Documente Academic
Documente Profesional
Documente Cultură
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Case Study #1:
Samantha
Table of
Contents
(Page 2)
Background
Information
(Page 3)
Behavioral
Tendencies
(Page 3)
Adaptations /
Modifications
-Attendance(Pages 4-7)
Adaptations /
Modifications
-Story Time(Page 8-11)
Appendix
(Pages 12-13)
References
(Page 14)
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Background Information
Behavioral Tendencies
Samantha is nonverbal; uses Picture Communication Symbols (PCS) to communicate and
instruction is given via Picture Exchange Communication System (PECS).
Uses PCS to ask for food and toys at home.
Makes requests using a single symbol; has learned to create a sentence for requests.
Samantha finds the spoken language difficult to understand.
Responds appropriately to very basic commands.
Samantha frequently engages in problem behaviors when asked to complete a non-preferred
activity or transitions.
She will cry, scratch others, and/or fall to the floor in these situations.
Parent note- Samantha responds better to being shown an object that relates to a transition.
Strong interest in technology and loves to look at books.
Enjoys matching PCS to illustrations in simple patterned books (i.e., I see a dog).
Quickly learns new PCS when they are taught in meaningful contexts.
Very interested in text and will spend lots of time organizing plastic letters in a line.
Loves interactive games such as tickling and peek-a-boo.
She will initiate interactions by making eye contact and vocalizing.
At home she enjoys singing action songs.
Requires a lot of physical support to imitate actions, but remains engaged for several minutes at
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a time.
Adaptations / Modifications
-Attendance-
Concern or Focus
Adaptation / Modification
&
Rationale
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When will Samantha be called?). Therefore, by employing visual
and environmental supports it helps to organize the environment,
cope with unpredictability and understand the steps of the task
(Mirenda, 2013a). One way to help Samantha with the attendance
process is to remove the need to respond verbally to her being
present. This could be done by creating a visual attendance
check-in board where ALL of the students are responsible for
checking-in each morning by placing their picture with their
name on the present portion of the board (see Appendix B).
Furthermore, since Samantha enjoys using PCS with simple
patterned sentences, a book could be created for her and her peers
that incorporates the class photos with simple patterned text (i.e.,
I am Samantha and I am Thomas; see Appendix C). This
would help her learn her classmates names and also assist her
with her literacy skills.
Student Interaction
with Support
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is importance since Samantha finds the spoken language to be
difficult.
Pre-Training
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Program for Autism and Related Disorders (POPARD) and watch
the video titled Visual Schedules: Set-up and Use (POPARD,
2013).
2. Visual & Environmental Supports:
This activity would require training in how to use a camera
properly to take photos of the students. As well, it would be
beneficial to have an understanding of the various computer
programs that could be used to create the class book of photos,
such as Microsoft Publisher, Microsoft Word, and Bookemon (see
Appendix C). Bookemon is a free web-based program that only
requires an account. It is easy to use if given time to become
familiar with the tools it provides.
Context of Use
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Adaptations / Modifications
-Story Time-
Concern or Focus
Adaptation / Modification
&
Rationale
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activities visually instead of verbally. Grandin (1995) talks about
how some people with ASD think totally in pictures, so this
technique allows Samantha to participate in a format that works
with her strengths.
2. SMARTBoard Technology:
One of the many benefits of using a SmartBoard is that it includes
many different types of learners (i.e., auditory, visual and
kinesthetic). Using the concept of Universal Design for Learning
(UDL), it is important to teach by thinking about ALL of the
students instructional needs (Mirenda, 2013c). Samantha loves
technology, enjoys pictures and making words with her hands.
The use of SmartBoard for Story Time would allow Samantha to
interact more with the story. She could be given opportunities to
virtually flip the pages of the books, as well as answer questions
by moving letters around on the SmartBoard. By pairing assistive
technology programs, such as BoardMaker plus, CS4, and
Kurzweil 3000 with a SMART Board, you are able to create a
more inclusive classroom (SetBC, 2013).
Student Interaction
with Support
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2. SMARTBoard Technology:
The use of a SmartBoard is beneficial for Samantha because she
will be given opportunities to learn through listening to a variety
of auditory sounds as opposed to simply spoken language; she
will be learning how to use a new technology, which she enjoys;
and she can learn kinesthetically by being able to actually touch
the screen to interact and learn.
Pre-Training
10
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devices as well so that they can help her out as needed.
2. SMARTBoard Technology:
There are many workshops offered for people interested in using
a SMARTBoard in their classroom. This form of technology has
a lot to offer if it is fully understood. Many times there are
professional development workshops offered to train educators on
how to use a SMARTBoard to effectively teach to all learners.
Without being trained, the SMARTBoard may not be used to its
full potential.
Context of Use
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Appendix
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References
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Grandin, T. (1995). The learning style of people with autism: An autobiography. In K. Quill (Ed.),
Teaching Children with Autism (pp. 33-52). Albany, NY: Delmar Publishers.
Kluth, P. (2010). Youre going to love this kid!: Teaching students with autism in the inclusive
classroom (2nd ed.). Baltimore: Brookes Publishing Co.
Mirenda, P. (2013a). Visual and environmental supports [Lecture Notes]. Retrieved from
https://connect.ubc.ca
Mirenda, P. (2013b). Augmentative and alternative communication [Lecture Notes]. Retrieved from
https://connect.ubc.ca
Mirenda, P. (2013c). Including students with ASD in general education classrooms [Lecture Notes].
Retrieved from https://connect.ubc.ca
POPARD, (2013). Visual schedules: Set-up and use. Retrieved from
http://www.autismoutreach.ca/elearning/classroom-strategies/visual-schedules-set-and-use
SetBC. (2013). Smart Inclusion Workshop. Retrieved from
http://www.setbc.org/news/events/2009_10/smart_inclusion.html
Waukesha, (2002). Using electronic whiteboards in your classroom: Benefits. Retrieved from
http://www.waukeshaschools.com/WIT/smartBoard/benefits.htm
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