Case Study: Tracey Essay

Transitioning to maturity flush toilet be stressful and challenging for all, plainly for those diagnosed with Autism Spectrum derange (ASD) and their treatgivers transitioning to adulthood can provoke skin senses of uncertainty or even fear. masses with ASD function at different levels and require varying degrees of care. There should be an various(prenominal)ise educational syllabus (IEP) established by age 16 containing postsecondary goals related to teach, education, booking, and unconditional alimenting skills along with the transition piddle needful to assist in stretch those goals referred to as individualized transition plan (ITP) (Heward, 2013). Defining the ineluctably of young adults with ASD should stir up through with listening to the individual and helping him or her plan for the life he or she urgencys. When establishing an ITP, goals in education/ genteelness, bet and separate invigoration emblem of support needed on a telephone circuit re sidential alternatives and treatments for any lookal problems should be inter lapse.Tracey is a twenty-one-year-old student diagnosed with ASD who can commit tighties with transitions and requires that her subprogram be inevitable. Traceys goals are to swear out college, work in an assurance and treat an apartment with a teach superstar when she graduates. Tracey reads at a second spirit level level and pass on need blanket(a) support from educators in prescribe to succeed her goal of receiving a postsecondary education. Traceys educational curriculum should use a usable skills approach that allow help her operate critical skills for use in home, friendship, school, and work settings (Snell & Brown, 2006). Tracey result complete a skilful raising program that depart take on information work conducts and business line skills that will be useful in an subroutine work environment. It will be native to coordinate colloquy between the school and community b ased service providers in order to identify potential employers. Tracey will sample different avocation tasks inwardly an office environment victorious expediency of her friendly disposition and ability to ascertain directions whenthey are paired with pictures to help her project the steps in completing more(prenominal) complicated tasks.Job tasks may take on office maintenance, de live(a)ring messages, sorting and organizing material, and twisting helper to other individualnel. Tracey is able to complete her chance(a) animated skills relatively in subordinately unless needs inciteers to choose admit enclothe and change her clothes on a regular basis. Her parents will provide authoritative reinforcement and implement a self-management handling plan to encourage Traceys sequester behaviors. Tracey is frequently impulsive which some whiles results in grabbing and even pushing another peer. An fundamental aspect of transitioning is to address challenging behaviors through the use of behavioral strategies. Tracey will armed service conflict resolution skills by pictureing to communicate her feelings and practicing relaxation techniques during stressful situations. In an effort to increase Traceys freedom she will enter the workforce date 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 line of reasoning skills required to work in an office as she desires.Heward (2009) indicates The individual placement stumper of supported employment consists of developing plays 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 l ong-term job retention (p. 539). This type of supported employment is the best approach for Tracey because no twain people with ASD are a equivalent employment should capitalize on Traceys strengths, abilities and interests. In this type of employment Tracey will watch ongoing support services duration on the job from a job coach that will provide intensive on-site job training and support, which will be modified over m as she becomes more sure-fire at completing her job tasks. It is all-important(a) that the job coach gradually reduce the time spent providing direct training to Tracey in order to avoid disruptions in the workplace, custody Tracey from interacting with coworkers without disabilities and have Tracey become too dependent on the job coach safe move oning her from developing problem solving skills and taking responsibility for her own actions (Heward, 2013).Traceys training/support should focus on how to put down to and from work, scheduling, following operating instructions (supported by pictures), interactions with coworkers, gold management and self-advocacy. Traceys goal is to live in an apartment with a college friend. back up living is designed to foster an individuals integration to the community as he or she works toward his or her individualal goals. A supported living model is suited for Tracey because she has established rudimentary life skills and does not have meaningful levels of challenging behaviors only if still requires assistant in some areas. An apartment clunk houses people with disabilities while having another nigh apartment for a support psyche or staff member (Heward, 2013). This type of living arrangement will offer Tracey flexibility in the amount of support she receives. Again, support will be set as Tracey becomes more independent and legato with her everyday living skills. A day-by-day schedule will be provided for Tracey to remind her of things like hygiene routine, face-to-face care (picking a nd changing her clothes), and household chores.Heward (2013) suggests to facilitate well-disposed integration, people without disabilities may also touch some apartments in an apartment pack (p. 5450). Autism Living and Working (ALAW) provides supervised living with home ownership opportunities to adults with autism by cerebrate on each individuals personal preferences, strengths, deficits, and sensory-motor requirements, ALAW works to provide the needful residential accommodations and vocational supports to enable the person to participate more fully in work and life in the community (ALAW, 2014). All accommodations are specifically tailored to meet an individuals needs and preferences across their lifetime. What is most beneficial of programs like that offered by ALAW is the help-to-do rather than the do-for attitude, where Tracey can detain to watch out and develop new skills but most importantly she will realize consistency, structure, and predictability. Traceys impuls ivity must be addressed in order for her to be successful both in a professional person and a personal setting. Behavior problems serve as a form of communication that has a function in the person who displays it. When Tracey grabs or pushes another peer she can be seeking attention in order to express her frustration when something is no longer predictable.For example if Jane does not want to do what Tracey wants her to do she will push her getting the attention of others that willin turn interrupt or stop over the activity that is frustrating Tracey (creating a predictable event for Tracey). This consequence also serves as reinforcement, making the unwanted behavior stronger. Tracey will learn new ways to communicate her frustrations. In order to have Tracey ensure the consequences of her behavior (grabbing and pushing) she will need to view and recognize what triggers the behaviors, known as antecedents. An intervention strategy to help prevent the behavior from occurring can include avoiding large crowds, avoiding exposure to long delays, and allowing Tracey to take frequent breaks during difficult tasks. Tracey will also learn substitute behaviors like organizational skills that will keep her from becoming frustrated when faced with denary tasks and learn to control angry outbursts quite of grabbing or pushing she will learn to say stop and request a break.Those around Tracey will need to learn how to respond differently to Traceys behavior by redirecting her to another activity or prompting her to use an alternative skill, and providing corrective feedback. There will be a direct assessment used to necessitate behavior data in order to determine the effectiveness of the interventions. Tracey will be observed in her natural environment, including her work place, school and home. Antecedents, behaviors, and consequence patterns will be observed noting how frequent the behaviors occur, how long they blend and the intensity of the behavior. Observa tions will be do with current strategies and with new strategies to determine effectiveness. Transitioning to adulthood for youth with ASD presents unique challenges but with the appropriate support a better note of life can be achieved.It is important to include Tracey in the planning of her daily activities in order to increase predictability, to be specific when setting expectations for her at the outgrowth of each activity and to use pictures instructions to make her daily routines understandable. Peers and coworkers without disabilities may have concerns regarding how to treat Tracey or how to communicate in effect with her their concerns must be addresses with specific and absolve instructions regarding Traceys communication system. Those unspoiled her will be taught how to appropriately respond to Traceys unwanted behaviors. Not lonesome(prenominal) will having these skills make them feel more at ease around Tracey but it will also make them expensive assets in Traceys training and development. charge in mind Traceys personal goals ineducation/training, employment and living arrangements allows for an easier more successful transition into independent living specifically designed with her strengths and abilities in mind.ReferencesAutism Living and Working (ALAW). (2014). Self-determined housing. Retrieved from http//www.autismlivingworking.org/content/self-determined-housing Heward, W. L. (2013). especial(a) children An introduction to special education (10th ed.). hurrying Saddle River, NJ Pearson Education Snell, M. E. & Brown, F. (2006). control of Students with Severe Disabilities (6th ed.). Upper Saddle River, NJ Prentice Hall