Learning Strategies for Jake - Case Study Example

Running Head: DEVELOPING A LEARNING PLAN Developing a Learning Plan Name Institution Developing a Learning Plan Introduction Autism is a neurological complexity that impairs ones communication, behaviour and socialization. American Psychiatric Association, (2002) defines it as a pervasive developmental disorder characterized by impairment in communication and social interaction and restricted, repetitive and stereotype patterns of behaviour and interest. Symptoms of autism are as varied in their severity in different patients as they are likely to be accompanied by other disabilities. These symptoms range from intellectual disability (ranging from mild to severe) to difficulties in expressive and receptive language and communication (Cushing et al, 2005). Without basing much emphasis on the variety of symptoms of autism, what can be considered of grave importance is its generally accepted prevalence rate which is thought to be between four to five in every 10 000 births. In fact, some recent estimates put it to be about 10 in 10 000 of children or more when a more representative spectrum of disorders associated with autism is included (Kozey & Siegel, 2008). What this prevalence rates indicate is that there are more and more cases of autism arising necessitating a deliberate intervention towards helping these patients cope up in this competitive world especially in areas where they are incapacitated. Most important of such areas of challenge to these patients is educational programs. Autistic children have the same capacity to learn and become productive like normal children with specialized assistance to their learning program to cover up for their inadequacies by attending to their special needs. Educational intervention for autistic children to provide them with instructional educational program is difficult given the complexity that is the requirements of the autistic children in their learning experience. These students have significant differences in their learning styles, communication and social skills development which results in a considerable variability of how these characteristics affect their learning experience. Understanding the effect autism has on these students’ ability to process information and communicate effectively is imperative in planning such students’ learning program. No doubt, most challenged are teachers who must come round understanding these peculiarities and come up with teaching models that are appropriate for autistic children. Their success in surmounting these challenges lies in their ability to develop appropriate learning plans for an inclusive environment which is one with a variety of pupils with varying abilities (Reamer, 2003). In this regard, it could include normal children learning together with autistic ones. A learning plan is a guide for student development activities. A good learning plan should be able to identify the area that needs to be addressed and the objectives of the program. It then explores the available alternatives and resources, identifies actions to be performed and assigns a starting and completion date for each activity. All these could be considered under setting goals and objectives, laying strategies and planning on use of appropriate resources (Paul and Sutherland, 2005). Jake’s Case Consider the case of Jake who is ten years old, spends time picking fluff off his clothes using his fingers and thumb, rocks forwards and backwards when he sits down and flaps his hands in front of his face. Jake also likes reading and often brings books to adults and inconsistently uses Compic pictures to communicate. New things and places create anxiety in him. This is a case study to which an appropriate learning plan is to be that suggested (Hodgdon, 2002). Developing a Learning Plan for Jake For an effective learning plan to be developed for Jake that entirely benefits him not only academically but also imbibes him into the society, understanding must emanate from a point that views him as a capable person who can equally succeed like anyone else but only needs special attention. The effort this is to avail is for Jake to be seen as a ‘person with disability rather than a ‘disabled person’ (Ware, 2002). (See appendix 1 for tabulated learning plan for Jake) Jake has strengths and weaknesses which must be harnessed and addressed (respectively) in the plan to make him self-reliant and eliminate his dependence on other people all the time. If introduced early, he should be assisted to grow up and live an independent and productive life (Weiss, 2002). Royal Children’s Hospital Education Institute(n.d), suggests a Student-centred plan which is a learning program that recognizes existing strengths and competencies, personal histories and individual identities of students in its address of their needs (Campbell, 2005). Likewise Jake’s plan should seek to develop his strong areas like his willingness to listen when people read to him as well as help him improve on his areas of weakness such as not reading by himself. Critical analysis of his shortcomings, strengths, and skills forms the basis upon which informed decision is to be made with specific reference to the constituents of his learning plan (Owen, 2007). This would have to be done while considering the fact that Jake is in an inclusive learning environment where he is likely to interact with other pupils who need not be autistic (Foreman et al, 2004). Learning Goals for Jake The process of learning no doubt transcends farther than academic excellence. It is its integral