EDFD340 CASE STUDY

Tommy Harris (Autism Spectrum Disorder Level 3)

Year 4

Tommy Harris is a lovely 10 year old boy in my year 4 class with Autism Spectrum
Disorder Level 3 (low functioning). Autism spectrum disorder (ASD) is a “behaviorally
defined neurodevelopmental disorder associated with the presence of social-
communication deficits and restricted and repetitive behaviors” (Ousley & Cermak, 2013).
ASD level 3 is considered the most severe form of autism and children like Tommy, will
need very substantial support as they engage in repetitive behaviours, and have difficulty
initiating interactions and expressing themselves both verbally and nonverbally (Rudy,
2020). Tommy also becomes very upset and anxious when routines at school or at home
are changed unexpectedly. Despite these obstacles, Tommy has been successfully
integrated into a general education classroom. However, I can further assist Tommy by
adjusting my lesson plans and adapting the best teaching approaches to ensure Tommy
and other students achieve the best possible outcomes for their well being and academic
success.

CURRICULUM AND LESSON ADJUSTMENTS FOR TOMMY IN MY YEAR 4 CLASS

A teachers role in the classroom is very important as it affects a students’ ability to learn
and participate in lessons. Bolourian, K.M. Stavropoulos & Blacher (2019) state that
children with ASD are at higher risk for poor academic outcomes due to the social and
behavioural difficulties they inherent. To maximise Tommy’s potential, I need to recognise
his patterns of strengths and weaknesses so that I am able to provide the necessary
levels of curriculum and lesson adjustments.

Specific lesson adjustments I have made for Tommy include making general
modifications to the time and amount of workload Tommy has. For example, giving Tommy
more time to master concepts, complete the activities and assessments and reducing the
number of questions to be completed and the amount of words to be written. This will
decrease the pressure on Tommy and allow him to process information and learn at his
own pace.

Another curriculum adjustment I have also implemented for Tommy, includes doing more
hands-on learning where possible. Research shows that students with ASD struggle to
interpret auditory information and learn better when it is visual (Hodgehon, 2020). By
implementing more physical hands-on activities throughout the curriculum, Tommy will be
able to learn at the best of his ability as he is able to better comprehend the content
being taught. For example, when teaching students science, I will use the 5Es approach.
This not only benefits Tommy but also other students as it is a constructivist approach that
consists of 5 stages with a hands on activity in each stage.

COMMUNICATION STRATEGIES TO ASSIST TOMMY

Communication is more complex than just verbal speech. It is the ability to establish
attention, take in information and interpret it, remembering prior knowledge and
formulating it into a response. Children with Autism Spectrum Disorder experience
significant challenges when it comes to communicating and socialising.

Hodgdon (2020) states that communication is the primary area of difficulty for individuals
with ASD, as they have difficulty interpreting information, specifically auditory information.
In class, Tommy may not understand what is expected of him or what is going on as he
can only accurately interpret fragments of the spoken message. However, there are many
strategies I can implement to help Tommy develop and enhance his language and
communication skills. This includes visual supports, augmentative and alternative
communication (AAC) and the use of concrete language when communicating, as
students like Tommy tend to be quite literal and may misunderstand abstract sayings.
Unlike verbal communication, visual supports and AAC remain present for a longer
period of time. This allows Tommy to process the information at his own pace, avoid
information overload, and return to it if needed "to establish memory for the message it is
communicating” (Hodgdon, 2020). Using low-tech aided AAC systems such as cards,
boards, timetables and books can also improve Tommy’s ability to understand and
communicate with others.

Thus, the use of visual tools and AAC will increase Tommy’s comprehension, participation
and inclusion in daily activities significantly.

TOMMY’S HEALTH AND EMOTIONAL WELL BEING

Everyone, including individuals with Autism Spectrum Disorder, has the right to attain the
highest standard of physical and mental health. Children with Autism Spectrum Disorder
tend to have more anxiety than others (Gillott, Furniss & Walter, 2001) and feel secure
when things are consistent. Transitioning elevates stress which can then result in anxiety
as they fear of the unknown. Grandin (2011) states that individuals with the same
diagnosis as Tommy become very distressed when routines at home or school are
changed suddenly, but thrive when there are rules and routine.

Given the sensory issues Tommy has, transitions can create sensory overload as noise
levels tend to increase. To support Tommy’s anxiety when managing transitions, I can use
a timer to show how long they have until the next activity, ensure I have Tommy’s attention
before giving instructions and giving Tommy movement breaks which can calm him down
and give him time to transition into the next task. I can also plan how the transitions
involving movement will take place eg. If small groups of students are asked to line up at
the door instead of the whole class rushing at once to get there, there will be minimal
chaos and noise. To further ease Tommy’s anxiety, I can assign Tommy a job during
transition eg. Collecting the books and provide a visual schedule for the day and
constantly refer to it to support organisation, planning and self regulation.

