Collaboration with Families

Zoe is a second grader with autism spectrum disorders. Zoe’s father recently passed away in a tragic car accident.  Zoe, her mom, and two older brothers have temporarily relocated from out-of-state and are now living in her grandparents’ house in a small, rural community.

Because the family had been living out-of state, Zoe has never interacted with her grandparents. She has challenges responding to social cues, including her name and in understanding gestures.  She also engages in repetitive body movements.  She is fond of her set of dolls and likes lining them up.  When Zoe is agitated, her mother plays Mozart, which seems to have a calming effect.  Zoe also enjoys macaroni and cheese.

Her grandparents do not understand Zoe’s attempts at communicating.  Zoe does not respond well to crowded and noisy environments. Zoe’s mom is working outside the home for the first time. 

Because of the move, Zoe has transferred to a new school, which does not currently have any students with ASD. Although her mom is generally very involved with Zoe’s education, she is away from the home much of the time due to a long commute for her new job is a neighboring city.

Zoe’s grandparents are eager and willing to help in any way they can.

Imagine you are serving as an ASD consultant at Zoe’s new school. Using the COMPASS model, create a COMPASS Action Plan for Zoe by complete the following tasks:

1. Identify the personal challenges for Zoe;
2. Identify the environmental challenges for Zoe;
3. Identify potential supports; and
4. Identify and prioritize teaching goals.

In addition, include a 250-500-word rationale that explains how your action plan for Zoe demonstrates collaboration in a respectful, culturally responsive way while promoting understanding, resolving conflicts, and building consensus around her interventions.