ASSESSMENT REPORT

Name: Landon Vitela Date of Birth: October 29, 2012

Date of Assessment: January 11, 2021 Chronological age: 8 years and 2 months

Assessed by: Landy Maurer Wedlock, M.S.W., L.C.S.W.

Tests Administered: Diagnostic Checklist Form E-2

Childhood Autism Rating Scale, Second Edition (CARS2-ST)
Asperger Syndrome Diagnostic Scale (ASDS)
Autism Diagnostic Observation Schedule-2 Module 3 (ADOS-2)

__X__ Initial Assessment _____ Re-assessment _____ Other

REASON FOR REFERRAL

Landon was referred to Easterseals Midwest Autism Services for an assessment to determine if his emotional
behavior and social difficulties stem from a diagnosis of Autism Spectrum Disorder. Landon’s parents, Chris
and Christine Vitela would like to make certain Landon has access to the best supports and services to insure
his future academic and social success. They would like to improve his ability to make and maintain
friendships and recognize the effect his behavior has on other people.

BACKGROUND AND GENERAL INFORMATION

The background information was provided by Landon’s parents. Landon’s father was present at the
assessment and provided additional information as needed.

Landon resides with his parents in O’Fallon, Illinois. His mother reported that the pregnancy was typical and
delivery problematic. At birth Landon’s lungs were underdeveloped, he stopped breathing and was given
oxygen. Once he left the hospitable Landon was in excellent health except for an eye surgery for exotropia
in 2014. The Vitelas reported that Landon seemed to reach developmental milestones on time for the first
three years of his life. He did reach out and prepare himself to be picked up when he was approached.
Landon enjoyed being picked up and held and would cling to adults. He frequently rocked in his crib and
he imitated others only by waving bye-bye. Landon began to walk between 8 and 12 months of age after a
typical transition from crawling to walking.

Landon’s fine and gross motor skill development were developmentally appropriate. He would sometimes
seem “lost in thought” or “in a shell.” Landon had definite eating oddities and was a very picky eater. Landon
was described as hyperactive, constantly moving, changing quickly form one thing to another and able to sit
quietly and watch television for long periods of time. He often spun items for extended periods. Landon
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would typically get very upset when interrupted at what he was doing. He usually resisted new clothing and
was somewhat upset if things he was used to were moved or changed. Landon showed an unusual degree
of skill in assembling puzzles and seemed very intelligent.

As a young child, Landon was described as affectionate and sensitive to criticism. He was fascinated by
mechanical objects. His parents described him as an aloof, indifferent, self-contented and remote little boy.
Landon rarely looked up at his peoples’ eyes when they spoke to him. He was unusually bold and free of
fear of fear even though he tended toward falling or injury.

Landon began to speak between 8 and 12 months of age. His initial pronunciation was average or below,
and also poor between three and five years of age. He often repeated things he had heard. Landon was
able to answer simple questions adequately. He seemed to understand what was said to him a little if it was
repeated. Landon seemed to understand what he was saying. He was able to use the word “yes,” often
and appropriately, He used “I,” correctly, but rarely and he refused things by grunting and waving his arms.

Landon’s social skills have been described as fair and he uses fleeting glances for eye contact. He
perseverates about hand washing. He has a reluctance to leave home and dislikes outings. It is difficult
to get him to go outside for activities and he would rather lay in bed and watch television or play Pokémon
games. He has little interaction with peers even though his sister regularly goes out to play with neighbors.
Some of his former friends in his neighborhood stopped playing with him because they did not want to play
and talk only about Landon’s interest. Landon is a good reader and reads above grade level. Landon will
become frustrated when he is told he is wrong. When frustrated or upset he responds to these situations
with tantrums, stomping his feet, hitting, kicking, verbally threatening others and throwing things. Currently,
Landon is in the second grade. He is able to read at the third grade level, but does seem to function socially
about two years younger than his age. His grades are at or above grade level. Landon is a picky eater, he
refuses to eat fruits and vegetables. His favorite food is chocolate and he likes playing with video games and
stuffed animals. Landon responds well to praise, applause, stickers and tangibles. He also enjoys talking
about Pokémon and playing Pokémon games or playing out Pokémon scenarios with stuffed animals.