relationship with relational and social dimensions of the society that makes learning such a thrill of complexity. In designing Jake’s learning goals, it is therefore imperative to have in mind goals that steer towards helping him integrate in the society effectively. Therefore, in addition to academic goals that afford him a considerable command in his class work performance, language, socialization and adaptive perspectives should also be incorporated in this goal structure (Strain and Hoyson, 2000). Social skills will target Jake’s ability to interact with people, both the old and his peers. His preference to have elders read him stories is a probable pointer that he feels uncomfortable with his peers, possibly because they may not understand him. The adults seem to be his favorite because they understand him and are patient enough when dealing with him. An inclusive environment could also offer him the opportunity to develop social skills as he learns to relate with non-autistic peers (Foreman, 2008). Communication skills would aim at strengthening his verbal and linguistic abilities necessary for interacting with others. He would be taught how to write, speak and read on his own in addition to interpreting words and signs and assigning meaning to and from them to enhance communication (Kabot, Masi & Segal, 2003). The very fact of his inclusion in an inclusive environment that he is in will afford him interaction with non-autistic children which is likely to quicken his acquisition of more elaborate and complex communication abilities like analysis and argumentative approach to communication (critique and reasoning) (Hurworth & Argirides, 2005). Motor skills will improve Jake’s participation in school activities and refine his coordinated movements. When this goal is realized, Jake’s rocky movements and picking fluff from clothes with his finger and thumb (which imply that his fingers may be dysfunctional) would be alleviated by a considerable extent. With proper coordination from improved motor skills, ability to write and general coordination in his movements when playing can be anticipated further livening his playing (socialization) experience (Carter & Hughes, 2006). Ernsperger (2003) postulates that cognitive performance is one of the elementary skills that directly determine children’s performance academically as well as socially. In this regard, cognitive skills as part of Jake’s goals will equip him with problem-solving abilities to alleviate the anxiety he feels when trying new things. Gaining considerable confidence and skills in handling new experiences and anxiety, he will be able to extend his reach of its application into other class disciplines as solving arithmetics in mathematics and language based problems. In summary of the goals on Jake’s learning plan is acquiring adaptive skills. These will help him develop appropriate use of his senses. Echoing Lea take on adaptive skills, Jack will be able to relate better to his changing environment and have a clearer grip on managing his emotional ecstasies within his immediate environment (Lea, 2006). In a word, with the right evaluation checks to ensure realization of these goals, significant improvement to his development is foreseeable (Wing, 2002). Learning Strategies for Jake A learning strategy is a program put in place to ensure that goals set are achieved not only satisfactorily but also within the set time period. Autistic patients are sensitive to auditory input and therefore strategies to be employed in this case should consider environmental factors around the autistic learner where their auditory and visual capabilities are addressed while minimizing potential detractors within their environment. This would mean that such environments should be free from unnecessary movements and disturbances (Godinho & Shrimpton, 2003). The advantage with using these aids is that the students can use them as long as it will take them to process the information in addition to these pictographics helping them learn, communicate and develop self control. It is on this premise that Jake’s learning environment (including classroom, wall pictures and floor patterns) should remain unchanged for some time to ensure the information conveyed by it is processed and understood before being changed (Handleman & Harris, 2001). Virtually all people with autism have problems with interpretation of language in social situations. It is in this regard that structured teaching to develop oral language needed for social communicative play is imperative. Therefore, verbal communication is another strategy target that emphasizes expressive communication which can be useful in Jake’s case. As back up to this form of verbal out put, there should also be a visual communication component incorporated in the strategy (Jorgensen, Mary and Jan, 2006). Consistency is one element necessary for autistic learners given their longevity in processing information. This therefore favours a strategy that ensures consistency in the entire learning experience in Jake’s learning plan. This consistency should be traceable throughout the learning content, and to some extend as far as possible in his teachers. This should continue until set objectives are met before revising educational approaches for other goals. A good strategy is one that incorporates the child’s strengths and interests in his learning plan as this arouses their appreciation and satisfaction which enhances better learning experience. Jake’s love for stories being read out to him is an interest that should be maximized on in his learning plan