•         Communicate effectively with clinical supervisors and service providers about the need for services for families of individuals with ASD

Objective of this Assignment:

To determine why professionals are appropriate for treatment teams given a scenario. Students are also required to provide a rationale for their decision.

Instructions:

•         Pick one of the scenarios below. Answer the following questions based on the scenario:

•         Which two non-ABA professionals would you bring onto the team for this client?

•         Provide a rationale for bringing each of the professionals above onto the team (i.e. what is the benefit of having this professional on the team? What would his/her role on the team be?). Be sure to relate this rationale to the specifics of the scenario.

•         Support your rationale with research. Find one research article for each professional that exemplifies the positive impact that this type of professional can have on individuals with ASD. Provide a brief summary of the method and findings of each article.

•         Identify at least two challenges that may arise as a result of having each professional on the team. Consider how their professional philosophies will interact with ABA, how their professional expectations may impede the team, their resources, etc. Be sure to provide examples that are specific to the scenario.

•         Identify at least two strategies that could be used to overcome these challenges. Be sure to provide examples that are specific to the scenario.

•         Responses should be written in paragraph form, using APA formatting.

Scenarios (pick one):

Scenario 1:

Jenny is a 3 and a half year-old girl who has recently begun engaging in self-injurious behaviours. Over the past three weeks, Jenny has begun to hit her head on the floor or other hard-surfaces around her. She has also begun to hit herself in the head using a closed fist. Her mother has contacted you, an ABA professional, to help figure out why Jenny is engaging in this behaviour. You plan to conduct a functional behavioural assessment.

Scenario 2:

You have just finished conducting a skill assessment for Marco, a 7 year-old boy with ASD. You used the Assessment of Basic Language and Learning Revised (ABLLS-R) curriculum for this assessment. The results of the assessment indicate that the majority of Marco’s skill deficits were in the areas of writing, dressing, eating, grooming, gross motor skills and fine motor skills. For example, Marco knows how to orally spell his name and is able to recognize all of the letters in his name but has difficulty writing his naming using paper and pencil. Although he is very interested in playing ball with his peers, he has difficulty throwing, catching and bouncing the ball. You are now picking intervention goals and determining the best teaching procedures to use.

rationale includes accurate description of benefit of having professional on team, and what the professionals’ role will be on the team

rationale includes description of benefit of having professional on team, or what the professionals’ role will be on the team

rationale does not include description of benefit of having professional on team, or what the professionals’ role will be on the team

summary includes accurate description of research methods and findings;

research findings are relevant for the chosen scenario

summary includes somewhat accurate description of research methods and findings

summary does not include accurate description of research methods and findings;

research findings are not relevant for the chosen scenario

research articles are appropriate and relevant (exemplifies how this type of professional can positively support individuals with ASD)

research articles are somewhat appropriate

research articles are not appropriate

identified challenges are relevant to scenario

challenges are not appropriate

identified strategies are relevant to scenario

strategies are not appropriate

all references are included and complete.

most references are included. Evidence of missing elements.