INTERACTIVE ASSESSMENT

Results of the Autism Diagnostic Observation Schedule- 2- Module 3 (ADOS-2): The ADOS-Module 3 is a
semi-structured, standardized observation instrument in which the activities focus on social, communicative,
and language abilities and behaviors present in individuals with Autism Spectrum Disorders. The goal is to
determine how well the individual is able to initiate and sustain a social interaction in situations with a
minimum of structure or direction. There are three specific goals: to observe the participant’s spontaneous
social-communicative behavior, assess the participant’s ability to behave appropriately when given various
demands in particular situations, and to provide a standard context for the collection of a language sample.
This module also provides opportunities to observe Landon’s sense of humor and creativity.

According to the scores obtained on the ADOS-2 Module 3, Landon has a classification of autism spectrum.

RESULTS FROM THE CHILDHOOD AUTISM RATING SCALE-second edition High Functioning Version
(CARS2-HF)

The CARS2 is a 15-item behavior rating scale developed to identify children with autism and to distinguish
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them in the mild to moderate to severe range. The CARS2 is used primarily by trained clinicians in making
observations, as well as through parental report. At the time of the assessment, an observation of Landon
by the assessor, as well as parental report from Mr. Vitela were used to make the necessary ratings on the
CARS2.

Landon received a score of 33.5 on the CARS2, which is in the mild to moderate symptoms of autism range
characteristics. The total range of scores on the CARS2 range from 15 to 60, which illustrates that Landon
at 33.5 falls in the mid-range of the scale. The areas noted to be of greatest concern for Landon were social
emotional understanding, emotional expression and regulation of emotions, body use, adaption to change,
restricted interests and taste, smell and touch response and use.

RESULTS FROM THE ASPERGER SYNDROME DIAGNOSTIC SCALE (ASDS)

The Asperger Syndrome Diagnostic Scale (ASDS) is a behavioral checklist that helps to identify individuals
who may have Asperger’s syndrome. It is comprised of five subscales, which includes the areas of: language;
social; maladaptive behaviors; cognitive abilities and sensory motor issues. Each subscale is comprised of
items describing behaviors that are symptomatic of Asperger’s syndrome. The information on the ASDS was
obtained through an observation of Landon by the assessor as well as input from his father.

Landon’s Asperger syndrome quotient on the ASDS was a 116 which indicates a very likely probability of
Asperger’s syndrome. Of the five subscale areas, the greatest areas of noted concern for Landon were in
the subscale areas of cognitive skills, maladaptive behaviors and sensorimotor concerns.

IMPRESSIONS AND RECOMMENDATIONS

Landon is a friendly, bright and talkative boy. He is outgoing and speaks and shares information freely. His
activity level was appropriate for the testing situation, but his activity level seemed lower than most boys his
age in a similar situation. His father reported this is consistent with his behavior at home. Although he
demonstrated a large vocabulary, his reciprocal conversation skills were delayed. He spoke a lot about his
topics of interest and used questions to adjust the topic, but he did not really wait for a response or respond
to what the assessor had said unless it went along with what he wanted to say next. He had difficulty staying
on track with questions and conversations during the assessment especially when the topic was feelings or
friends. Landon participated in several assessment tasks, and appeared to be trying his best. As assessment
tasks and questions became more difficult for him, his responses became shorter and he changed the topic
back to Pokémon. He often gave answers that revealed he does not understand social situations around
him. He did show some good insight about characters in a book and in a cartoon, but he often struggled with
answering questions and staying on topics not chosen by him.

Landon’s use of facial expression to augment communication was less than expected, but it was present.
His intonation was odd at times and more sing song than expected. His use of gestures was good especially
when asked to show how he did something. Landon did occasionally initiate interactions to make requests,
or ask if the assessor knew something, but these initiations were restricted to his interests. He had difficulty
asking for help and seemed to prefer to do things himself even when asking would simplify tasks for him. He
did sometimes offer the assessor a turn at a task he had completed. He seemed aware of several rules for
social conduct, but was unable to consistently use them when he could provide information about his favorite
topic instead. Landon was very cooperative and excited about interacting with the assessor. He seemed to
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crave interaction with people outside his family. His father reported that at home, however, they have to force
him to go outside to interact with other children in the neighborhood and he usually swings by himself or talks
to a younger sibling of a peer about Pokémon. He did list this child as one of his friends, but his father reports
she does not like or know anything about Pokémon, she is just left out of the older kids’ play like Landon has
been.

