Order Description
Introduction: Students with mild/moderate disabilities, such as
Autism Spectrum Disorder (ASD) and/or Down syndrome, often present
challenges for inclusion teachers. Outcomes can include behavioral
problems that can result from the student frustration that is
created by not knowing what to do. To eliminate this confusion,
inclusion teachers can create visual schedules, visual rules for
games, visual transition mini-schedules, or visual classroom rules
and procedures. Visual supports can help students with ASD and/or
Down syndrome follow transitions and directions, and simple visual
supports can help students become independent. Students with ASD
and/or Down syndrome may have difficulty with personal needs such
as toilet learning. The lack of independent toileting skills can
exclude students from friendships with their same-aged peers.
Inclusion of students with ASD and/or Down syndrome who are not
independently using a bathroom is extremely difficult. Toilet
learning influences quality of life, and it is important for
teachers to understand its priority and to support parents as they
approach this need. Students with ASD and/or Down syndrome must be
trained at home and at school for successful independent toileting
to be achieved. Self-management or self-monitoring is a positive
behavioral intervention that can be highly effective in teaching
students to monitor their own behaviors. For this task you will use
the included case ( Case Study: Maria ) based on a student in an
inclusion classroom. From the case study information, you will do
the following: create a schedule to assist the student through day,
plan for addressing a personal need (e.g., toilet training), and
develop a self-monitoring plan for the student to use.
Requirements:
A. Create a daily classroom schedule with visual supports
from arrival to departure for the student from the case study,
including the following:
three morning activities or classes
three afternoon activities or classes
1. Include the visual supports you developed for the daily
classroom schedule from part A.
a. Explain why the visual supports you included are
developmentally appropriate for the student from the case study.
i. Justify your chosen visual supports from part A1a using
scholarly sources or course materials.
2. Explain why you chose the activities or classes from part
A.
a. Justify your chosen activities or classes from part A
using scholarly sources or course materials.
3. Explain how you would prepare the student for a change in
their daily routine (e.g., fire drill, state testing).
a. Justify your explanation from part A3 using scholarly
sources or course materials.
B. Create a data sheet that any teacher working with the student
during the day could incorporate into the classroom to observe
which of the student s behaviors indicate the need to use the
toilet.
1. Explain the data you chose to include in the data sheet
from part B.
a. Justify your chosen data from part B1 using scholarly
sources or course materials.
C. Provide a strategy for how school and home can work together
to help the student become independent in toilet learning.
1. Explain your strategy from part C.
a. Justify your strategy from part C1 using scholarly sources
or course materials.
D. Create an age-appropriate form based on the case study that
can be used to teach self-monitoring for toilet learning, including
visual supports.
1. Explain your choice of form from part D.
a. Justify your chosen form from part D1 using scholarly
sources or course materials.
E. When you use sources, include all in-text citations and references in APA format.
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