Expert answer:Alex and Paulo: Community Based Instruction

  

Solved by verified expert:Based on the Alex and Paulo scenarios and using evidence-based practices, plan an appropriate community-based instructional experience they can successfully participate in together.The selected community-based instructional experience should be differentiated to meet the needs of both Alex and Paulo and aligned to their individual goals. The chosen community-based instructional experience should focus on teaching community and participation skills in one of the following areas:Restaurant ordering, dining and payment skillsGrocery shopping skillsFinance skills (such as making a purchase)Community integration across multiple skills (e.g., taking public transportation and attending a community event).Compose a 500-750-word summary that discusses where the community-based instructional experience will take place, an agenda and itinerary for the experience, specific community skills that are being practiced by Alex and Paulo, and how the skills directly align to goals set in Topic 3. Be sure to rationalize your choices, citing a minimum of three scholarly resources.While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.Read chapters 6 and 10 of Autism & the Transition to Adulthood: Success Beyond the Classroom. (I will upload chapter 6 and 10)Read chapter 7 in Life Journey through Autism: A Guide to Transition to Adulthood, by Danya International, Organization for Autism Research, and Southwest Autism Research and Resource Center.URL:http://files.eric.ed.gov/fulltext/ED508625.pdfRead the Home Living Skills and Social Security and Benefits Planning sections of “Autism Spectrum Disorders and the Transition to Adulthood,” located on the Virginia Department of Education website.URL:http://www.doe.virginia.gov/special_ed/disabilities/autism/technical_asst_documents/autism_transition.pdfRead “Housing and Community Living,” from the Autism Speaks website.URL:http://www.autismspeaks.org/family-services/housing-and-residential-supports
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spd_555_case_scenario_paulo.docx

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SPD-555 Case Scenario: Alex
Alex is a 17-year-old student with autism. He receives special education services in a selfcontained classroom in an urban high school. At school, Alex receives instruction both in the
classroom and in the community to improve his vocational, academic, and social skills. He is
currently participating in community-based training in an office setting completing tasks such as
data entry and spreadsheet development. He is diligent and methodical in completing the varied
tasks assigned to him. Alex reads grade level texts independently; however, he demonstrates
deficits in reading comprehension and oral expression. In elementary and middle school, he
participated in a general education math course and maintained a B average. In high school, he
received two years of Teach Math, opting out of standard courses of Algebra I, II, and Geometry.
After school, Alex works part-time at a local office supply store entering numerical data to keep
track of stock and services rendered by store staff. His behavior is appropriate at work and he has
expressed that he likes working. He is punctual each day, and he is willing to stay late when
needed. He really enjoys getting a paycheck and he usually spends his money on fast food and
movies from the local video rental shop. Alex is detail-oriented and reviews each column of
numbers several times before moving on to type another column. This results in slower
production rates in comparison to other workers who complete similar tasks.
Alex is intimidated by his boss because he knows that the boss has the ability to fire him, a fact
that his teachers at school presented during a unit about behavior in the workplace. Alex has
perseverated on this fact, making him afraid to talk to his boss. Also, Alex knows that at times
his speech is not understood by people he does not know, so sometimes he avoids talking to
people he does not know well. As a result, instead of speaking to his boss, Alex usually tells
problems or concerns to his school job coach who visits Alex at the job site each week. The job
coach is concerned that Alex will not ask for help if an emergency occurs, and that a certain level
of communication between Alex and his boss is necessary to develop a good working
relationship. The boss views Alex as a valuable employee and is willing to provide opportunities
for Alex to develop appropriate communication skills. The boss has also expressed an interest in
employing Alex for more hours per week after graduation, if he continues to develop his
business skills.
Alex’s mother has expressed that she will support her son in his job at the office supply store by
helping him work on skills that are needed for the job, but she believes that he will need support
to be successful in this employment setting, especially when new tasks are assigned. She knows
that after Alex graduates, his school job coach will stop visiting him at work so she cannot
depend on his continued help. Currently, Alex has no services from the local vocational
rehabilitation agency, although his mother voiced an interest in this at his last IEP meeting.
Scenario used with permission from the National Secondary Transition Technical Assistance Center.
© 2014. Grand Canyon University. All Rights Reserved.
SPD-555 Case Scenario: Paulo
Paulo is an 18-year-old student with a mild cognitive disability and autism. According to his IEP,
he is identified as a student with autism. His verbal skills have dramatically increased in the past
six years, although he still primarily communicates through adapted sign language, gestures,
words, and vocalizations that his family and teachers understand. Paulo’s family is actively
involved in Paulo’s education and transition planning process. Paulo lives at home with his
mother and father, his older brother and younger sister. His mother and father immigrated to the
United States from Brazil 22 years ago. All of the children were born in the United States and
they speak both English and Portuguese fluently. His parents expect Paulo to live with them for
at least the next 10 years. When they are no longer able to care for him, Paulo will live with one
of his siblings, most likely his sister. Paulo’s independent living skills are important to his family.
In fact, at times his teachers were concerned that Paulo did too much housework in comparison
to his siblings because sometimes he would arrive at school smelling of bleach and appear tired.
When asked about this, his parents explained that work was good for him and that he enjoyed it.
Paulo was provided with the services of an interpreter in elementary and middle school and as
well as training in sign language. His IEP team, including his parents, discontinued the services
because they agreed that he was not benefitting from the services and that he could effectively
communicate with others using adapted sign language, some words, gestures, and vocalization.
Paulo can independently take directions and answer questions that require a yes or no response in
both English and Portuguese. He also uses adapted signs and gestures for names of activities he
likes and to express basic wants and needs.
Paulo loves watching movies at home with his sister. He also enjoys outdoor activities such as
raking leaves in the yard and sweeping the patio. His older brother played soccer in high school
and now plays in college. Paulo can run fast, and has picked up some soccer skills from his
brother’s lessons like shooting the ball and passing to a teammate. He has few opportunities for
fun outside the family home, and his parents are open to him having leisure activities as long as
he gets his chores done at home.
At school, Paulo loved going to the grocery store to job shadow a man who collected the carts
and bagged groceries. Even though Paulo was only supposed to watch the job, the employee he
was shadowing was willing to share his work, and Paulo did a good job with collecting the carts.
He will need more training to bag groceries. Paulo was unresponsive to the man’s corrective
feedback. Paulo kept saying to himself “Good job, Paulo” after he packed each bag, even though
the employee tried to show him a better way to pack the bags. He apparently enjoyed the
experience, because Paulo would request that his teacher take him to the store even on days it
was not scheduled by signing “Me, work, store, please” repeatedly. Paulo is quiet and well
mannered. The store manager was impressed with his work ethic and was interested in having
Paulo work part-time after he graduates.
© 2014. Grand Canyon University. All Rights Reserved.
Scenario used with permission from the National Secondary Transition Technical Assistance Center.
© 2014. Grand Canyon University. All Rights Reserved.

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