Extension Session 1

Learning Objectives


•Good background knowledge of well-established and commonly used intervention strategies
•Developing appropriate strategies to intervene and cater to child’s specific needs


Case Study – Child with ASD
•Marcus
•5 year-old boy
•Diagnosed with Autism


Self- Help Skills
•Cannot yet assist with dressing
•Requires assistance for toileting
•Very dependent on the help of his caregiver to look after himself


Coping Skills
•Difficult adjusting to novel situations (e.g. going on excursions)
•Marcus is highly anxious whenever there is a change of activities.
•Marcus tends to flap in between change of lessons.


Communication Skills
•Lack of intent to communicate
•Limited expressive language (says “this”, “that” and “car”)
•For example, he waits until it is too late. He will indicate by pointing to the toilet after he wet and soiled himself.
•For example, he will take his classmate’s food.


Social Skills
•During play time, Marcus is eager to start the game.
•During meal time, Marcus wants to be the first to get his food and drink.


Classroom Behaviors
•Throws a major tantrum all the way to school
•Throws a major tantrum when he reaches school
•Fascinated with toy cars
•Insistent on bringing his favourite toy car
•Refused to place his toy car aside for classroom activities


Intervention Strategies for Marcus

Difficulties Intervention Strategies
Self-Help Skills Task Analysis
Communication Skills Picture Exchange
Coping Skills Visual Schedule
Social Skills Social Story
Classroom Behaviors Behavioral Chart


Homework
•Have a conversation with a preschool / primary school teacher who has children with special needs in her classroom.
•Explore the prevalence of disabilities.
•Explore the day-to-day challenges faced (the child / parents / developing children, etc).
•Explore the specific strategies used.