Reference no: EM131375857

I - Part One - Historical Context and Current Research

Answer the questions below:

1. What are the three development disorders that fall under the autism spectrum disorder umbrella?

2. What are the names of the three doctors that are said to have discovered autism spectrum disorders?

3. What did Bruno Bettelheim think caused ASDs?

Part Two - Demonstrate an understanding of processes

Answer the questions below.

1. Do we know what causes individuals to have ac ASD?

2. Write down one way that ASDs affect the following:

• Communication
• Social Relationship
• Flexible thinking, imagination and behaviour
• Repetitive actions, rituals or routines

3. What do the DSM V, ADI R, ADOS G, GARS and GARS 2 have in common?

4. If a baby is showing signs of an ASD, how would you assess and diagnose them?

Part Three - Apply a knowledge of the impact of autism spectrum disorder

Answer the questions below:

1. How would a family be affected if their child was diagnosed with an ASD? Write down five different issues.

2. What is an intervention strategy?

Part Four - Respond effectively to the needs of individuals with autism spectrum disorder

Answer the questions below:

1. When you are working with an individual effected by an ASD you will need to make sure your work is holistic and person-centred. What does this mean?

2. Are these sentences true or false?

ASDs are caused by the parents - T or F

ASDs can be cured - T or F

ASDs can be treated by speech and physical therapies - T or F

Half a million people in Australia have an ASD - T or F

If you have an ASD you are likely to have another intellectual disability - T or F

ASDs affect girls more than boys - T or F

ASDs are caused by vaccination given to babies - T or F                                                                                 

3. Name three legislations or legal requirements relating to working with individuals affected by ASDs.

4. List three types of intervention strategies.

Part Five - Operate within the policies, procedures and professional standards of the sector

Answer the questions below:

1. In an organisation, what are policies and procedures used for?

2. When working with individuals affected by ASDs, why is it important to always be undertaking professional development?

3. Why are professional boundaries important when working with individuals affected by ASDs?

II - Part One: Project - Class Based

1. Watch the following video "ABA Autism Classroom Case Study 2008" and discuss in groups:

What early interventions and support did you see?

How did they work with the families?

Did you see any other people helping besides the teachers?

What type of symptoms of ASDs could you see in all the children?

https://www.youtube.com/watch?v=w9N0_7D_Re8

Part Two: Case Scenarios

Read the scenario about Zach and complete the questions below.

When Zoe enrolled her son Zach (2.6 y.o.) in the service, she was doing so, following the advice given by her paediatrician.  The recommendation had been given based on the recent diagnosis of Autism spectrum disorder and his need for language and social stimulation.

One morning when Zach was throwing his usual tantrum, his mother expressed that she 'really wasn't coping well with her child being labelled as autistic" As Zach threw himself onto the floor, screeching and repetitively rocking himself backwards and forwards his mother asked you for advice. As tears welled in her eyes she observed her child's actions before asking what she could do differently to help with the morning drop off.

As you stand next to her you observe as Zach plays on his own and when educators or children interact with him he tends to mumble to himself and move away, kicking and throwing toys out of his way as he moves.

At morning tea time, Zach refuses to eat and climbs all over his seat. The educator sitting next to him continuously redirects his behaviour, sit down on your bottom Zach. Zach appears no to hear and continues to climb over his chair until he is released for free play again.

When it is outdoor play time, the group gathers on the floor and sings n song as they select children 2 at a time to collect their hats. As soon as the first word is sang, Zach runs to his bag, gets his hat ands attempts to open the outside door. Zach, come and sit back down with us you respond. You take his hand and guide him to the floor. Before you have taken two steps, Zach throws himself on the floor and screeches and rocks again. You get down to his level and as he avoids your eye contact you tell Zach. We are going outside very soon Zach. Let's go and wait for the other children to get ready. He cooperates this time and when it is time to go outside, Zach runs bursts through the door ahead of all the other children. As soon as he is outdoors, he begins running in circles and continues for the next 20 minutes with a big smile on his face. Half way through he changes his running to a prance type skip.

It has been quite challenging for the educators in the Senior Toddler room to juggle the routine of  the classroom and also focus on strategies to better accommodate Zach on Wednesdays when he is in.

a. It seems the educators also need a help in the Senior Toddler room. So what would be the first to be done in order to get some extra help?

b. What else can you do in order for you and co workers better accommodate Zach's needs in a way that is fair on every co-worker who is part of this team?

c. Why would b important to have a third party involved and get Zach assessed while he is in care?

d. What can you do in order to discourage his behaviour at drop off/outdoor play times?

2a. Match the concept to its definition:

discrete trial	It has a minimum of three levels. The first level is always the independent level (i.e. no prompts); the remaining levels are sequenced from the least amount of help to the most amounts of help. The last level of the hierarchy should be a controlling prompt - one that results in the learner doing the behavior correctly
incidental learning	It is to break a task into steps and it is specially important in enabling people to retain these activities and the self-esteem they provide.
task breakdown	It is learning gained by observing people and activities around us within our immediate environment. It is unintentional or unplanned learning that results from other activities.
hierarchy of prompts	It is a method of teaching in simplified and structured steps. Instead of teaching an entire skill in one go, the skill is broken down and built-up using discrete traits that teach each step one at a time. Also known as "discrete trial procedure" "discrete trial teaching" or "discrete trial instruction".

2b. How can you apply discrete trial, incidental learning, task breakdown and hierarchy of prompts to this learning scenario?

• discrete trial
• incidental learning
• task breakdown
• hierarchy of prompts

3. Read the scenario about Aaron and complete the following questions.

Aaron is four years old and has autism. He is very bright in many ways, and can read many words and draw cars and trucks with incredible detail. Although he isn't social, Aaron has quite good language skills.

He has adjusted well to the centre except for one problem area; mealtimes. Aaron refuses to join the other children for meals. He resists nearly all foods and he is obsessed with one brand of cereal. Instead of sitting with the children, Aaron wanders around with his container of cereal. In consultation with the special education resource worker and the parents, the practitioner Pam, devises a plan for Aaron.

A placement with each child's name was made. Pam also made a name card for each child and placed these on the chairs. Aaron was given the job of matching the placemats to the name cards. This activity allowed Aaron to use his word recognition skills. He also loved having his own placemat and quickly become comfortable with sitting at the table. Aaron continued to eat his cereal but would watch the other children trying a variety of foods.

Pam began placing some food at the edge of Aaron's placemat. Usually, he would push the food away. However, by the end of the year Aaron had added two new foods to his diet - crackers and cheese. Aaron,s family was thrilled.

a. What are Aaron's strengths?

b. Who did the educator Pam consult with when planning strategies?

c. What strategies did Pam use?

d. How did these strategies assist Aaron in overcoming his mealtime struggles?

4. Read the scenario about Michael and complete the following questions.

Michael is two years nine months and appears exceptionally gifted. He is able to read and has an extensive vocabulary. Michael does not interact with other children and will only interact with adults if spoken to. He often roams the room aimlessly and is destructive without cause. His educator Suma believes he is bored and would be happier and more engaged in the preschool room. However, the educator in the preschool room believes that "there is something more to his issues" and that he should be assessed by early intervention.

a. What are Michael's strengths?

b. Who should the educator Sterna consult with?

c. How might Aaron be assessed and diagnosed?

d. Suggest some strategies that Suma could try to engage Michael in the program.

Reading material - https://www.dropbox.com/s/2j32oeg999kisr8/Reading%20material.zip?dl=0