HELPING TOMMY SELF REGULATE, FIND INDEPENDENCE AND DEVELOP

CONFIDENCE

Confidence and self regulation also play a major role in optimal learning as it helps
children stay focused and learn effectively. However, this can be quite difficult for
students like Tommy on the autism spectrum as they have difficulty managing their
emotions and behaviour. According to Ashburner, Ziviani & Rodger (2010), students with
ASD have a short temper and tend to overreact to situations and engage in emotional
outbursts. To ensure Tommy isn't singled out and there are no barriers to his learning, I
must help Tommy self regulate, find independence and develop confidence. Emotions
cards can be used as a tool to help Tommy improve his ability to express and respond to
certain situations and emotions. These cards can have pictures of cartoon faces showing
the different levels of emotion.

Image retrieved from: https://www.pinterest.com.au/pin/409335053604357057/

 Through this, Tommy can be taught how to assign emotional levels to different situations
and the appropriate reactions for it. I can also teach Tommy coping strategies by
providing various hypothetical situations and then role playing how to use those strategies
eg. taking deep breaths, yoga, asking for help, counting to 20 and thinking of something
that makes the student happy.

SOCIALISATION STRATEGIES TO ASSIST TOMMY

Unfortunately, individuals with Autism Spectrum Disorder (ASD) have difficulty making
and maintaining friendships due to their varying degree of communication and socio-
emotional reciprocity deficits. These deficits can “range from speech delays, monotonous
speech, echolalia, pronoun reversal, poor comprehension to a complete lack of spoken
language” (Campisi, Imran, Nazeer, Skokauskas & Azeem, 2018). Tommy does not initiate
any conversations, show interest in peer interactions, make eye contact with other
individuals and often fails to respond when teachers speak to him. Social interaction skills
help individuals feel like they belong and know how to manage conflict. Although these
skills develop over time, different social interaction strategies such as using visual
prompts, creating social narratives and adapting role play/modelling into lessons when
possible can help Tommy develop play, conversation, emotion and problem solving skills.
Scattone (2007) states that visual prompts such as pictures, checklists or prompt cards
can help children like Tommy learn new skills and remember the social skill they have
already learnt. However, as Tommy's teacher, I must ensure that I am incorporating the
same strategy as Tommy's parents as this will allow him to practice the same social skills
in various situations.

CLASSROOM SET UP TO ASSIST TOMMY

The physical classroom environment significantly impacts students with ASD due to their
sensory sensitivities (Smith-Myles, 2005). Providing a comfortable and safe learning
environment for students like Tommy is just as important as any other teaching strategies
or educational tool. Students with ASD get distracted very easily therefore, I must reduce
visual clutter eg. Artworks and student displays to avoid Tommy getting distracted. Paula
Kluth (2010) states that "Students with autism will be the most prepared to learn in places
where they can relax and feel secure”. I can set up a calm zone in the classroom where
Tommy and others can sit down and have a short 3-5 minute calming break. This may
include cushions, blankets, stuffed animals, a rocking chair and sensory items. Ensure
that all students understand that it is not a time-out zone but a space for them to use
when they just want to take a break or when they are feeling overwhelmed and upset.
Using visuals is also essential for children like Tommy who struggle with expressive and
receptive language abilities. By labelling each area of the classroom and clearly marking
materials and storing it in an organised fashion, it will help Tommy express his wants and
needs and understand the classroom environment better. Thus, structuring the classroom
environment increases independence and promotes success (Teaching Students with
Autism Spectrum Disorders, 2003).

SUMMARY

To make the classroom is an ASD friendly environment for Tommy and ensure all students
have a successful school experience, I must implement the range of strategies listed
above and adapt my lessons to adhere to the needs to Tommy and others. Through this,
high quality teaching can be achieved and Tommy's learning can be enhanced and thus,
be an effective 'treatment' for ASD.

Part B : Reflection

The Disability Standards for Education 2005 ensures that all students with a disability
have equal access to education. Inclusion is a unified system that allows all children to be
active members of a school community whilst receiving high quality education. This
involves providing all students with or without a disability, support, meaningful curriculum
and effective teaching (Irvine & Lynch 2009).

