Communicative Function of Behavior and Communications Devices Essay Read the following scenarios to inform the following assignment. Scenario 1: Michael

Communicative Function of Behavior and Communications Devices Essay Read the following scenarios to inform the following assignment.

Scenario 1: Michael

Michael is an active 4-year-old boy who is constantly on the move. He will grab food from his parents, siblings, and even strangers when he is out at restaurants. When his parents try to stop him, he throws a tantrum. He flops to the ground, kicks, screams, and bites his hand. He is provided meals and frequent snacks throughout the day so hunger and thirst do not seem to be the purpose of this behavior. He also puts anything he comes across into his mouth. His parents are afraid to take him anywhere. Michael has just started early intervention services at a preschool located in their local elementary school. His teacher reports that Michael will run across the classroom to grab items from peers. He attempts to steal others’ food during snack time. When access to a peer’s food or toy is blocked, Michael will flop to the ground, kick, scream, and bite his hand. Data from the evaluation done by the speech language pathologist and school psychologist included the Peabody Picture Vocabulary Test (PPVT-4), which indicated a raw score of 67 (standard score of 58). Additionally, the Preschool Language Scale-5 (PLS-5) indicated a raw score of 30 (standard score 64). On the Social Responsiveness Scale (SRS), Michael earned a T-score of 76.

Scenario 2: Cathy

Cathy is a 17-year-old student with autism. She is nonverbal and uses pictures to communicate. Cathy has transitioned into a functional life skills program at the local high school. Staff report that Cathy has not transitioned well to the new program. She has difficultly transitioning off the bus and navigating her way to the classroom, often getting lost, and is fearful of asking for help. Once in the classroom, she becomes easily upset by any changes in routine. She will slap the desk or table and refuse to move from her seat. This can be a problem when staff want to transition to a community activity or campus activity, including lunch, or leaving to take the bus home. She requires prompts and mild physical assistance to use her communication device unless a staff member navigates to the correct page and asks her a direct question. The staff would like to see Cathy independently use her device to make requests or comments. They also want her to be able to handle any changes in routines by using a daily schedule and picture cues to transition. On the Test of Problem Solving (TOPS-2), Cathy scored in the 1st percentile. Her last WAIS-IV full scale score was 56. On the TOLD-I-4, Cathy scored a composite standard score of 45. On the Autism Social Skills Profile (ASSP), Cathy scored very low. Areas that were lowest included asking questions and interacting with peers.

Analyze the scenarios and identify behavior issues that may be a result of communications issues. Address the following in an essay of 1,000-1,250-words:

Describe the problematic behaviors of the student, including why the behaviors may be problematic in specific social settings (e.g., home or school).
Describe interventions and communications devices/tools that could help alleviate and modify some of these behaviors, rationalizing your choices.
Explain how an ASD Specialist could provide consultation to the student’s teachers, related service providers, and parents on the recommended interventions.

Support your essay with a minimum of three scholarly resources.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

MAKE SURE YOU ANSWER ALL QUESTIONS.

Thank you Course Code
SPD-565
Class Code
SPD-565-O500
Criteria
Criteria
Percentage
100.0%
Student Problematic Behaviors & Interventions
50.0%
Consultation Opportunities
30.0%
Thesis Development and Purpose
5.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Paper Format (use of appropriate style for the
major and assignment)
5.0%
Research Citations (in-text citations for
paraphrasing and direct quotes, and reference
page listing and formatting, as appropriate to
assignment and style)
5.0%
Total Weightage
100%
Assignment Title
Communicative Function of Behavior Essay
No Evidence (0.00%)
No submission.
No submission.
No submission.
No submission.
No submission.
No submission.
Total Points
100.0
Nominal Evidence (69.00%)
Problematic behaviors and/or interventions of the student
are not described.
An explanation of how an ASD specialist could provide
consultation to the student’s teachers, related service
providers, and parents on the recommended interventions is
not provided.
Paper lacks any discernible overall purpose or organizing
claim.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice
and/or sentence construction are used.
Template is not used appropriately, or documentation format
is rarely followed correctly.
Reference page is present. Citations are inconsistently used.
Unacceptable Evidence (74.00%)
Problematic behaviors of the student are insufficiently
described and weakly describe why the behaviors may be
problematic in specific social settings. Interventions and
communication devices/tools identified are inappropriate in
alleviating and modifying described problematic behaviors. A
feeble rationale for interventions is described.
An inadequate explanation of how an ASD specialist could
provide consultation to the student’s teachers, related
service providers, and parents on the recommended
interventions is described.
Thesis and/or main claim are insufficiently developed and/or
vague; purpose is not clear.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) and/or
word choice are present. Sentence structure is correct but
not varied.
Appropriate template is used, but some elements are missing
or mistaken. A lack of control with formatting is apparent.
Reference page is included and lists sources used in the
paper. Sources are appropriately documented, although
some errors may be present.
Acceptable Evidence (87.00%)
Problematic behaviors of the student are sufficiently
described, including why the behaviors may be problematic in
specific social settings. Interventions and communication
devices/tools identified are appropriate in alleviating and
modifying described problematic behaviors. A clear rationale
for interventions is described.
An adequate explanation of how an ASD specialist could
provide consultation to the student’s teachers, related
service providers, and parents on the recommended
interventions is described.
Thesis and/or main claim are clear and forecast the
development of the paper. It is descriptive and reflective of
the arguments and appropriate to the purpose.
Prose is largely free of mechanical errors, although a few may
be present. The writer uses a variety of effective sentence
structures and figures of speech.
Appropriate template is fully used. There are virtually no
errors in formatting style.
Reference page is present and fully inclusive of all cited
sources. Documentation is appropriate and citation style is
usually correct.
Target Evidence (100.00%)
Comments
Problematic behaviors of the student are comprehensively
described, including why the behaviors may be problematic in
specific social settings. Interventions and communication
devices/tools identified are realistic and appropriate in
alleviating and modifying described problematic behaviors. A
thorough rationale for interventions is described.
A thorough explanation of how an ASD specialist could
provide consultation to the student’s teachers, related
service providers, and parents on the recommended
interventions is described.
Thesis and/or main claim are comprehensive. The essence of
the paper is contained within the thesis. Thesis statement
makes the purpose of the paper clear.
Writer is clearly in command of standard, written, academic
English.
All format elements are correct.
In-text citations and a reference page are complete and
correct. The documentation of cited sources is free of error.
Points Earned

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