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Ebp Eduu676

This document discusses evidence-based practices for two students with autism spectrum disorder, Tomeika and Carlos. For Tomeika, who has limited communication skills, the educator selected Picture Exchange Communication System and Self-Management to teach communication and reduce problematic behaviors. Structured Play Group and Reinforcement were also selected to improve social skills. For Carlos, who struggles interacting with peers, Social Narratives will be used to teach him how to ask peers to play basketball during recess.

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243 views5 pages

Ebp Eduu676

This document discusses evidence-based practices for two students with autism spectrum disorder, Tomeika and Carlos. For Tomeika, who has limited communication skills, the educator selected Picture Exchange Communication System and Self-Management to teach communication and reduce problematic behaviors. Structured Play Group and Reinforcement were also selected to improve social skills. For Carlos, who struggles interacting with peers, Social Narratives will be used to teach him how to ask peers to play basketball during recess.

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api-506887230
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Running head: EVIDENCED BASED PRACTICE 1

Evidenced Based Practices Activity for Tomeika

Yadira Adame-Lopez

Brandman University: EDUU-676

June 29, 2020


ASSIGNMENT TITLE HERE 2

Case of Tomeika

Part I:

Tomeika is an 8 years old student that has autism spectrum disorder. The student is able to

vocalized and say one recognizable word. In order to get access to food, preferred activity, or

attention from others, she cries and falls to the floor. She has difficult interacting with peers,

such as waiting for her turn to participate in activities or using an object. To provide support for

Tomeika the educator has selected 2 potential evidenced based practices for

language/communication skill development,

1. Picture Exchange Communication System (PECS)

2. Self Management (SM)

Evidence based practices to address social skills development

1. Structured Play Group (SPG)

2. Reinforcement (R+)

Picture Exchange Communication (PECS)

Tomeika is a student that does not have the communication skills to express her need and

wants in an appropriate way; to support her in this area we will be implementing PECS. This

EBP is used to teach individuals with ASD to communicate in a social context. Students start

PECS by learning how to exchange a picture for a desire item or activity, as time goes on the

student will learn to communicate using words and sentences. We will be using PECS because

there is evidence that it helps students communicate and is age appropriate for Tomeika.

Self-Management (SM)

The students has some difficult behaviors like crying and falling to the floor whenever

she want to obtain food, favorite toy, or to gain attention. While the student starts using PECS
ASSIGNMENT TITLE HERE 3

she will be working on Self Management (SM), we want her to be able to independently

regulate her behavior. The student will learn that crying and falling to the floor is an

inappropriate way to request for something and that using PECS is the appropriate way to

obtain what she wants. SM is age appropriate for the student and it targets the area of

language/communication.

Structured Play Group (SPG)

Tomeika does not know turn taking and sharing when interacting with peers, that

includes getting peers attention in an acceptable manner. To target this deficit in social skills

development we will use SPG. This seems like an appropriate practice because it takes place in

a small group with typically developing pears engaging in a defined activity. We will start by

having Tomeika work on turn taking while playing a simple board game. SPG is age

appropriate for the student and it targets social, communication, and behavior.

Reinforcement (R+)

An EBP that can be used in conjunction with SPG is Reinforcement (R+). Reinforcement

will be used to increase the probability that a desired behavior will occur in the future. Every

time that Tomeika patiently waits for her turn she will be reinforce. I selected this EBP because

it is relevant to the student and it is age appropriate. Reinforcement can be used in conjunction

with the other EBP’s that have been selected for the student. It can be used to address a variety

of characteristics of ASD such as social, communication, behavior, joint attention, and play.

Part II

Carlos is 9 years old and was diagnosed with autism spectrum disorder when he was in

preschool. This student has the communication skills to express his needs and wants. The area

that he struggles with is interacting with peers. During recess time he spends the time by
ASSIGNMENT TITLE HERE 4

himself and will interact with adults but not with peers. We will use Socials Narratives (SN) to

help Carlos on how to ask a peer to play with him. We know from observation that Carlos likes

to play basketball, we will write a “ask to play basketball” social story for Carlos to use and

implement during recess time. As time progresses we can have Carlos use the learn skill for

other situations where he interacts with peers. SN is age appropriate for Carlos and it meets

evidence-based studies for addressing socials skills development.


ASSIGNMENT TITLE HERE 5

References

Autism Treatment with Evidence-Based Practices. (2019). Retrieved June 30, 2020, from

https://www.autismsociety-nc.org/treatment/

Wong, C., et al. (2013). Evidence-based practices for children, youth, and young adults with

Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter

Graham Child Development Institute, Autism Evidence-Based

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