SPD565 GCU Autism Spectrum Disorder Functional Communication Training Plan

Content Type

User Generated

User

ErqqFbawn

Subject

Writing

Course

SPD565

School

Grand Canyon University

Description

In this course, you completed and implemented a Functional Communication Training (FTC) Plan. For this assignment, reflect upon your implementation experiences in order to revise your plan.

Part 1: Reflection

Reflect upon the implementation of the FCT and its impact on the student with ASD. In a 250-500-word summary, include the following:

Summarize the targeted intervention goal/outcome and results of the implemented Functional Communication Training Plan.
How did your experiences with implementing your plan and AAC improve program supports and services for the observed student with ASD? Identify in what ways you would alter your plan to meet the needs of the student.

Part 2: Revision

Now, having reflected upon your Functional Communication Training Plan and its implementation, revise your plan to incorporate identified areas of needed improvement.

Be sure to:

Design and modify instruction, including an additional intervention goal/outcome that promotes effective communication and social skills. Incorporate additional or different assistive technologies to improve programs, supports, and services for your identified individual with ASD.
Address how you will modify the instructions to enhance verbal and nonverbal communication in accord with the needs of your identified individual with ASD.
Suggest and outline 3-5 next steps in continuing the use of the AAC and the use of communication supports at home.

Part 3: Revision Rationale

Include a 250-500-word rationale for your revision choices.

Support your revision rationale with 3-5 scholarly resources.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Read "Articles at a Glance -- Collection of Articles on AAC and Autism Spectrum Disorders,” from Perspectives on Augmentative and Alternative Communication (2007).

URL:

http://www.dynavoxtech.com/training/toolkit/details.aspx?id=303

Read "AAC Supports for Engaging Students with Autism Spectrum Disorder (ASD) in Group Instruction by Cafiero, located on the Cafiero Communications website.

URL:

http://www.cafierocommunications.com/articles/AACG.pdf

Explore the Assistive Technology page of the Autism Speaks website.

URL:

http://www.autismspeaks.org/family-services/resource-library/assistive-technology

Read "Technology Support," available on the Autism Strategies for Teachers website.

URL:

http://autismstrategiesforteachers6.weebly.com/technology-support.html

Read "iPhone/iPad Apps for AAC," by the Spectronics Consultancy Team, located on the Spectronics website.

URL:

http://www.autismpluggedin.com/2011/09/top-10-aac-iphone-and-ipad-apps-under-30.html

Unformatted Attachment Preview

Course Code SPD-565 Class Code SPD-565-O500 Criteria CRITERIA Percentage 100.0% FCT Plan Implementation Reflection 10.0% FCT Plan Revision: Instruction COE: D3, C 3.4 20.0% FCT Plan Revision: Verbal & Nonverbal Communications 20.0% FCT Plan Next Steps 20.0% FCT Plan Revision Rationale 20.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) 5.0% Total Weightage 100% Assignment Title Benchmark - Functional Communication Training Plan Reflection and Revision No Evidence (0.00%) No submission. No submission. No submission. No submission. No submission No submission. No submission. Total Points 300.0 Nominal Evidence (69.00%) Reflection fails to summarize targeted intervention goal/outcome and implementation results or analyze how implementation experiences improved program supports and services, as well as identifies needed plan alterations. Revised plan is not designed to modify instruction and/or identify an intervention goal/outcome. Revised plan fails to incorporate assistive technologies to improve programs, supports, and services for the student. Revised plan fails to address modifications for verbal and nonverbal communication. Revised plan fails to include next steps to continue AAC and communications supports at home. Functional Communication Training Plan rationale is not provided. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. No reference page is included. No citations are used. Unacceptable Evidence (74.00%) Reflection inadequately summarizes targeted intervention goal/outcome and implementation results. Reflection insufficiently analyzes how implementation experiences improved program supports and services as well as identifies needed plan alterations. Revised plan is inadequately designed to modify instruction and/or identify an intervention goal/outcome that promotes effective communication and social skills. Revised plan imprudently incorporates assistive technologies to improve programs, supports, and services for the student. Revised plan insufficiently addresses modifications for verbal and nonverbal communication and/or are inappropriate to student needs. Revised plan includes an inadequate outline of next steps to continue AAC and communications supports at home. Functional Communication Training Plan rationale provides unclear, limited clarification for revision choices and/or lacks scholarly support. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. Reference page is present. Citations are inconsistently used. Acceptable Evidence (87.00%) Reflection summarizes targeted intervention goal/outcome and implementation results. Reflection analyzes how implementation experiences improved program supports and services as well as identifies needed plan alterations. Revised plan designs modified instruction and identifies an intervention goal/outcome that promotes communication and social skills. Revised plan incorporates assistive technologies to improve programs, supports, and services for the student. Revised plan addresses modifications for verbal and nonverbal communication based on student needs. Revised plan includes an adequate outline of next steps to continue AAC and communications supports at home. Functional Communication Training Plan rationale provides appropriate, strong clarification for revision choices, supported by scholarly resources. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. TargetEvidence (100.00%) Reflection comprehensively summarizes targeted intervention goal/outcome and implementation results. Reflection thoroughly analyzes how implementation experiences improved program supports and services as well as identifies needed plan alterations. Revised plan thoroughly designs modified instruction and identifies intervention goal/outcome that clearly promotes effective communication and social skills. Revised plan skillfully incorporates assistive technologies to improve programs, supports, and services for the student. Revised plan comprehensively addresses modifications to enhance verbal and nonverbal communication in accord to student needs. Revised plan includes a thorough, appropriate outline of next steps to continue AAC and communications supports at home. Functional Communication Training Plan rationale provides insightful, professional clarification for revision choices, supported by scholarly resources. Writer is clearly in command of standard, written, academic English. Comments In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. Points Earned
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Tags: AAC Functional Communication targeted intervention goal Autism Strategies FCT Plan Implementation

