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).
Read "AAC Supports for Engaging Students with Autism Spectrum Disorder (ASD) in Group Instruction by Cafiero, located on the Cafiero Communications website.
Explore the Assistive Technology page of the Autism Speaks website.
Read "Technology Support," available on the Autism Strategies for Teachers website.
Read "iPhone/iPad Apps for AAC," by the Spectronics Consultancy Team, located on the Spectronics website.
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Running head: REFLECTION
Part 1: Reflection
. 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
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
Grand Canyon University
FUNCTIONAL COMMUNICATION PLAN
Functional Communication Plan
Frequency/duration/ consequences of
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turn to take part
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...