Case Study: Tracey (Exceptional Children)
Introduction
Human diversity has taken a rising toll, with the need to appreciate and embrace it proving beneficial socially, economically, and politically. People with disabilities have for a long time been looked down on and considered invalids with no way of contributing to societal growth. Autism Spectrum Disorder is a combination of developmental brain disorders with wide range of symptoms and levels of impairment. This disorder is attributed to genetic and environmental reasons. Persons with this disorder are socially impaired, have communication problems, and repetitive behaviors (Heward, 2013). Currently “normal” people are changing their perception about people with developmental disabilities. People with developmental disabilities are being given education and employment opportunities like other people which is considerably improving the general citizen lifestyle though incorporation of diversity.
Goals
Tracey is like any other child with a dream to attend college and be someone of substance. Autism Spectrum Disorder has led to her requiring special needs and attention to achieve her dream. Her goals and objective in life with differ relatively from those of a normal child or grown up to ensure that they incorporate her disability.
Educational goals should focus on improving her reading ability, socialization skills, communication skills, and adaptation to transitions (Heward, 2013). It is evident that Tracey has difficulties in these sectors and her teachers should aim at enhancing her development. Tracey is twenty-one years old and her reading ability is at a second grade level. The fact that she can read proves that it is not the problem but the rate at which she learns how to do so is. Concerned persons should put all necessary effort in improving her reading abilities considerably. Her impulsive behavior shows social impairment that should be addressed. Concerned people should aim at instilling positive behavior and eliminating negative behavior like grabbing and pushing other people. This will enable her distinguish right from wrong and practice positive behavior only. Her communication skills should be enhanced. College should aim at proving pictures in all required departments and resources to enable Tracey adapt to school curriculum (Heward, 2013).
Employment sector should aim at training and supporting Tracey in her field of expertise. This will require providing necessary resources and equipments to ensure she is comfortable and productive at work place.
Independent living with her friend will require her to possess cooking skills, able to do her shopping, take care of health, pay her bills, and organize activities. Therefore this will require that she learns how to do these routine activities and has a schedule that avoids transitions to enable her adapt.
Employment supports
Models of employment supports include supported employment, day habilitation employment, and sheltered workshops employment. Supported employment is a category of employment options that realize the capacity in people with developmental disabilities while accepting their need for continual support. They include customized placement, individual placement, clustered placement, mobile work crew, and entrepreneurial supports (Dew & Alan, 2007).
Individual placement model requires a job coach to provide intensive training and support to individuals. There is high social integration of individuals and its implementation is with more able and less resource intensive individuals. Its modifications allow for long term support.
Sheltered employment is designed to provide large, clustered-like employment experience for people with developmental disorders. Its system comprises many people with disabilities isolated from daily interactions and working on repetitive tasks. They lack functional work tasks and employment training, minimal training attention, and insufficient staff and expertise training therefore less desirable option for adults with developmental disabilities.
Cluster placement entails a job coach supporting a small group of adults with developmental disabilities at a community location. People may be clustered at a single location or dispersed throughout the employment place. There is restricted interaction hence this placement is considered a private sector sheltered workshop.
Individual placement model is most suitable for Tracey since it caters for her transition from school to employment. Its intensive job training and support will be necessary to enable Tracey adapt into the job market and develop her working skills. The high degree of individuality supported by this placement will cater for her special needs since she can be herself without fear of being judged or looked on (Dew & Alan, 2007). This will ensure her growth and development at her own pace. High level of social integration will be important in dealing with her social difficulties ensuring that appropriate behaviors and mannerisms are developed. Its provision for long-term support is also necessary since it will ensure that there is always someone to direct her in the correct direction.
Residential alternative
Choice of housing and residential alternatives for Tracey will depend on the specific type of supports and services that she may need depending on her abilities. Residential alternatives include independent living, foster home, group-home living, group living, supported living, farmstead communities, intermediate care facilities and supervised living. Choice of the housing and residence will depend on financial considerations, interests and preferences, location, and supports and services needed.