Landon’s insight about himself was more limited. He was able to accurately identify many of the character’s
emotions in books and cartoons when asked and independently reported what they might be saying, but he
needed repeated prompting to label the emotion they were feeling. He was sometimes unable to accurately
explain why they might feel that way. He had greater difficulty explaining social situations in his own life.
Landon described a friend as “someone I like.” When questioned, he responded he would know someone
was his friend because, they “can be good, but then soon they’ll be mean.” Landon admitted having problems
at school with people, “looking mean and some not wanting to sit with me at lunch.” Some people, “pretend
to be nice, they weren’t, they were a friend, but then they were mean.” Landon denied ever annoying others
and commented he was, “as sweet as sour candy.” He explained this by just saying, “you know, it is sweet,
it’s candy.” He appeared most bothered by a situation last year when a new student appeared who he feels
stole his friends and took away his leadership role. His father explained that some of his friends stopped
being his friend because all he would play or talk about was Pokémon. His father was surprised Landon
never said anything about the physical bullying that occurred at school that to him seemed a much more
problematic situation for Landon. Landon had no idea why he was teased or left out and some of his stories
revealed that he often does not even recognize when this is happening to him or what effect his behavior has
on others.

Landon struggled to engage in reciprocal communication because he kept steering the conversation back to
a lecture about Pokémon. He didn’t ask many questions or make comments to continue the conversation
about the assessor’s thoughts, feelings or experiences even when cued to do so. He frequently asked about
the assessor’s knowledge of Pokémon and then would continue talking about the topic if the assessor
responded, yes, no or did not respond to his request at all. Landon struggled to engage in interactive pretend
play, preferring to lay out the scenario he expected the assessor to follow and then asking “what would she
be doing during this?” meaning which character would she like to be. When the assessor answered literally
“with Spiderman and this police car are going to have a picnic with this wheel barrow of food.” Landon was
at first confused. He then told the assessor that was funny and then went through the described scenario he
had outlined and then briefly joined her picnic. He did say he plays with his older sister and outlined in great
detail how she plays things he does not like Barbies and how when she play with him she does all the
Pokémon battles wrong and does not follow his rules. When asked to create a story he used the three props
quite literally and told a very simple story.

Landon presented initially with good vocabulary. He did tend to be more repetitive and more formal than
expected for his age He had a few grammatical errors in his speech. His volume and rate of speech were
age appropriate. He had a few articulation issues. His use of sentences was appropriate. His comments
did initially answer the questions asked, but then veered consistently back to talking about Pokémon. The
following is a sample of Landon’s speech: “you can mix it up if you want to,” “I kind of like to watch Pokémon,”
“there’s so much, I can’t control them all so you can play with me,” “no, but would you like to hear this for
some reason?” “it tried to kill my sister, it was the worst dream, but then I woke up before it did,” “this is my
jungle this is the world,” “since it’s virtual we get to take breaks and watch videos of eagles in the wild,” “that’s
funny,” “I’m just a baby dinosaur, mama mama where my mama?” “she also has a lasso and an invisible jet,”
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“I was thinking this guy could capture Wonder Woman and then turn the dinosaur evil and this could be an
evil little dinosaur and you have to get past the parrot to get to this and you have to press the button, now
what do you want to do while that’s happening?” “first grade was the last time I was in school, now I am in
second grade,” I like to go in my room and be lazy,” “I start at level five and she starts at level fifteen and then
she wins and she should not,” “I’d like to go to the Grand Canyon because it is cool,” “ could cook an
Uncrustable in the oven,” “coming down the chimney like Santa frog, he’s gonna’ give you slime,” “we want
something amazing, let’s copy off the frogs, and what should we fly on, just use our unique awesomeness,”
“frogs are wet, that’s why the pads are wet,” “this is a pretty crazy and fun story,” I’m looking forward to
creating a story and you said you might not go in order so…,” “she doesn’t play by the Pokémon rules,” “ she
likes Pokémon too.” My parents said she is not my friend because she is a bully,” “lying in bed like relaxing
in a bath of cheese…just kidding” and “one time I had a lot of friends well two to three and I was the leader
of the gang and then a new kid came and I was a minion.”

