Video Case Response #1: Tyler
Tyler is in his second year of kindergarten. He has a severe language disorder and is autistic. “Autism spectrum disorders are a variety (or spectrum) of related disorders that affect a child’s social development and ability to communicate and include unusual behavioral manifestations such as repetitive motor movements (Kirk, Gallagher, & Coleman, 2015). Tyler’s language disorder is one hallmark criteria of autistic individuals. In Tyler’s case, as in many others, he was unable to communicate with words. He came into the educational system as a non-verbal autistic child. When one considers this struggle to communicate basic wants and needs without words, it becomes clear that the frustration and anger associated …show more content…
It is evident that his special education teacher and speech pathologist have worked as a team to implement research-based supports to meet his specific educational needs. One such support is the use of the Picture Exchange Communication System, or PECS. This system allows non-verbal individuals to communicate through the use of visual representation, or pictures. In Tyler’s case, the team began using PECS by associating visual representations with items that he desired such as pretzels. One notes in the video that he has progressed to the point of identifying all of the representations associated with his desire and then verbalizing, “I want …show more content…
A child with autism “must be able to interact socially with adults and peers, so basic social skills (paying attention when others speak, not pushing people out of the way, and so forth) should be learned and practiced” (Kirk, Gallagher, & Coleman, 2015). Tyler’s teacher uses music to teach songs about social skills. The students are learning in a way that brings them joy. Singing also strengthens oral communication skills, which happened to be one of Tyler’s specific areas of need. After singing, students must appropriately greet everyone in the classroom. The teacher is guiding the practice of social skills within the classroom setting. The teacher extends this skill into the school-wide setting by taking the students on extra walks through the school practicing appropriate social skills and greetings. This approach supports the generalization of the desired skills as to make them applicable to the student’s everyday encounters. Her goal for Tyler is no different than for any other student. She is supporting him by developing skills that will prepare him for a meaningful
Tyler is in his second year of kindergarten. He has a severe language disorder and is autistic. “Autism spectrum disorders are a variety (or spectrum) of related disorders that affect a child’s social development and ability to communicate and include unusual behavioral manifestations such as repetitive motor movements (Kirk, Gallagher, & Coleman, 2015). Tyler’s language disorder is one hallmark criteria of autistic individuals. In Tyler’s case, as in many others, he was unable to communicate with words. He came into the educational system as a non-verbal autistic child. When one considers this struggle to communicate basic wants and needs without words, it becomes clear that the frustration and anger associated …show more content…
It is evident that his special education teacher and speech pathologist have worked as a team to implement research-based supports to meet his specific educational needs. One such support is the use of the Picture Exchange Communication System, or PECS. This system allows non-verbal individuals to communicate through the use of visual representation, or pictures. In Tyler’s case, the team began using PECS by associating visual representations with items that he desired such as pretzels. One notes in the video that he has progressed to the point of identifying all of the representations associated with his desire and then verbalizing, “I want …show more content…
A child with autism “must be able to interact socially with adults and peers, so basic social skills (paying attention when others speak, not pushing people out of the way, and so forth) should be learned and practiced” (Kirk, Gallagher, & Coleman, 2015). Tyler’s teacher uses music to teach songs about social skills. The students are learning in a way that brings them joy. Singing also strengthens oral communication skills, which happened to be one of Tyler’s specific areas of need. After singing, students must appropriately greet everyone in the classroom. The teacher is guiding the practice of social skills within the classroom setting. The teacher extends this skill into the school-wide setting by taking the students on extra walks through the school practicing appropriate social skills and greetings. This approach supports the generalization of the desired skills as to make them applicable to the student’s everyday encounters. Her goal for Tyler is no different than for any other student. She is supporting him by developing skills that will prepare him for a meaningful