Case Study-Tracey
Case Study: Tracey
Exceptional Needs Children PS340-01
Instructor: Crystal Alstot, M.S., BCBA
Case Study: Tracey
Transitioning to adulthood can be stressful and challenging for all, but for those diagnosed with Autism Spectrum Disorder (ASD) and their caregivers transitioning to adulthood can provoke feeling of uncertainty or even fear. People with ASD function at different levels and require varying degrees of care. There should be an individualized educational plan (IEP) established by age 16 containing postsecondary goals related to training, education, employment, and independent living skills along with the transition services needed to assist in reaching those goals referred to as individualized transition plan (ITP) (Heward, 2013). Defining the needs of young adults with ASD should start with listening to the individual and helping him or her plan for the life he or she wants. When establishing an ITP, goals in education/training, employment and independent living; type of support needed on a job; residential alternatives; and interventions for any behavioral problems should be addressed.
Tracey is a twenty-one-year-old student diagnosed with ASD who can have difficulties with transitions and requires that her routine be predictable. Tracey’s goals are to attend college, work in an office and share an apartment with a school friend when she graduates. Tracey reads at a second grade level and will need extensive support from educators in order to achieve her goal of receiving a postsecondary education. Tracey’s educational curriculum should use a functional skills approach that will help her master critical skills for use in home, community, school, and work settings (Snell & Brown, 2006). Tracey will complete a technical training program that will include learning work behaviors and job skills that will be useful in an office work environment. It will be essential to coordinate communication between the
Exceptional Needs Children PS340-01
Instructor: Crystal Alstot, M.S., BCBA
Case Study: Tracey
Transitioning to adulthood can be stressful and challenging for all, but for those diagnosed with Autism Spectrum Disorder (ASD) and their caregivers transitioning to adulthood can provoke feeling of uncertainty or even fear. People with ASD function at different levels and require varying degrees of care. There should be an individualized educational plan (IEP) established by age 16 containing postsecondary goals related to training, education, employment, and independent living skills along with the transition services needed to assist in reaching those goals referred to as individualized transition plan (ITP) (Heward, 2013). Defining the needs of young adults with ASD should start with listening to the individual and helping him or her plan for the life he or she wants. When establishing an ITP, goals in education/training, employment and independent living; type of support needed on a job; residential alternatives; and interventions for any behavioral problems should be addressed.
Tracey is a twenty-one-year-old student diagnosed with ASD who can have difficulties with transitions and requires that her routine be predictable. Tracey’s goals are to attend college, work in an office and share an apartment with a school friend when she graduates. Tracey reads at a second grade level and will need extensive support from educators in order to achieve her goal of receiving a postsecondary education. Tracey’s educational curriculum should use a functional skills approach that will help her master critical skills for use in home, community, school, and work settings (Snell & Brown, 2006). Tracey will complete a technical training program that will include learning work behaviors and job skills that will be useful in an office work environment. It will be essential to coordinate communication between the
References: Autism Living and Working (ALAW). (2014). Self-determined housing. Retrieved from http://www.autismlivingworking.org/content/self-determined-housing Heward, W. L. (2013). Exceptional children: An introduction to special education (10th ed.). Upper Saddle River, NJ: Pearson Education Snell, M. E. & Brown, F. (2006). Instruction of Students with Severe Disabilities (6th ed.). Upper Saddle River, NJ: Prentice Hall