Posted: May 25th, 2015

a comprehensive communication case study on child with autism

Case Study Guidelines

* Note :

• Please find attached 1- a case study. 2- a case study example which I’d like you to follow all the steps in AND 3- chicklist and data gathering which I’d like you to fill it in.

This assignment will give teachers an opportunity to develop skills in the assessment, planning and implementation of communicative interventions for individuals with autism/intellectual disability/severe disabilities in a natural setting. The following components of the project are required:

I. Assessment

• Conduct one Communication Needs survey. Samples will be provided in class, or students are encouraged to develop their own based on the setting they are assessing.

• Conduct one Communication Abilities survey. (students may develop their own).

II. Intervention Plan

• Based on the results of the assessments, students will develop a plan for improving the functional communication of the person with whom they are working. This plan should include the following:

a. Overview of the plan, i.e., long term goals. Where do you see this student in 1, 3, 5, 10 years down the line. Based on that, what are his or her goals for communication in those settings/circumstances.

b. Write at least one behavioral objective in correct format, at each of the four levels of independence. Make sure that the behavior itself is written in observable and measurable terms.

c. Include a statement about the current level or functioning (i.e., baseline data; this may be taken and graphed if possible).

d. Discuss how you plan to carry out this intervention. Include information about settings, materials, instructional strategies, and the timeline.

e. Develop a form for use in collecting data during instruction. Examples will be provided in class or students are encouraged to develop their own format.

III. Results/Conclusions

• Discuss whether or not the student was able to reach the criteria set in the objective. If the student was able to master the skills, indicate the next step in instruction. If the student was unable to master the skills, discuss the possible reasons and alternatives that may enable future success. Be sure to include generalization and maintenance information.

• Include a copy of the form used for data collection.

Note:
You are not limited to pure AAC in this case study
• You can teach a student to use AT
• You can teach a student to use AAC
• You can improve a student’s ability to communicate verbally (i.e. a communication goal) and as part of your strategies include aspects of AT or AAC .
•
SPECIFIC CRITERIA

Understanding of the question or issue and the key concepts involved

• understanding of the task and its relationship to relevant areas of theory, research and practice
• clarity and accuracy in use of key terms and concepts in Communication disorders and AAC

Depth of analysis and/or critique in response to the task
• depth of understanding of key AAC principles, concepts and issues explicitly raised during the course and in your follow up readings.
• Intervention plan is appropriate, reasonable, and based on assessment
• Results and conclusions are based on data
• Generalization and maintenance are appropriately addressed

Familiarity with and relevance of professional and/or research literature used to support response
• range of research and professional literature on communication disorders to support response

Structure and organization of response
• appropriateness of overall structure of response
• clarity and coherence of organisation, including use of section headings and summaries to enhance readability.

Presentation of response according to appropriate academic and linguistic conventions
• clarity, consistency and appropriateness of conventions for quoting, paraphrasing, attributing sources of information, and listing references
• clarity and consistency in presenting tables and diagrams
• clarity and appropriateness of sentence structure, vocabulary use, spelling, punctuation and word length