Landon presented with strengths in the areas of: overall level of non-echoed spoken language; offering
information; descriptive, conventional, instrumental, or informational gestures; level of eye contact; facial
expressions directed to examiner; language production and linked nonverbal communication; shared
enjoyment in interaction; quality of social response; overall quality of rapport; activity level and anxiety level.

Landon presented with emerging skills in the areas of: speech abnormalities associated with Autism
(intonation, volume rhythm and rate) stereotyped/idiosyncratic use of words or phrases; conversation;
reporting of events; comments on others’ emotions/empathy; asking for information; insight into typical social
situations and relationships; amount of reciprocal social communication; quality of social overtures; amount
of social overtures/maintenance of attention and imagination/creativity.

Landon presented with deficits in the area of: excessive interest in or references to unusual or highly specific
topics or objects or repetitive behaviors.

DIAGNOSIS

Based upon this assessment, Landon meets the diagnostic criteria for Autism Spectrum Disorder (F84.0
Autism Spectrum Disorder, Level 1 Severity) according to the Diagnostic and Statistical Manual of Mental
Disorders, Fifth Edition, (DSM-5).

Landon has qualitative impairments in social emotional reciprocity, deficits in nonverbal communication
behaviors used for interaction and deficits in developing, maintaining and understanding relationships.
Landon’s developmental history reveals delays in social interactions and language as used in social
communication. His symptoms cause clinically significant impairment in social and occupational functioning.

Landon is an intelligent, sweet and challenging boy. He presents with social difficulties and communication
deficit issues, which are characteristics that are often found in people with Autism Spectrum Disorder. His
developmental history, his score of Autism spectrum on the ADOS-2 Module 3, his behavior during the
assessment, his previous diagnostic impressions from his counselors, his score of 33.5 in the mild to
moderate symptoms of Autism characteristics on the Childhood Autism Rating Scale, Second Edition and his
Asperger Syndrome Quotient of 116 in the very likely probability of Asperger Syndrome on the Asperger
Syndrome Diagnostic Scale are all indicative of his diagnosis of Autism Spectrum Disorder.
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Based upon this assessment, the following recommendations are being made:

1. Submit this diagnostic report to Illinois Department of Mental Health to get assistance register with
the Prioritization of Urgency of Need for Services (PUNS) database. To register, you must meet
with a Pre-Admission Screening (PAS)/Independent Service Coordination Agency (ISC) to see if
you are eligible for services. The office number for Saint Clair County and Monroe County is below.
Services include independent living and vocational rehabilitation.
Developmental Disabilities Services Metro East (DDSME)
Developmental Disability Services
2900 Frank Scott Parkway West, Suite 928
Belleville, IL 62223
Phone: (618) 236-7957
TTY: None
Fax: (618) 236-7925
Website: http://www.ddsme.org
St. Clair Phone No: (618) 236-7957; Madison Phone No: (618) 656-9663; Crisis after
hours number: (618) 830-0520

2. Speak with Sheri Kraus, Family Resource Specialist (618)825-3969 at Starnet in Illinois about
additional Illinois resources. Illinois Starnet provides a variety of opportunities for personal and
professional growth for those who touch the lives of young children, with an emphasis on children
with special needs. Sheri is also a parent with a child with ASD who has used Easterseals services.
3. Look into UCP Heartland Center for Autism, Illinois – Their autism resource library offers
families free loans on autism resources, toys and adaptive and learning aides. Experts in autism
provide family consultation, community trainings, social skills groups and technical assistance.
For More Information contact:
a. UCP Heartland – Center for Autism Services
2730 North Center
Mailing Address — P.O. Box 367
Maryville, IL 62067
(618) 288-2218 (T)
(618) 288-2249 (F)

4. Look Into resources at Autism Society of Southern Illinois

PO Box 822
O’Fallon, IL 62269-0822
United States
(618)530-7894
[email protected]
http://www.asosi.org

5. The Autism Program of Illinois (TAP) Service Network is the largest comprehensive statewide
provider of autism services in the country. A collaboration of 17 agencies operate 19 centers
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across the state to provide services to children, families, educators, day care providers, and
medical professionals. http://theautismprogram.org/