by providing such sessions more frequently with intentions of encouraging attempts by him to read the stories by himself (Sowter et al, 2002). Learning Resources for Jake As indicated above, most autistic children have difficulties with speech and communication. Learning resources should therefore include visual aids and symbols that can be understood by the learners. Objects are the commonest and simplest concrete form of aid reinforced by graphic symbols although the latter has a level of complexity and abstraction that may appear difficult for average cases of autism. However, these resources should only be used where they fit learner’s level of comprehension. In addition, appropriate learning tools should be incorporated in Jake’s learning resources which range from flash cards, charts, and schedules to elaborate infrastructure like classrooms with seats, dispensaries, lavatories, drinking water facilities and playing grounds (Seligman, 2000). Alternative or Augmentative Communication (AAC) tools enhance communicative abilities of learners into better mastery of the skill of communication. Such tools as books, toys, charts, and games should be employed to address different types of physical disabilities and impairments Jake has with his fingers, reading difficulties, uncoordinated movement and his irritability. AAC devices applicable to Jake can be viewed to be in two categories: aided devices and unaided devices. Unaided tools do not require any external devices for their use, such as facial expression, vocalizations, gestures, and sign language systems. On the other hand, aided devices employ mechanical and electronic instruments used to transmit or receive messages such as communication books, voice output devices and photographs. Training Program for Jake Jake’s learning plan culminates into its climax with the realization of a plausible training program. For the first three months as part of the training program, Jake’s teachers could use voice based and image-based AAC devices and plan schemes to begin (or continue) him on his learning program. To help his cognitive skills and give him flexibility in approach and engage of new issues, AAC tools employing letters, pictures exchange communication systems (PECS), activity schedules and speech generated devices would form the most appropriate combination of resources in his training program (Kasa-Hendrickson, 2005). As is the case with all autism cases, the arduous practice of training such children and attending to their peculiar myriad needs requires a level of patience and understanding that may only be guaranteed through appropriate training for these teachers. For Jake’s case, elaborate support and understanding from his teachers, family and friends should be worked towards to reinforce the training program plan. For accountability as delineated by the Toolkit for Schools and Teachers, the training program chosen should be authenticated by an evaluation system that will be able to determine the extent to which set goals and respective time frames are met and in the event of non-performance, appropriate revisions and suggestions provided (Royal Children’s Hospital Education Institute, n.d). In this spirit of ongoing monitoring of student progress, deliberate plan for the next six months should be formulated. As Jake gets used to the process, the teachers should start using picture and word association that lead him into relatively more complex requirements like drawing objects on the board. Resources employing Picture Exchange Communications Systems (PECS) to enable Jake differentiate different things from a collection are necessary. This intervention should be continuous with the help of parents and carers for consistency both at home and school. Progress then should be determined by how accurate Jake’s responses are. Within this period, use of basic words should be tried on him to help him make basic requests in verbatim like asking for specific foods and saying what he would want to do. A further six month program should then rolled out for studies towards enabling him use a combination of most frequently used phrase to communicate and explain himself clearly. Depending on his understanding and progress, complex processes of cognitive thinking and analysis of situations to make rational decisions should then be introduced to him, a venture whose success will be the yardstick of the appropriateness and success of Jake’s learning plan. Conclusion Developing a learning plan for autistic children can by no strain of thought be imagined to be easy nor can any one plan be thought to be flawless. There is an observable dependence of any particular learning plan for children with disabilities on other developed plans. So extensive is the reach of this dependence that it permeates a host of disciplines in the field of psychology. Psychological and occupational therapists’ intervention is as imperative as is educationists’ and counselors’ intervention in improving autistic children’s health and physical fitness. In summary, these learning plans should be broadened to include training programs aimed at improving their (autistic children’s) self-understanding in order to take care of themselves in addition to academic prominence leading possibly to professionalism. Reference Foreman, P. (Ed.). (2008). Inclusion in action (2nd Ed.). South Melbourne: Cengage learning. Kozey, M. & Siegel, L. ( 2008). Canadian Psychology/Psychologie canadienne. PsycNET, 49(2), 162-171. American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders DSM-IV-TR Fourth Edition. Arlington, VA: American Psychiatric Publishing, Inc. Handleman, J.L., & Harris, S.L, (2001). Preschool education programs for children with autism (2nd ed). Austin, TX: PRO-ED, Inc. Reamer, F.G. (2003). Boundary Issues in Social Work: Managing Dual Relationships. Social Work, 48(1), 121-133. Campbell, L. (2005). Evaluation of the Royal Children’s Hospital Education Institute’s Back on Track Program: Literature Review. Parkville: For the Royal Children’s Hospital, Education Institute. Paul, R. and Sutherland, D. (2005). Enhancing early language in children with autism spectrum disorders. Hoboken, NJ: John Wiley and Sons, Inc. Seligman, T. J. (2000).Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole. Jorgensen, Cheryl M., Mary C. Schuh, and Jan Nisbet. (2006). The Inclusion Facilitator's. Guide. Baltimore, MD: Paul H. Brookes. Hurworth, R. & Argirides, A. (2005). Role Dualisms in Participant Observation. Australasian Evaluation Association Journal. Wing, L., et al (2002). The Diagnostic Interview for Social and Communication Disorders: background, reliability and clinical use. Journal of Child Psychology and Psychiatry and Allied Disciplines, 43 (3), pp. 307-325. Allen, S.F. & Tracy, E.M. (2008). Developing Student Knowledge and Skills for Home-Based Social Work Practice. Journal of Social Work Education, 44 (1), 125-143. Weiss, M. J. (2002). Hardiness and social support as predictors of stress in mothers of typical children, children with autism and children with mental retardation. Autism, 6(1), pp. 115- 130. Godinho, S. & Shrimpton, B. (2003). Boys and Girls Use of Linguistic Space in Small-Group Discussions: Whose Talk Dominates? Journal of the Australian Literacy Educators Association, 26(3), 28-43. Ware, L. (2002). A moral conversation on disability: Risking the personal in educational contexts. Hypatia, 17(3), 143–172. Strain, P. S., and Hoyson, M. (2000). The need for longitudinal, intensive social skill intervention: LEAP follow-up outcomes for children with autism. Topics in Early Childhood Special Education, 20, pp.116-122. Owen, J. (2007). Review: Practical evaluation for educators: Finding what works and what doesn't. 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''You Don't Know Me Like That': Patterns of Disconnect Between Adolescent Mothers of Children With Disabilities and Their Early Interventionists. Journal of Early Intervention. 28 (4), 264-282. Royal Children’s Hospital Education Institute. (n.d). Including students with disabilities: A curriculum toolkit for schools and teachers. Retrieved on October 23, 2009, from http://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/CurriculumToolkit20 06.pdf Chen, D., & Miles, C. (2004). Working with Families. In F. P. Orelove, D. Sobsey & R. K. Silberman (Eds.), Educating Children with Multiple Disabilities. A Collaborative Approach (4th ed., pp. 31-65). Baltimore: Paul H. Brookes Publishing Co. Cushing, L. S., Clark, N. M., Carter, E. W., & Kennedy, G. H. (2005). Access to the General Education Curriculum for Students with Significant Cognitive Disabilities. Teaching Exceptional Children, 38(2). Foreman, P., Arthur-Kelly, M., Pascoe, S., & Smyth King, B. (2004). 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Appendix 1 INDIVIDUAL PLAN FOR JAKE Student Name Jake Birth Date___________________ Student Enrolment Number____________ School________________________ Parent/Guardian______________________ Address________________________ Home Phone_________________________ Work phone____________________ Previous School______________________ Date IEP Developed_____________ ASSESSMENT/PLANNING INFORMATION MEDICAL INFORMATION (Relevant to the education program) Diagnosis of Autism with coordination and increased irritability -Understands simple verbal communication and instructions read to him -Likes to be read to stories by adults and will take books to them to show interest -Shy behaviour become very anxious when trying on new things CURRENT LEVELS OF PERFORMANCE Can understand instructions given to him in verbatim Can understand stories read to him Can use COMPIC pictures to communicate Strengths: areas to be improved on and used to support other areas of difficulty Needs: most important for Jake to learn to do. Strong pictorial conceptualization Strong attention span for interested activities To develop functional expressive language Interest in listening to things read out To increase interaction with peers Imitate drawing shapes To decrease anxiety; learn calming strategy To learn to take on new things boldly IEP Review/Report Dates First Report__________________________ Second Report__________________ Third Report__________________________ Year End/Annual_______________ GOAL: Communication/Independence To increase the use of visual communication strategies to operate independently at home and school Objectives Strategies Assessment Jake will use positive visual attention in getting instructions Develop a detailed schedule for home and school with sub-tasks Rehearsal and modeling use of schedules Reinforcement for using schedule Jake follows schedule with same verbal prompts as peers at home and school Jake follows schedule for daily routines (such as dinner) with verbal prompts Jake will make effective use of pictures and graphics Develop a strategy for communicating using picture-signs Rehearse use of picture-sign and reinforce with attention Jake uses the picture sign for attention and decreases his fidgeting and idleness GOAL: Communication To increase use of alternative communications strategy and oral language to express himself Jake will choose books of his