Running head: VIDEO CASE RESPONSE 1
Video Case Response 1
Delvika Mallory
Liberty University
VIDEO CASE RESPONSE 1 2
Chapter 5 Video Case: Tyler – Augmentative Communication Techniques for a Kindergarten
Student with Autism and Language Issues
1.If you had to struggle to communicate your basic needs, how do you think it would
affect your behavior?
Communication is key to the success of expressing basic needs. Children learn at an early
age that words, tone of voice, facial expressions, and gestures are all forms of communication.
They become more adult like and clearer the older he or she gets. Without communication it
would be very difficult to achieve and the behavior will be affected dramatically. If the child
develops communication problems, the child’s ability to speak, understand, and use spoken
language will be affected. There are many factors that com into account when it comes to
finding out the causes of communication problems. Some include children not being exposed to
other children their age or others to talk to, lack of experiences, injuries to the brain, physical
factors, and disabilities that affect communication. If I struggled with communicating my basic
needs, my behavior would be distant. I work around children and I run my own business as a
seamstress. If I do not have the means to communicate information to my students or clients I
would not be very successful as a teacher or an entrepreneur.
2.What are some of the supports that have been put into place for Tyler’s success in
kindergarten? List at least 3 different supports and how effective you think they are for
Tyler’s success.
In the chapter 5 video, there was a young boy in kindergarten named Tyler, who struggled
with autism (Kirk, Gallagher & Coleman, 2015). He was issued supports to follow through
with his educational goals. Supports are put into place to help aid the learning for students.
Some of Tyler’s supports include picture exchange communication system (PECS),
communication board, giving written forms of the reading materials, and visual aids. The
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picture exchange communication system is very effective. It allows the individual to see a
visual image of the item being asked of and help him or her point out, pick up, or say what it
is. “The augmentative communication system consists of six phases: Phase 1 establishes
physical exchange of a picture with a communi- cative partner; Phase 2 teaches distance and
persistence; Phase 3 teaches picture discrimina- tions; Phase 4 introduces sentence structure;
Phase 5 incorporates attributes; and Phase 6 introduces commenting” (Homlitas, Rosales, &
Candel, 2014). Visual aids are effective in the same manner. The use of a chart can help with
learning the days of the week with a calendar. It can also be used to learn numbers and the
days of the week. If the students can read, giving him or her written material of the
information is a great way for communication as well.
3.Now consider the biblical approach to special education to inform your thoughts on this
topic. Consider a passage of Scripture to support the fruits of the spirit that would
guide your actions as Tyler’s teacher.
We are all truly special and privileged beings. Throughout scripture, God seeks to inform us
of this. Teaching should be conducted with integrity no matter if the class is general education or
special education. The teacher should be after one purpose and that is to ensure that each student
is learning. In the verse, “Coming to Him as to a living stone, rejected indeed by men, but
chosen by God and precious” (1 Peter 2:4). We are chosen by God to exhort our destiny. Not
every student learns in the same manner that is why it is very imperative to make sure that every
student is learning and to catch any road blocks immediate to make sure that the students can get
the help that he or she needs as soon as possible. No stone should be left unturned. Everything
will not come with ease, but if we have truly dedicated teachers that want the best for his or her
students we will be able to conquer the success of their students.
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References
Homlitas, C., Rosales, R., & Candel, L. (2014). A Further Evaluation of Behavioral Skills
Training for Implementation of The Picture Exchange Communication System. Journal of
Applied Behavior Analysis, 47(1), 198-203. Retrieved from
http://ezproxy.liberty.edu/login?
url=http://search.proquest.com.ezproxy.liberty.edu/docview/1517530372?
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Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating exceptional children (14th ed.).
Stamford, CT: Cengage.
