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Case StudyEdit

Brady is as Asperger's student in a math science specialized program. His sensory deficits lead him to several unusual behaviors. These behaviors make it difficult for other children to interact socially with him and he has great difficulty making friends. The most glaring of these behaviors include:

1) Arm flailing when nervous or agitated

2) Angry or violent reactions to schedule change or other change in routine

3) Angry or violent reaction to blaring light or noise.

Intervention PlanEdit

The intervention plan will have two major focuses:

1) Teacher and paraeducators will make very effort to minimize sources of agitation.

a) Brady will me prepared in advance for any change in schedule. When a change in activity is forthcoming, Brady will be individually prepped.

b) teacher will identify a relatively quiet place in the classroom or adjoining classroom as a retreat for Brady if noise or light level is intolerable.

c) Brady will have headphones and sunglasses available in class for as-needed use.



2) In resource room, Brady and Case manager(CM) will work on a Discrete Trail Therapy (DTT), a particular ABA teaching strategy. The principles and focus of this intervention will be as follows:

a) Motivation: CM will work explicitly with Brady to establishment the motivation for improving the behaviors - and improved social atmosphere and an increased ability to make friends.

b) Instructional Control: Brady will take the time to focus his attention on the behavioral lesson. CM will ask Brady which behavior he wants to work on that day

c) Antecedent _ A specific and same cur will be used to begin a DTT in any particular behavior. FOr example, "Hi Brady. Lets work on situations where the noise gets very loud."

d) Clearing the Field- In between learning opportunities all materials will be cleared from view. This will help Brady focus on the particular skill at hand.

e) Prompts or hitns will be gicing to Brady on a least to most basis. A gentle reminder will be given before a more explicit direction.

f) Error correction and reinforcement: Corrective procedure should be provided immediately after the trial.

g) Data will be collected not only in DTT , but in classroom, lunchroom, etc. Incidents in which problem behavior emerge as well as ones in which they are controlled should be noted.