interest to express personal choice and variety Develop new laminated flap for choosing books with pictures and sentences Teach, reinforce use of choosing book Provide instructional opportunities for Jake to make choices in classroom Jake freely uses is choosing of book(s) to express his interests, choice and needs Jake will use oral language to express his choice of book(s) to his peers and adults Practice expected language for peer interaction in groups Rehearse and reinforce the use of oral language with choosing book during activities in class and at home Support classmates to appropriately use Jake’s choosing book to support his learning experience Jake will appropriately use five different sentences to communicate with peers using his choosing book for support to communicate appropriately. GOAL: Behaviour Jake will decrease fidgeting (tantrums) and independently use stress (anxiety) management strategy Jake will decrease tantrums (picking fluffs off his clothes and rocking back and forth flapping his hand in front of his face) Carry out functional assessment to ensure the most effective strategies are tried: Begin by charting antecedents and consequences Increase use of visual communication by adults so that Jake understands transitions and changes in activities Jake will decrease His anxiety and gain better control of his concentration and coordinated use of his hands by 75% after two months Jake will use strategy for calming down when he feels anxious while trying on something new Teach Jake self-comforting behaviour by pairing it with comfort of adult caregiver rubbing his head reassuringly Jake will begin to use self calming technique with verbal prompts (to be determined) GOAL: Behaviour Jake will increase the time he spends in classroom activities (music, circle time, story telling) Jake will participate at the beginning of every lesson Create and use a picture schedule to indicate to Jake the upcoming class activity Jake will remain in group activity for ten minutes of the class lesson Jake will increase time in group activities Use signal to allow Jake to leave and go to bead play, lengthening time gradually Direct teaching and practice of responding to signal Jake will remain in group lessons until he is signaled to leave (10 minutes in group as a goal) GOAL: Functional Academics To further develop reading skills Jake will increase his vocabulary Pre-teach new vocabulary Use classroom computer to create and store personal dictionary and generate personal sentences using new words Add pictorial illustrations to new words in personal dictionary Jake will demonstrate an increase in sight vocabulary by using new words in sentences Jake will improve reading comprehension (stories) Direct teaching and practice of comprehension clues strategy using software programs for reading Jake will successfully use clues strategy once a day Behaviour Strategy Plan for Physical Intervention Target Behaviour : Picking bits of fluff off clothes, flapping his hands in front of his face and rocking up and down Proactive Plan: Positive token system for using acceptable form of communication of wants/needs (access to preferred items in token basket) Precursor behaviour: Jake does not prefer having his peers read him stories and stays alone for a long time rocking back and forth Staff responses: Attempt to redirect Jake to use choosing book to express wants/needs, with token reinforcer if he uses book Reminder of access to tokens for appropriate use of calming activity with Walkman Tension Reduction Stage: Redirect Jake to class quiet area, reminding him to relax. Set timer for 5 minutes and let him know that when the timer rings, it will be time to go back to class activity Staff Follow-up Response Stage: Following return to activity, praise for “good work” Later in the day, review the “rule” and model and reinforce the use of choosing book Monitoring the Physical Intervention Plan: Record frequency and intensity counts on chart; provide feedback to parents when plan is used by Phone. Record on school incident report forms for serious incidents Evaluation of Plan Success measured by reduction in idleness and solitude and increased participation with peers and general composure when trying new things IEP Team Members School Administrator_______________ Class Teacher__________________ Resource Teacher__________________ parent/Guardian_________________ IEP Coordinator______________________________ Year End Review Comments Jake has learnt appreciably using his choosing book enthusiastically, but on some days he does not seem to comprehend that he then must follow through with his choices. Needs re-teaching and reinforcement to firm up skill and understanding. He uses choosing book with peers when prompted, but does not initiate use with peers. When anxious, Jake still rescinds in solitude about 65 % of the time. His parents will continue to work on this over the summer and before school starts in September, a meeting will be arranged to discuss use of effective reinforcer for calming time. Emergency Behaviour Strategy Plan was used about twice a week in October, about once every two weeks in March and only once in May. Recommendations for next year Consider arranging to have an adult read Jake a story often to address his desire of listening to stories read to him. In so doing, she should then be encouraged to read the stories for himself as well as being talked into accepting his peers read him stories too to enhance interpersonal relationship. These strategies should be coordinated both in school and at home to ensure consistency. Read More