ASSIGNMENT 30

200–250 words. THE reply must cite at least 2 sources in current APA format. Evaluate 2 software programs or Internet sites that a classmate(s) posted. Compare and contrast your evaluation with your classmate's assessment.

REPLY cb—7

Individuals with ASD may have problems with sensory integration which causes hyper or hypo sensitivity to his or her environmental stimuli (Boutot, 2017, p. 221). Things like lighting, smells, sounds, large group of people and even animals may cause an individual with ASD to feel uneasy (Boutot, 2017, p. 221). All of these things need to be taken into consideration in order to reduce undesired behaviors (Boutot, 2017, p. 221).

 

Kronke, Willard, & Huckabee (2016), noted that individuals with ASD often have issues with communicating his/her own emotions and instead will discuss events and details void of feelings and emotions (p. 463). According to Baron-Cohen (2000), individuals with ASD have difficulties with initiating and engaging with others in a social situation (as cited in Boutot, 2017, p. 221). Often people with ASD do not understand others’ feelings and may not behave appropriately due to this (Boutot, 2017, p. 221). Having the individual with ASD look at Social Stories and educating people that the individual with ASD will be working with will be helpful (Boutot, 2017, p. 221).  

 

Zager & Alpern (2010) explained that Individuals with ASD still face challenges with communication in adulthood that could interfere with social interactions (as cited in Boutot, 2017, p. 221). It is also sometimes for individuals with ASD to understand abstract ideas (Boutot, 2017, p. 221). It is helpful when teaching new concepts to an individual with ASD to relate that new information to actual experiences (Boutot, 2017, p. 221).

 

A person that has difficulties with executive functioning may have issues with self-regulation and the ability to perform day to day tasks that is needed for planning and establishing beliefs and events (Boutot, 2017, p. 221). People with executive functioning difficulties may experience agitation, anxiety, and depression which can cause more dysfunction (Boutot, 2017, p. 221).

 

When I was a counselor for the PA Office for Vocational Rehabilitation I worked with high school students with disabilities transitioning from high school into either a job or post-secondary education.  I found that this can be a difficult time for anyone but especially for individuals with disabilities. The transition process is very important to individuals with and without disabilities.

Strategies to mitigate common challenges for people with ASD

Community-Based Transition Preparation

Individuals with autism often struggle with simplifying information that was already learned and apply the learned information to a new situations (Boutot, 2017, p. 224). Teachers for this intervention will instruct students outside of the walls of his/her classroom to make use of the community-based strategies for students that are transitioning (Boutot, 2017, p. 224).  Boutot (2017) notes that, “ in preparing students with for employment, instructional effectiveness can be enhanced by teaching job skills in real worksites; in preparing students for postsecondary education, instruction could be delivered on college campuses” (p. 224). This strategy gives the student firsthand experience as to what to expect and what will be needed of them. 

As a counselor with OVR I would sometimes set up Community Based Work Assessments (CBWA) for some of my clients. I would have these assessments completed if my client did not have a lot of work history or was unsure of what he/she wanted to do in terms of a job. A job coach would go with my clients as an extra support during the CBWA. My client would always met the job coach at my office to fill out forms. I made sure to be there during the first meeting to incase there were any questions or if my client was uneasy meeting the job coach alone. My client and myself would discuss different jobs that he/she were interested and were available in the community. I would also look at any assessments that my client had completed to take into account my client’s: strengths, likes, dislikes, and weaknesses. My client would try three different jobs and would work at each of these jobs for 30 hours each. This allowed my client to have first-hand experience with the jobs to if he/she truly wanted to do that full or part-time for work. My clients were able to see what it was like to go to work at a particular job site and the tasks involved with the job. Once the CBWA was completed then my client, the job coach, I and would meet to discuss how things went. We would discuss what my client liked about the different jobs that he/she tried and which ones he/she liked. We would then discuss the best job suited for my client  and if needed would have the job coach work with my client further to help with job search and be an added support when my client was hired. The job coach would stay with my client for a short time on the job and then fade away. The job coach would check in with my client and employer for the first 90 days and then would be done working with my client. I would then receive a report from the job to determine our next step. I would then make an appointment to meet with my client to discuss how the CBWA went in his/her eyes.

 

Postsecondary Education for Students with Autism Spectrum Disorder

Zager and Feiman (2012) suggested the following strategies to help individuals with ASD:

”1.  providing clear expectations and directions while using concrete language;

2.providing consistent environments with structure with clear cut rules;

3.  utilizing tools to assist with time management like to do lists and intermediate benchmarks for assignments

4. creating color coded schedules to keep at home, school, and in the student’s school bag

5. establishing a daily routine with specific time for each required activity

6. scheduling time to organize desks and school bags

7. role-playing potentially troublesome situations in advance” (as cited by Boutot, 2017, p. 224).

 

References cited

Boutot, E. A. (2017). Autism spectrum disorder: Foundations characteristics, and effective            strategies, (2nd ed.). Boston, MA: Pearson Education, Inc.

Kroncke, A. P., Willard, M., & Huckabee, H. (2016). Assessment of autism spectrum disorder.       Atlanta, Georgia: Springer.