This semester has taught me that everyone, regardless of gender, culture, ability,
disability or any difference, has the same human rights and equal access to education.
Although catering for a diverse range of needs can be challenging, it is critical that I know
how to differentiate learning for each student in the class. I must know my students
strengths and weaknesses to ensure that I can effectively plan the lessons and learning
experiences prior to instruction (Benjamin, 2006). “The teachers should identify learners
experiencing barriers to learning as early as possible within their phase and give
necessary support, observing them carefully in all the learning areas so that necessary
adaptations can be made” (Mahlo, 2017).

This unit and assessment has taught me that I must cater and accommodate to all
students' needs and provide effective and quality education by abiding to the Australian
Professional Teaching Standards (APTS). Standard one states that as a teacher, I should
"know the students and how they learn". This can be achieved by "differentiating teaching
to meet the specific learning needs of students across the full range of abilities" (1.5) and
by "implementing strategies that support full participation of students with a
disability" (1.6). This is evident in the adjustments and modifications I have made to the
lessons after identifying Tommy’s strengths and weaknesses to ensure he can learn at the
best of his ability. Standard three dictates that teachers must “Plan for and implement
effective teaching and learning”. I accomplished this by implementing “effective
classroom communication strategies” (3.5) such as visual supports, augmentative and
alternative communication (AAC) and the use of concrete language when communicating
and also by using a range of different teaching strategies (3.3) such as differentiated
instruction and personalised learning for Tommy.

Thus, teachers including myself must recognise the diversity of students and ensure we
foster the most supportive environment and implement inclusive practices for our
students. This will allow everyone, including those with disability to have full access to
course content and allow them to fully participate in activities and learn at the best of their
ability.
REFERENCES

Alberta Education. (2003). Teaching Students with Autism Spectrum Disorders. Edmonton.

Ashburner, J., Ziviani, J., & Rodger, S. (2010). Surviving in the mainstream: Capacity of
children with autism spectrum disorders to perform academically and regulate their
emotions and behavior at school. Research In Autism Spectrum Disorders, 4(1), 18-27.
doi: 10.1016/j.rasd.2009.07.002

Bolourian, Y., K.M. Stavropoulos, K., & Blacher, J. (2019). Autism in the Classroom:
Educational Issues across the Lifespan. Autism Spectrum Disorders - Advances At The
End Of The Second Decade Of The 21St Century. doi: 10.5772/intechopen.84790

Campisi, L., Imran, N., Nazeer, A., Skokauskas, N., & Azeem, M. (2018). Autism spectrum
disorder. British Medical Bulletin, 127(1), 91-100. doi: 10.1093/bmb/ldy026

Gillott, A., Furniss, F., & Walter, A. (2001). Anxiety in High-Functioning Children with
Autism. Autism, 5(3), 277-286. doi: 10.1177/1362361301005003005
Hodgdon, L. (2021). Improving Communication & Behavior - Autism Awareness. Retrieved
2 May 2021, from https://autismawarenesscentre.com/improving-communication-behavior/

Grandin T. The way I see it: A personal look at autism & asperger’s. 2. Arlington, TX:
Future Horizons; 2011

Irvine, A.N., Lynch, S.L. (2009). Inclusive education and best practice for children with
autism spectrum disorder: an integrated approach. International Journal of Inclusive
Education, 13(8)m 845-859. Doi: 10.1080/13603110802475518

Inclusive education - Teaching students with disability. (2020). Retrieved 23 May 2021,
from https://www.aitsl.edu.au/research/spotlight/inclusive-education-teaching-students-
with-disability

Mahlo, D. (2017). Teaching Learners With Diverse Needs in the Foundation Phase in
Gauteng Province, South Africa. SAGE Open, 7(1), 215824401769716. doi:
10.1177/2158244017697162

Ousley, O., & Cermak, T. (2013). Autism Spectrum Disorder: Defining Dimensions and
Subgroups. Current Developmental Disorders Reports, 1(1), 20-28. doi: 10.1007/
s40474-013-0003-1

Kluth, P. (2010). Supporting Students with Autism: 10 Ideas for Inclusive Classrooms.
Retrieved 11 May 2021, from https://www.readingrockets.org/article/supporting-students-
autism-10-ideas-inclusive-classrooms
Rudy, L. (2020). Making Sense of the Three Levels of Autism. Retrieved 29 April 2021,
from https://www.verywellhealth.com/what-are-the-three-levels-of-autism-260233

Scattone, D. (2007). Social skills interventions for children with autism. Psychology In The
Schools, 44(7), 717-726. doi: 10.1002/pits.20260

Smith-Myles,B., Cook, K., Miller, N.E.,Rinner, L. & Robbins, L.A. 2005. Asperger Syndrome and
Sensory Issues, Shawnee Mission KS: Autism Asperger Publishing Co