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Explanation & Answer

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Running head: REFLECTION

1

Part 1: Reflection
Student’s Name
Institutional affiliations

REFLECTION

2

. Part 1: Reflection
Children with Autism Spectrum Disorders (ASD) are grouped under children with
disabilities. They prove challenging to teach of all their disabled counterparts. Thus, they are
provided with an intervention program – functional communication training plan – whose
primary goal is to see to it that there is noticeable developmental progress in the child’s
communication and social skills. With such progressive development in the particulars as
mentioned above, the child becomes able to intermingle with the peers, the opposite sex, and the
society at large.
The implemented Functional Communication Training (FCT) plan progressively
develops the communication and social skills of an ASD disabled child effectively. Effective
implementation consequently produces reliable results on the child’s social interaction. Besides,
it harnesses the behavior of a child, giving them an opportunity to bond and typically play with
the rest of the children. Nonetheless, adequately taught ASD children using the FTC plan can
learn at the same pace as the average child without lagging. However, to realize such results
from the child, tutors must spend a lot of time with the children, training them so that they can
keep at par with the rest of the class.
Improving an ASD child’s communication and interaction skills is the primary aim of
any intervention program. Communication is the backbone of every knowledge transmission;
hence harnessing it must be the primary focus. Implementation of the program with the inclusion
of an appropriate augmentative and alternative communication (AAC) assistive technology
improved the program’s response on the ASD children. With the introduction of a voice output
device, the children were able to get assistance concerning speech recognition. With a voice

REFLECTION

3

output communication device, the assisted children were able to pronounce certain words that
proved challenging to them before they used the equipment. Improving the verbal speech of the
child would ensure the child’s confidence to speak is motivated. Consequently, the improvement
would reciprocate in the interaction abilities. With excellent oral statement and improved
pronunciation of words, the child became willing to interact with peers, classmates, teachers, and
the rest of society.
One crucial step in the implementation process is to follow the child’s interest. Thus, the
part that is alterable to favor the interests of all the affected children is to engineer a group
instruction using the voice output device. Group instruction would ensure uniformity of the
students’ adaptability and unison verbal speech development

Running head: FUNCTIONAL COMMUNICATION PLAN

Functional Communication Plan
Sxxxx Sxxxxx
Grand Canyon University

1

FUNCTIONAL COMMUNICATION PLAN

2

Functional Communication Plan

Target

Date/time/place

Antecedent to

Frequency/duration/ consequences of

behavior

of behavior

the behavior

latency

Autism

The behavior is

when it is their

deficits in social

detected at the

turn to take part

communication

playground as

in the

skills

the child

competition

the behavior

interacts with
the friends
Antecedent-Behavior-Consequence Chart

Intervention goal/outcome
The main goal of the intervention program would be to ensure that there is developmental
progress for the communication of the child. Another goal of the intervention program would be
to facilitate the c...