6. Look into additional therapies like ABA, behavior therapy and occupational therapy An assessment
with some focus on sensory integration is recommended to assess Joseph’s need for ongoing
therapy with a therapist who has a background in ASD and sensory integration. Look into the
following agencies in your area:

AppleTree Therapy Services

Occupational Therapy | AppleTreeTS.com
634 North Main Street, Suite 1
O'Fallon, IL 62269
618-628-9780

The Center for Autism and Related Disorders (CARD) is one of the world's largest
organizations using applied behavior analysis (ABA) in the treatment of autism
spectrum disorder.
(618) 726-5870
634 N. Main St., Suite 4
OFallon, IL 62269

7. Landon’s family would benefit from an intensive parent training program designed to provide
education with regards to social, emotional and communication difficulties experienced by children
with Autism Spectrum Disorder as well as effective strategies and methods. Consider Easterseals
Midwest on site parent training. Call Derick (314)569-8150 to register. While waiting for the start
of a parent training program consider Easterseals Midwest’s Foundations of Autism: An
Introductory Workshop on upcoming Saturdays; February 13th, March13th or April10th Contact
Derick (314)569-8150 for more information or to register. This program may also be beneficial for
other adult relatives who spend time with Landon. It is being offered live and virtually currently.

8. Share Landon’ report with his school so that support can be put in place to ensure that Landon is
successful in all areas: social, communication and academics at school.

9. At Landon’s school, school personnel would benefit from training on Autism Spectrum Disorder
and Landon’s specific issues to better promote his learning and deal with the successful promotion
of his social skills and coping behaviors as they occur. This training should incorporate how to
facilitate conversations, help Landon calm himself when overly agitated or excited and help Landon
initiate and maintain friendships at school especially during less structured times.

10. Landon would benefit from a structured setting to work on his social skills and develop coping
strategies for dealing with his social frustrations in order to develop and maintain social
relationships across all settings. This structured setting can take the form of behavior therapy or
communication therapy and should include consultation with his family and other people who work
with him in order to ensure that the skills he is working on can be generalized across all settings.
Weekly therapy should focus on:
 increasing his understanding of reciprocal social communication
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 turn taking in conversation

 asking for help
 staying on topic
 asking for a break when he is frustrated or overwhelmed
 using eye contact to communicate and to check for conversational partner’s understanding
 increasing his ability to participate in conversation by asking more questions and waiting
and listening to other’s responses
 increasing his awareness of how to use his social skills to maintain friendships
 increasing his awareness of the non-verbal communication of others and using that to
repair conversation
 he should work on developing an increased understanding of his own feelings and how to
express them more effectively as well as increasing his understanding of the emotions of
others and how that may affect interactions

11. Have Landon participate in a social skills group with appropriately aged peers. This group should
provide ample opportunity to practice meeting new people, self-advocacy and maintaining
conversations that are not of his choosing. Talk to school counselor or social worker about groups
at school or close to home for Landon to work on social skills. Look into Easterseals Children’s
Friendship training program or Miriam social skills groups and camps.
A. Call Derick for more information or to register at Easterseals (314)567-
8150
B. Miriam: The Learning Disability Experts
501 Bacon Avenue
St. Louis, MO 63119-1512
Phone: 314-968-3893
Miriamstl.org

12. Landon’s parents may benefit from participation in a parent support group to gain education and
support from other families with similar experiences who have children with Autism Spectrum
Disorder and provide an opportunity for networking with other parents and caregivers who have
had similar experiences. Contact the Easterseals Midwest office at (314)432-6200 (See flyer) for
more information. One on-line resource list for support groups for Autism Spectrum Disorders can
be found at http://www.childrensdisabilities.info/autism/groups-autism-asperger.html

13. His sister may benefit from attending Easterseals Sibling Support group to educate herself and get
information from her peers in similar situation. Contact Derick to enroll for the program that is
offered twice a month virtually right now. 314-567-8150

14. Landon should also participate in small group or one on one activity with typical peers as a way to
generalize his skills across all settings and get to know more children his own age. These activities
should be of interest to Landon, such as video game club, LEGO clubs, church groups, swim
lessons, camps, karate or tae kwon do lessons, etc. to encourage his involvement. These
interactions ideally should be facilitated by a professional with training in strategies that have been
effective with people with Autism Spectrum Disorders. The facilitator should provide strategies and
feedback without singling out Landon or making him feel like he is in need of assistance. Contact
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school counselor and/or social worker or school district counselor/social worker for
recommendations or suggestions for programs at school or in Landon’s community.

