Apply theory to a practical situation as described

 

 

Order Number			45471455714
Type of Paper			Essay
Writer Classification Level			Undergraduate
Style of Writing			MLA/APA/CHICAGO/
Sources and References			5
Number of Pages			4
Paper Instructions Description Required reference: Hume, K., Sreckovic, M., Snyder, K., and Carnahan, C.R. (2014). Smooth Transitions: Helping Students with Autism Spectrum Disorder Navigate the School Day. Teaching Exceptional Children, 47(1), p. 35-45. https://juffer.files.wordpress.com/2017/03/smooth-transitions.pdf This assignment relates to the following Course Learning Requirements: CLR 5: Modify transition plans in consideration of family and team perspectives. CLR 6: Apply knowledge of clinical standards and practice guidelines as appropriate to both hypothetical and real situations. CLR 7: Demonstrate knowledge of relevant federal and provincial legislation Objective of this Assignment The purpose of this assignment is to apply theory to a practical situation as described in a case-study. Read carefully the four-step sequence for implementing transition supports for students with autism spectrum disorder as described in the article, whose link is above. Design a transition plan for a secondary student with autism spectrum disorder as described in one of the attached case studies. Instructions 1. By using the four-step sequence for implementing transition supports for students with autism spectrum disorder as described in the article, Smooth Transitions: Helping Students with Autism Spectrum Disorder Navigate the School Day (Hume et al., 2004, p.35-44 ), design a transition plan for a secondary student with an autism spectrum disorder, using one of the case studies following these instructions. 2. The format you can use to explain you design of transition supports for this case study can resemble the example presented on the top of page 44 in the article. 3. Give as much detail as you believe necessary. You may include samples of transition support, implementation details, assessment specifics, and other “visually presented” material as you see applicable. 4. You are required to design a transition plan for only one of the case studies. 5. APA format is required including a title page, in-text citations, and references. 2 Case Study #1: IH is a thirteen-year-old grade nine student. His father is a physician, his mother a nurse who works as a receptionist in his father’s office. IH has two brothers; both are strong, high achieving students. Their parents are caring and supportive of the school. The family has travels extensively; his favourite place is the Johnson Space Center in Houston, Texas. As well, IH has taken piano lessons and plays a number of extracurricular sports. IH’s strengths include: • a well-developed oral vocabulary • ability to confidently share a specific base of knowledge with adults (i.e. space andtechnology) • ability to make valuable contributions to and participate in discussions in science, although often monopolizes the discussions • demonstrates appropriate skills in math and reading, albeit slightly below grade level • some appropriate social skills (e.g. greets adults, apologizes when corrected) • strong test taking skills During the first month of grade nine, IH’s English teacher, Mr. C noted the following areas of concern: • seems unmotivated to learn subject of less interest (e.g. art, gym) • rarely completes assignments • has difficulty “getting started” and working through assignments • rarely brings necessary materials to class • gets out of seat and wanders around inappropriately • distracts other students during work time, by humming, tapping his pencil, tapping his feet,etc. • wanders the hallway when moving from class to class Mr. C discussed these concerns with IH’s parents and they too mentioned similar difficulty completing routines, requires a great deal of one-to-one support, as well as shifting from preferred activities such as the iPad, to less-preferred routines. Nevertheless, IH’s parents decided it is important to focus on increasing the number of assignments completed during class time. As well, they hoped that the disruptive behaviours would automatically decrease if Ismael were spending more time doing his work. They also felt that if he was motivated to complete his assignments, he would bring the necessary materials. Everyone agreed that completing more work was the most important goal. 3 Case Study #2 MTR is a thirteen-year-old, grade eight student. This is her second year at a new school. MTR’s parents own and operate a small business and work long hours. MTR is an only child. According to her mother, MTR was always “a little different”, and frequently “off in her own world”. MTR’s parents hoped that her daydreaming personality was just a phase that she would outgrow. MTR’s school records indicate that she received some support from an educational assistant throughout in the early grades at school. Her academic achievement over the years has been consistently lower than average. Report card comments indicate that she has been a “loner”, preferring to doodle quietly in the library rather than going to gym or recess. Parents report that getting MTR to school is an ongoing challenge. Hence, her attendance at school is unstable. A few years ago when MTR was eight, her parents took her to a private clinic, seeking assistance for her inattentive behaviour and low engagement. The assessment report, which was provided to the school, indicates that Molly is below average overall