Assessment and Intervention Strategies for Children with Communication Challenges, Singapore

Question 1 40 marks
Read the case study below and answer the questions that follow.

Case Study 1

Anderson is a 6 year old boy in Kindergarten. He was a full-term baby delivered with no complications. Anderson’s mother reported that as a baby and toddler, he was healthy and his motor development was within normal limits for the major milestones of sitting, standing, and walking. Anderson communicated through nonverbal means and used communication solely for behavioral regulation. He communicated requests primarily by reaching for the communication partner’s hand and placing it on the desired object. He knew about 10 approximate signs when asked to label, but these were not used in a communicative fashion. Protests were demonstrated most often through pushing hands. Anderson played functionally with toys when seated and used eye gaze appropriately during cause- and-effect play, but otherwise eye gaze was absent. He often appeared to be non- engaged and responded inconsistently to his name.
a) Examine an appropriate assessment tool that can be used to determine Anderson’s communicative competence.
(10 marks)
b) Determine and compare appropriate intervention strategies that would help with Anderson’s verbal and nonverbal communication challenges.
(30 marks)
Question 2 60 marks
Read the case study below and answer the questions that follow.

Case Study 2

Tomeika is a three-year-old girl. She was recently diagnosed with autistic disorder. Tomeika is able to make many vocalizations and is able to say one recognizable word. Tomeika will say “juice”, which she pronounces as “oos.” Throughout the day, Tomeika cries and falls to the floor to gain access to food, obtain a favourite toy, or when she wants to be picked up. Her parents, Mr. and Mrs. Williams, would like for Tomeika to communicate her desires with words, but do not know how to help her.
Tomeika recently began attending an early childhood special education classroom for learners with ASD for six hours a day, four days a week. On Wednesdays, Tomeika and her peers do not go to school.
Create a proposal on how an individual education plan that addresses Tomeika’s needs and provide training to parents can be developed.
• Determine the appropriate support needs
• Examine the key components of approaches/steps
• Create practical intervention/training plans
(60 marks)