Artie is a preschool student in a typical classroom environment. According to the scenario described, Artie has a hard time paying attention and attending to his teacher’s verbal lessons (Cipani & Schock, 2011, p. 296). His inability to attend to presented lessons would suggest that Artie should be tested for an autism spectrum disorder. The DSM states that those with ASD have trouble communicating, following cues, and are focused on inappropriate items (APA, 2013). In Artie’s situation, it may seem that these symptoms fit him well. The child was not responding to verbal cues and was focused on a mark in the ceiling throughout the teacher’s lesson (Cipani & Schock, 2011, p. 296). In the text, Artie is a young child who is not attending to the information that is being taught during a small group instruction time at his preschool. His teacher is instructing the class on where to move with respect to a box. Some of the other children are able to understand from the verbal cueing while others learn where they should move based on their observation of peers. However, Artie is not attending to either cues and, as a result, he moves to an area other than what was instructed. There was another observation of a daily morning routine done in Artie class. Every morning, the students would sit in a semi-circle on the carpet and sing along to a song. Artie appears to struggle with learning the words to the song at first. The teacher naively believes that, after enough practice, he will be able to sing the whole song. However, after four years of practice, Artie is still only able to sing the first five words of the song. The text goes on to talk about how Artie in on the Autism Spectrum which explains why he does not attune to certain stimuli and why repeated exposure is not the solution for learning a concept (Cipani & Schock, 2011).
The case study “Everyone Loves a Clown,” focuses on Billy is a special education student in miIDle school who has been displaying inappropriate behavior towards his teachers. His teacher reports that Billy’s classmates laugh in enjoyment to the negative behaviors displayed (Cipani & Schock, 2011). The teacher reports that other students want to hang out with Billy at lunch or recess as they believe he’s cool when displaying the negative behaviors (Cipani & Schock, 2011). The teacher also reports that sending Billy to the office for disciplinary actions doesn’t tarnish the cool image the other students have of him (Cipani, Schock, 2011). In this case study, the teacher cannot make Billy responsible for the other’s behaviors but she can target him and find ways to make him behave appropriately as a means to improve his behavior as well as the class. Cipani & Schock (2011), believe a group contingency involves setting a contingency in which the group accesses (or not) a group reward, contingent upon the behavior of the group performance. Therefore the teacher could do a group reward for the class to improve Billy and the class improvement and also an individual reward to Billy. Identifying the factors such as including Billy’s family and looking at his environment will be key to improving his behaviors. The family involvement will provide consistency in Billy’s behaviors at home and school and his family can enforce the teacher expectations to Billy each day.
Compare and contrast the case study of Artie (appendix B in the text) to a case study previously covered in class. Discuss intervention techniques you would use when dealing with the child’s or adolescent’s disorder.
Short Paper $10.00 Please go into detail concerning ethical issues, and make sure citations match references, apa format
Evaluate potential ethical issues that should be considered or guarded against when developing treatment interventions for children or adolescents. Describe steps that should be followed to ensure that potential ethical issues are aIDressed properly as treatment options are determined and applied.
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