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Sped5093 Module 2 Bertina Booker
Sped5093 Module 2 Bertina Booker
Sped5093 Module 2 Bertina Booker
APPLICATION
CASE STUDY OF A STUDENT WITH ASPERGER SYNDROME
INTRODUCTION
Communication
Write down questions so that it can be answered later by the teacher
Speech and language services
Small group training for appropriate social skills in various settings
Handwriting
Extra time to write
Allow usage of computer and other technology as a tool to complete written
assignments
CLASSROOM ACCOMMODATIONS,
MODIFICATIONS, AND INTERVENTIONS
(CONT)
INTERVENTIONS
Teach initiation of appropriate social interactions in various situations.
Usage of role play
Greeting Card with visual cues as to appropriate behaviors
Narrative discourse: Turn-taking cards
RECOMMENDATIONS FOR STRATEGIES,
ACCOMMODATIONS, MODIFICATIONS
All instruction must be visually supported through
1. Visual Cues and Visualization
2. Whole Word Print
3. Photos and Videos
4. Video Taping of Self or Others Doing the Desired Skill
RECOMMENDATIONS FOR STRATEGIES,
ACCOMMODATIONS, MODIFICATIONS (CONT)
Teacher must use social skills training
1. role playing,
2. video-taping/audio-taping,
3. peer partners/buddies,
4. individualized visual social rule cards,
5. social stories and social scripts,
6. lunch/recess club.
SUMMARY AND SYNTHESIS
According to Boucher (2009), The range of actual manifest behaviors of Asperger Syndrome that may qualify as
forms of impaired social interaction, communication, and restricted and repetitive behaviors is enormous, varying widely
across individuals and within individuals at different stages of development and in different situations (p. 21). Therefore,
as demonstrated with the child in this case study, the child exhibited more problematic issues in the area of social than
academic. This is typical, for according to Lugnegrd, Hallerbck, and Gillberg (2015), Individuals with AS, might be
expected to have less disabilities in communication and social skills. (p. 264). In addition to, this type of child can be
describe as being twice exceptional, for he is bright in the area of academics but shows learning disabilities in the area of
socialization skills. According to Baldwin, Omdal, and Pereles (2015), Strategies for servingtwice-exceptionalstudents
include addressing the students strengths and interests; providing appropriate social and emotional support; offering
adaptations for academic strengths and accommodations for learning needs; and creating a supportive, safe, problem-
solving culture that values the success of every student (p. 216).Thus, in examining the student in this case study
communicating with peers and family members was difficult for this child. In addition to, this student has experience
inconsistency within his early years of education and family life. Therefore , this has made things challenging for a child
labeled as high functioning on the Autism Spectrum. For a person having Asperger syndrome (AS), constant change is not
one in which a person can easily cope with, especially with the mother leaving and the father having to move from one
military base to another. As a result, this makes it hard for educators to actually put a plan in place to help the child to
effectively engage socially and academically.
SUMMARY AND SYNTHESIS (CONT)
According to Styslinger (2012), People with Asperger are often preoccupied with certain
skills, activities, or materials and, as a result, exhibit a onesided conversational style (p. 41).
Although the student is considered to be very bright in areas of his interest such as math. As a
result, at times his teachers and parents become frustrated for teaching him new skills and
talking to him can become challenging. Consequently this is due to AS students having
difficulty sharing topics or engaging in reciprocal conversation, thus appearing unwilling to
listen to others (Stylslinger, 2012, p. 41). Thus, this is what leads the parent to acquire in
having his child assessed and requesting for an IEP to be created. However, some of AS
characteristics creates social indifference which mainly is due to them not being able to
understand nonverbal cues such as facial expressions, gestures, tone, and proximity, as a
result, seeing and appreciating varied points of view can be challenging (Styslinger, 2012, p.
41). Subsequently, it is important to focus on building the childs strengths which would be his
exceptionalities as well as train his weaknesses which is his social skills in order to give him
success in and out of the school setting.
SUMMARY AND SYNTHESIS (CONT)
Baldwin, L. l., Omdal, S. N., & Pereles, D. (2015). Beyond Stereotypes: Understanding,
Recognizing, and Working
With Twice-Exceptional Learners. Teaching Exceptional Children, 47(4), 216-225.
doi:10.1177/0040059915569361
Boucher, J. (2009). The autistic spectrum: Characteristics, causes, and practical issues.
Thousand Oaks, CA: Sage Publications. ISBN: 9780761962120.
Lugnegrd, T., Hallerbck, M. U., & Gillberg, C. (2015). Asperger syndrome and
schizophrenia: Overlap of self-reported autistic traits using the Autism-spectrum
Quotient (AQ).Nordic Journal Of Psychiatry,69(4), 268-274.
doi:10.3109/08039488.2014.972452
REFERENCES (CONT)
NASET (n.d.) Examples of IEP goals and objectives; Suggestions for students with autism.
Autism Spectrum Disorder Series. Retrieved from
https://www.naset.org/fileadmin/user_upload/Autism_Series/Examples_IEP_Goals_Object
ives_for_ASD.pdf
Styslinger, M. E. (2012). Making meaning: strategies for literacy learning: the unique
characteristics of students
with Asperger syndrome mean teachers must think strategically about how to ensure
that they become proficient readers.Phi Delta Kappan, (4), 40.