Lesson Plan: Teaching Communication Skills To An ASD Student

EDSP 377

 

S

CENARIO

 

I

NSTRUCTIONS

 

S

CENARIO

2

:

 

T

EACHING COMMUNICATIO

N SKILLS

 

 

Scenario assignments are design

ed

 

to help the candidate synthesize and apply course

content

 

to

real

–

world situations involving individuals with ASD.

 

In

Scenario #2

, candidates will

create

 

a

lesson plan for a pre

–

K student with aut

ism who has communication needs.

 

Scenario:

You are a pre

–

K teacher for a 4

–

year

–

old student wi

th autism named Johnsa

an

.

Johnsaan has difficulty asking for help when he needs something. Instead of asking for help

using words, he grunts and waves his hands until he gets a response

 

and engages in challenging

behaviors

. As Johnsaan’s teacher, you need to teach him to use wo

rds to ask for help, which

should decrease his challenging behavior. What components need to be included in your lesson

plan?

 

Assignment:

Drawing on the lesson planning and delivery techniques discussed in Chapter 5,

create a lesson plan that could be used to teach Johnsaan to ask for help. Be sure your lesson plan

includes the

5

 

major components of a lesson plan

, outlined in Chapter

5,

that

 

will enhance your

student’s ability to express himself when he needs help.

 

The

 

final assignment should be

a

completed lesson plan

, approximately 2

 

pages

 

(Times New Roman, 12

–

point font)

 

and

a

n

additional

 

1

–

page

candidate reflection.

 

Step 1:

 

Identify the main components of the lesson including the goal and/or objective,

specific information related to the conditions for responding, types of re

inforcers and

reinforcement schedule, mastery criteria and evaluation methods.

Step 2

:

 

Develop

 

a formal lesson

incorporating

 

a

t least

1

 

specified

 

presentation style outlined in

Chapter 5: Direct Instruction (DI), Discreet Trial Training (DTT), Milieu Teaching (MU),

Grouping,

or

 

Embedded ABA Teaching Strategies.

The formal lesson plan

must

 

include an

opportunity for

 

guided practice and independent practice. Opportunities for generalization and

maintenance should be outlined.

 

 

Step 3

:

 

Reflect upon the

lesson plan

ning

process.

The reflection should integrate course

materials and a biblical world

–

view, including at lea

st 2 in

–

text citations and reference list

following APA formatting.

 

The following considerations should be addressed within the

reflection:

 

·

 

Rationale for the identification of selected

target skill and presentation style(s).

 

·

 

Review of the

lesson planning

 

process including

consideration of pre

–

requisite skills and

next steps after lesson implementation.

 

·

 

Identification of possible challenges with implementation and how these potential

challenges will be addressed prior to and during instruction.

 

 

 

 

EDSP 377

SCENARIO INSTRUCTIONS

SCENARIO 2: TEACHING COMMUNICATION SKILLS

 

Scenario assignments are designed to help the candidate synthesize and apply course content to

real-world situations involving individuals with ASD. In Scenario #2, candidates will create a

lesson plan for a pre-K student with autism who has communication needs.

Scenario: You are a pre-K teacher for a 4-year-old student with autism named Johnsaan.

Johnsaan has difficulty asking for help when he needs something. Instead of asking for help

using words, he grunts and waves his hands until he gets a response and engages in challenging

behaviors. As Johnsaan’s teacher, you need to teach him to use words to ask for help, which

should decrease his challenging behavior. What components need to be included in your lesson

plan?

Assignment: Drawing on the lesson planning and delivery techniques discussed in Chapter 5,

create a lesson plan that could be used to teach Johnsaan to ask for help. Be sure your lesson plan

includes the 5 major components of a lesson plan, outlined in Chapter 5, that will enhance your

student’s ability to express himself when he needs help. The final assignment should be a

completed lesson plan, approximately 2 pages (Times New Roman, 12-point font) and an

additional 1-page candidate reflection.

Step 1: Identify the main components of the lesson including the goal and/or objective,

specific information related to the conditions for responding, types of reinforcers and

reinforcement schedule, mastery criteria and evaluation methods.

Step 2: Develop a formal lesson incorporating at least 1 specified presentation style outlined in

Chapter 5: Direct Instruction (DI), Discreet Trial Training (DTT), Milieu Teaching (MU),

Grouping, or Embedded ABA Teaching Strategies. The formal lesson plan must include an

opportunity for guided practice and independent practice. Opportunities for generalization and

maintenance should be outlined.

 

Step 3: Reflect upon the lesson planning process. The reflection should integrate course

materials and a biblical world-view, including at least 2 in-text citations and reference list

following APA formatting. The following considerations should be addressed within the

reflection:

 Rationale for the identification of selected target skill and presentation style(s).

 Review of the lesson planning process including consideration of pre-requisite skills and

next steps after lesson implementation.

 Identification of possible challenges with implementation and how these potential

challenges will be addressed prior to and during instruction.