Supports and services requires considerations on whether Tracey can live alone, take care of her personal hygiene needs, organize and pay her bills, do grocery shopping, cook, manage her medication, and need for behavioral supports.
Location of her residence will depend on need for public transportation, nearness to recreational areas, shopping and other community facilities. The need to be near workplace, nearness of neighbors, availability of backyard, and nearness to family among others will also influence the type of residential facility necessary for her.
Her personal and private interests and preferences are also necessary in determining the best residential option. Considerations like need for a roommate, freedom and to prepare her own meals among others are necessary. Financial considerations like sources of monthly income, monthly expenses, and presence of special needs trust and how to use it are necessary in determining type of residential home to choose (Heward, 2013).
I would recommend she considers choosing foster home living as an alternative besides independent living. Foster home living provides a family-style living support with professional teaching parents who often are a couple. Tracey maybe the only person with a disability living there, or there maybe others with or without disabilities. It is clear that Tracey wants to live in an environment that is not crowded since she prefers independent living with a friend. She is also able to complete her routine skills alone. This kind of setting has a limited number of people which she prefers (Heward, 2013). She also needs help in completing complicated tasks through drawings. The couple would be very helpful with that and to ensure she changes her clothes regularly. The couple can teach her how to care for herself better which would be a stepping stone to enable her live in an apartment alone in future.
Problem behaviors
Autism Spectrum Disorder is associated with social impairment, communication difficulties, repetitive and stereotyped behaviors. People with this disorder do not follow usual and typical patterns when developing their social and communication skills.
Social impairment is characterized by making little eye contact, little response to other people in their environment, withdrawal, unusual response to anger, distress and affection expressed by other people (Dew & Alan, 2007). There is also difficulty interpreting gestures, facial expressions, and non-verbal communication and understanding other people’s point of view.
Communication difficulties comprise slow response to verbal attempts, to develop gestures, delayed language development, repetition of certain phrases, odd and misplaced usage of words, and communication through pictures.
Repetitive and stereotyped behaviors are either extreme and noticeable or mild and discreet depending on an individual. Most people have persistent, intense preoccupation with a particular object.
Tracey has problems with transitions and therefore prefers routine daily activities that are predictable. She also has difficulties with social interactions shown by her frequent impulsive behavior which to some extent depicts aggression. Her reading ability is at a second grade level which depicts delayed learning ability.
Applied Behavior Analysis ABA, Floortime, Gluten Free, Casein Free Diet, occupational therapy, Relationship Development Intervention, Sensory Integration Therapy, and Speech Therapy are interventions used in treating autism spectrum disorder. Applied Behavior Analysis is the best and necessary approach to use for Tracey. It encourages positive behavior and discourages negative behavior. This will come in handy discouraging her impulsive behavior of grabbing and pushing other peers (Dew & Alan, 2007). It will increase her motivation to learn, monitor her behavior, and initiate communication with others. It therefore has a positive impact on all other behaviors. Eventually her impulsive behavior of grabbing and pushing her peers will be replaced with appropriate behavior.
Conclusion
The usual common phrase that disability is not inability is currently being displayed and fought for in all sectors of life. Although society is a long way from accepting diversity, it has taken measures that point to that direction. There are several other disorders that lead to special needs and people need to be more understanding. Appreciating others as they are is a necessity that every person worldwide should advocate through diversified education facilities and employment opportunities among other sectors.
References
Dew, D.W., & Alan, G.W., (Eds.). (2007). Rehabilitation of individuals with autism spectrum
disorders (Institute on Rehabilitation Monograph No. 32). Washington, DC: The George Washington University, Center for Rehabilitation Counseling Research and Education.
Heward, W. L. (2013). Exceptional Children; An Introduction to Special Education, 10th ed. Upper Saddle River: Pearson Education, Inc.
