way of resolvingthe repetition of anaphora. (Whitby et al., 2009, pg. 5).

Behavioral Interventions

Works cited


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Blumberg, R. (2014). Learning Disabilities [Lecture notes]. Retrieved fromhttps://socs.tcnj.edu/learning disabilities.

Deschenes, C. (2000) Adapting Curriculum and Instruction in Inclusive Classrooms, Cole Publishing

Harris, K., Schmidt, T., Graham, S., (1998). Every child can write: Strategies for compositionand self-regulation in the writing process. In K. Harris, S. Graham, and D. Deshler (Eds.),Advances in Teaching and Learning (pp.131-167). Cambridge, MA: Brookline Books.

OConnor, I.M., and Klein, P.D. (2004). Exploration of strategies for facilitating the readingcomprehension of high-functioning students with autism spectrum disorders. Journal of Autismand Developmental Disorders , 34(2), 115-127.

Rao, P.A., Beidel, D.C., Murray, M.J. (2007). Social Skills Interventions for Children withAspergers Syndrome or High -Functioning Autism: A Review and Recommendations. SpringerScience+Business Media LLC 38, 353-361.

Stichter, J.P., Herzog, M.J., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., Gage, N.(2010). Social Competence Intervention for Youth with Aspergers Syndrome and High-Functioning Autism: An Initial Investigation. Springer Science+Business Media LLC, 1067-1079.

Whitby, P.J.S., Travers, J.C., Harnik, J. (2009). Academic Achievement and Strategy Instructionto Support the Learning of Children with High-Functioning Autism. Beyond Behaviors , 3-9.
https://socs.tcnj.edu/learninghttps://socs.tcnj.edu/learninghttps://socs.tcnj.edu/learning

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Group Project: Interventions and Collaborations