Case Study-Tracey

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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 school and community based service providers in order to identify potential employers. Tracey will sample different job tasks within an office environment taking advantage of her friendly disposition and ability to follow directions when they are paired with pictures to help her understand the steps in completing more complicated tasks. Job tasks may include office maintenance, delivering messages, sorting and organizing material, and offering assistance to other personnel. Tracey is able to complete her daily living skills relatively independently but needs reminders to choose appropriate clothing and change her clothes on a regular basis. Her parents will provide positive reinforcement and implement a self-management intervention plan to encourage Tracey’s appropriate behaviors. Tracey is frequently impulsive which sometimes results in grabbing and even pushing another peer. An important aspect of transitioning is to address challenging behaviors through the use of behavioral strategies. Tracey will practice conflict resolution skills by learning to communicate her feelings and practicing relaxation techniques during stressful situations. In an effort to increase Tracey’s independence she will enter the workforce while receiving appropriate training. As Tracey enters the workforce she will require supported employment because she has never been employed. She will be receiving functional skills training that will prepare her with specific job skills required to work in an office as she desires. Heward (2009) indicates “The individual placement model of supported employment consists of developing jobs with employers in the community, systematically assessing clients’ job preferences, carefully placing employees in jobs they want, implementing intensive job site training and advocacy, building systems of natural supports on the job site, monitoring client performance, and taking a systematic approach to long-term job retention” (p. 539). This type of...
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