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  • Kisling Lisa Casestudypptgroupthree Ete 501

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    Tommy Johnson has been diagnosed with autism spectrum disorder. He has difficulties communicating with peers, initiating conversations, and making eye contact. He also gets upset and loses his temper easily. The case study recommends using the Picture Exchange Communication System to encourage Tommy to communicate and initiate interactions. The goals are for Tommy to improve his communication skills, request things from others, develop social skills, and reduce tantrums through the continued use of assistive technology.

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    Tommy Johnson has been diagnosed with autism spectrum disorder. He has difficulties communicating with peers, initiating conversations, and making eye contact. He also gets upset and loses his temper easily. The case study recommends using the Picture Exchange Communication System to encourage Tommy to communicate and initiate interactions. The goals are for Tommy to improve his communication skills, request things from others, develop social skills, and reduce tantrums through the continued use of assistive technology.

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    29 views7 pages

    Kisling Lisa Casestudypptgroupthree Ete 501

    Uploaded by

    api-270714930
    Tommy Johnson has been diagnosed with autism spectrum disorder. He has difficulties communicating with peers, initiating conversations, and making eye contact. He also gets upset and loses his temper easily. The case study recommends using the Picture Exchange Communication System to encourage Tommy to communicate and initiate interactions. The goals are for Tommy to improve his communication skills, request things from others, develop social skills, and reduce tantrums through the continued use of assistive technology.

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    © All Rights Reserved
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    of 7

    CASE STUDY #3

    GROUP 3: ERIN MCARDLE, SAMR AIROUT, BRITTANY HALL,


    SANDRA OKON, LISA TANNO, ONI WHITE, AND LISA KISLING

    DIAGNOSIS
    TOMMY JOHNSON IS DIAGNOSED WITH AUTISM
    AUTISM IS DEFINED AS: AUTISM SPECTRUM DISORDER (ASD)
    AND AUTISM ARE BOTH GENERAL TERMS FOR A GROUP OF
    COMPLEX DISORDERS OF BRAIN DEVELOPMENT. THESE
    DISORDERS ARE CHARACTERIZED, IN VARYING DEGREES, BY
    DIFFICULTIES IN SOCIAL INTERACTION, VERBAL AND
    NONVERBAL COMMUNICATION AND REPETITIVE BEHAVIORS.
    HTTP://WWW.AUTISMSPEAKS.ORG/WHAT-AUTISM

    DIFFICULTIES
    COMMUNICATING WITH PEERS
    FREQUENTLY FAILS TO RESPOND WHEN SPOKEN TO

    NEVER INITIATES CONVERSATIONS


    RARELY MAKES EYE CONTACT

    UPSET EASILY AND LOSES TEMPER

    RECOMMENDED ASSISTIVE TECHNOLOGY


    SOCIAL STORIES
    IMPRESSIVE BUT TOMMY HAS UNDERDEVELOPED LANGUAGE
    SKILLS AND SOCIAL STORIES MAY NOT BE EFFECTIVE
    INTENSIVE BEHAVIORAL TREATMENT
    ONE ON ONE CONTACT WITH A THERAPIST
    PROVIDES VERY LITTLE INTERACTION WITH PEERS: THIS IS AN
    ISSUE FOR TOMMY AND GOALS
    TEACCH STRATEGIES
    STRUCTURED ENVIRONMENT WITH A DAILY ROUTINE

    MORE ASSISTIVE TECHNOLOGY


    PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS)
    ENCOURAGES CHILDREN TO BE INITIATORS WITH
    COMMUNICATION
    FOCUSES ON A CHILDS INTEREST
    THREE PHASE APPROACH IN WHICH THE CHILD IS GIVEN
    MORE ROOM TO CHOOSE
    FINAL GOAL IS PHASE THREE WITH DISCRIMINATION
    TRAINING

    LEARN TO CHOOSE AND INITIATE WHAT HE WANTS

    CURRENT GOALS
    PECS SEEMS TO BE EFFECTIVE SO CONTINUE THE ASSISTIVE
    TECHNOLOGY DURING AND AFTER THE SCHOOL DAY
    COMMUNICATION WITH OTHERS
    REQUEST THINGS FROM OTHERS
    INITIATE CONVERSATIONS
    DEVELOP SOCIAL SKILLS WITH PEERS AND ADULTS
    THROW FEWER TANTRUMS
    CALMER AND MORE RELAXED DURING SCHOOL DAY

    RESOURCES
    HTTP://WWW.AUTISMSPEAKS.ORG/WHAT-AUTISM
    ASSISTIVE TECHNOLOGY RESOURCE GUIDE. THE ASSISTIVE TECHNOLOGY
    CENTER AT OCALI. (N.D.). RETRIEVED NOVEMBER 2, 2014.
    EDYBURN, D.L. (2006). ASSISTIVE TECHNOLOGY AND MILD DISABILITIES.
    SPECIAL EDUCATION TECHNOLOGY PRACTICE, 8(4), 18-28.

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