cognitive ability, and behaviour traits linked to ASD. MTR, along with her parents, were invited to come to a meeting of the school-based team to discuss both her academic and attendance concerns. In attendance were MTR’s homeroom teacher, the school Learning Resource Teacher (LRT), the principal, and a member from the Board of Education autism team. During the meeting, they noted that MTR has demonstrated a keen interest in fine arts, particularly modeling/creating figures with playdough. • MTR is creative, spending much of her spare time playing with playdough or modeling clayat home • MTR enjoys listening to music, particularly British 60’s rock The following areas of concern were observed by MTR’s teachers: • MTR is reluctant to ask for help when she doesn’t understand what she is to be doing.Most teachers mentioned that it was difficult for them to tell if she was paying attention ornot. • MTR seems to require direct one-to-one instruction to move from one activity to anotherand follow familiar classroom routines. Both teachers and parents are concerned about MTR’s poor attendance, and agreed that the important short-terms goals were improve school attendance and increase her independence when following classroom routines.
	Distinguished (100%)	Proficient (85%)		Basic (70%)	Below Expectations (50%)	Non-Performance (0%)
Thesis Statement	Raises the strongest   objection to the thesis presented in the assignment. The objection is strongly grounded in research and logical reasoning.	Raises a plausible objection to the thesis presented in the assignment. The objection is mostly grounded in research and logical reasoning.		Raises an objection to the thesis presented in the assignment. The objection is somewhat grounded in research and logical reasoning.	Attempts to raise an objection to the thesis presented in the assignment. The objection is minimally grounded in research and logical reasoning.	The objection to the thesis is either nonexistent or lacks the components described in the assignment instructions.
Counter Argument	Provides a strong, thorough rebuttal to the objection. The rebuttal effectively demonstrates that the thesis can withstand the objection and applies the principles of charity and accuracy.	Provides a rebuttal to the objection. The rebuttal mostly demonstrates that the thesis can withstand the objection and mostly applies the principles of charity and accuracy.		Provides a limited rebuttal to the objection. The rebuttal somewhat demonstrates that the thesis can withstand the objection and somewhat applies the principles of charity and accuracy.	Attempts to provide a rebuttal to the objection; however, the rebuttal minimally demonstrates that the thesis can withstand the objection and does not apply the principles of charity and accuracy.	The rebuttal is either nonexistent or lacks the components described in the assignment instructions.
Conclusion	Provides clear and concise closing remarks that comprehensively summarize the essay. The remarks consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem.	Provides closing remarks that summarize the essay. The remarks mostly consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are somewhat unclear.		Provides closing remarks that minimally summarizes the essay. The remarks minimally consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problems. The closing remarks are unclear and/or vague.	Attempts to provide closing remarks that summarize the essay; however, the remarks do not consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are unclear and vague.	The closing remarks are either nonexistent or lack the components described in the assignment instructions.
Written Communication: Context of and Purpose for Writing	Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.	Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.		Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.	Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Control of Syntax and Mechanics	– Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.	Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand		Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.	Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Required Formatting	Accurately uses required formatting consistently throughout the paper, title page, and reference page.	Exhibits required formatting throughout the paper. However, layout contains a few minor errors.		Exhibits limited knowledge of required formatting throughout the paper. However, layout does not meet all requirements.	Fails to exhibit basic knowledge of required formatting. There are frequent errors, making the layout difficult to distinguish as required style.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Word Requirement	The length of the paper is equivalent to the required number of words.	The length of the paper is nearly equivalent to the required number of words.		The length of the paper is equivalent to at least three quarters of the required number of words.	The length of the paper is equivalent to at least one half of the required number of words.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Resource Requirement	Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.	Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.		Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.	Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.	The assignment is either nonexistent or lacks the components described in the instructions.

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