1.Rationale for intervention plan
As an ASD patient, Josh needs intervention to help him adopt to normal living standards and behaviors that will help him in the recovery process. The purpose of the intervention is to help Josh acquire the skills to function normally in the society. ASD is a disorder that can be controlled and managed. People living with ASD can function normally and perform the normal duties of any person without ASD. This intervention seeks to ensure that Josh loses his maladaptive characteristics and function normally. Josh has been unable to perform most tasks that children with ASD can perform at his age. The short-term goal for the intervention is to train him to acquire basic skills such as toilet training and help him improve his communication. The long-term goal of this intervention is to help formulate routines and communication techniques that will help Josh learn to express himself in an appropriate manner to avoid the occurrence of anger tantrums caused by his inability to communicate. With the correct communication skills, Josh will acquire the desired characteristics and function independently.
2. Behavior Analysis
To help Josh with his condition there are various strategies that need to be implemented. After the behavioral analysis procedure, Josh showed quick response to identifying items that were accompanied by graphics. For instance, he was quick to respond to learn certain things after watching them on cartoons. To help Josh achieve good communicative skills we will have to incorporate graphics and cartoons in his learning process. This can be done by giving him easy tasks accompanied by various rewards. For instance, after watching cartoons about toilet training, he should exhibit an effort in using the toilet on his own and get a reward for that. The key element in this approach is to reinforce good behavior and encourage him to behave appropriately.
One of the important steps in ensuring that Josh acquires the desired characteristics is by creating an environment that promotes his learning ability. This step is achieved by placing Josh in a controlled environment where his reactions to various stimuli can be easily monitored. Josh scan develop easily in a classroom setting where he interacts with other people. However, there should be close supervision at all times govern his interaction with other students. The presence of an adult to monitor his interactions will help counter any moves that might be harmful to the himself and other students.
4.Intervention strategies/antecedent controls
The intervention will take place using various strategies to help promote a holistic development of the desire characteristics in Josh. One of the important strategies that will help in this case will be the antecedent strategy where we will eliminate the factors that trigger the unwanted behaviors. One of the main factor that trigger Joshs tantrums is his inability to communicate and get his needs catered for. Close monitoring of Josh will help cater for this need whenever he needs to communicate. This person pays close attention to understand whatever he says. This strategy will be reinforces hand in and with the consequence strategy. The consequence strategy will ensure that Josh understands that every action has a consequence. This approach will use both positive and negative reinforcement methods to ensure that he acquires the desired characteristics. The aim of this approach is to enforce the positive behaviors and discourage the negative behaviors.
5.Intervention strategies/teach new skills
The plan to help Josh acquire the necessary communicative skills is a cooperative process that will involve various stakeholders. The teachers in the schools will be part of the plan and their duties will be to monitor the relationship of Josh with other students. The teacher will use different strategies recommended to him to help Josh. The teacher will work closely to the psychologist who will visit Joshs class occasionally. These visits will help evaluate his progress and the effectiveness of various strategies in developing Joshs communicative skills. Joshs mother has a very pivotal role to play in the development of his child. Since Josh spends a significant time of his day at home, it is important that his mother uses both the antecedent and consequences strategies to help improve his status. All the stakeholders involved in this case will have to fill forms on a daily basis where they will note down Joshs reaction to various stimuli giving detailed information about all the incidents. This move will help in determining the strategies that work for Josh and help in the making of informed decisions regarding that matter. All the stakeholders both in school and at home will have to adhere to the recommended plans to help improve Joshs condition.
6.Intervention strategies/consequence controlsFor instance, the teacher will have to monitor closely the behavior of the child in school. He will give easy tasks to Josh to complete during the day. These tasks should be aimed at improving Joshs verbal skills. The attempts to communicate using word should be rewarded and the correct or close to correct pronunciation of words rewarded further. The teacher should start conversations with Josh and give him interesting assignments to boost his morale to speak. The mother should also be part of the process by encouraging verbal communications with Josh. She should learn to ignore requests made by throwing tantrums and other negative communicative methods. This move will help Josh learn that he cannot get anything by throwing tantrums and therefore focus on improving his communicative skills.
Durand, V. M., & Hieneman, M. (2008). Helping parents with challenging children: Positive family intervention : facilitator guide. Oxford: Oxford University Press.
Gutstein, S. E., & Sheely, R. K. (2002). Relationship development intervention with young children: Social and emotional development activities for Asperger syndrome, autism, PDD, and NLD. London: Jessica Kingsley Pub.
Hirschland, D. (2008). Collaborative intervention in early childhood: Consulting with parents and teachers of 3- to 7-year-olds. New York: Oxford University Press.
Kazdin, A. E. (2005). Parent management training: Treatment for oppositional, aggressive, and antisocial behavior in children and adolescents. New York: Oxford University Press.
Redman, B. K. (2003). Measurement tools in patient education. New York: Springer Pub.
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