15. Once things re-open, look into activities at Yeti gaming in Crestwood. http://www.yetigaming.com/

16. When he returns to the school building, Landon would benefit from social skills coaching and
training at school from the school social worker or counselor. Professionals at his school would be
best able to help him generalize skills to the lunch room, playground and classroom. They would
also be best suited to help him trouble shoot and problem solve when he is less than successful.

17. Landon may benefit from self-advocacy in which he becomes educated about autism so he can
learn how to advocate for what he needs in the educational setting and can develop an
understanding of how to develop social relationships. There are books such as Autism: What Does
It Mean to Me? by Catherine Faherty where he can read and complete exercises with his parents,
counselor and/or teachers to develop an understanding of disorder and how it can affect him. This
may be an effective way to introduce his diagnosis to him.

18. One specific program that can be utilized to work on developing an understanding of appropriate
choices and coping strategies is the stoplight program. This programs uses the principles of a
stoplight and introduces green choices, which can be used all the time, such as “Using your words”
or “Asking for a break” and can also include appropriate coping strategies, such as “Jumping on a
trampoline,” “take a break” or “Going to your room” when you are upset. There are also red
choices, such as hitting or throwing things, in which you must immediately stop and think of a green
choice, as well as, yellow choices such as shutting down, crying or yelling. Yellow choices are
safe, but are not the best choice. He needs to slow down and think of a better choice when he is
making a yellow choice. When introducing this concept it may be helpful to consult with his family,
an occupational therapist, speech therapist, his teacher or anyone else who may have some ideas
regarding what calms him down. The program can be adapted to fit his needs and specific
situations and should include some hands on activities such as matching as a way to introduce the
various strategies. It is important that once he understands the difference and is provided with
several strategies that work for him. Green choices be emphasized and praised. Avoid discussing
red choices when he is upset, instead talk about and offer him green choices. It may be beneficial
to start with introducing green choices and reinforce him for all of these green choices.

19. In school Landon may benefit from a “mentor” at school, in the form of a counselor,
paraprofessional or a teacher whom he can seek out when he is having difficulty with social
interactions. This mentor should be someone he can seek out to ask for help when he thinks he is
being teased or is having difficulty with an academic or social task. The mentor should be familiar
with effective coping and calming strategies and be able to review those with Landon. The mentor
should also provide him with ways to initiate conversation and express his feelings appropriately,
as well as to identify when a social situation has become problematic. For instance, assist in
recognizing non-verbal cues of other peers and teachers. This mentor should be available at
lunch, recess and other unstructured settings to assist him with social interactions. This is a person
who could be identified and start meeting with Landon to establish rapport now on line.
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20. An opportunity for some team athletic opportunities with appropriate support is to register Landon
for a TASK team. Team Activities for Special Kids (TASK) is a nonprofit, year-round instructional
sports program that purpose of the program is to help build self-esteem and skills in children with
special needs. Each athlete receives a team t-shirt and trophy upon completion of the sport. Call
(636)343-TASK(8275) or tasksports.org

21. An opportunity for more individual opportunities for exercise and activity with the KEEN program.
314-259-5980 or www.keenstlouis.org

22. The use of visual strategies such as social stories, cartoons and visual schedules may assist him
in learning skills more effectively and can also be utilized to teach new skills as well as increase
his ability to generalize the skills across all settings. Look into the following websites about social
stories:

 http://paraelink.org/asds3/asds3_4a.html Great description and directions of social

stories
 http://thegraycenter.org/social-stories Carol Gray link to her foundation and books

23. The following books about Autism and Asperger’s syndrome are recommended: Asperger’s
Syndrome by Tony Atwood, Pretending to be Normal by Liane Holliday Willey, Thinking in Pictures;
My Life with Autism by Temple Grandin, There’s a boy in Here, by Judy and Sean Barron,
Unraveling the Mystery of Autism, Pervasive Developmental Disorders by Karen Seroussi, The
Social Skills Picture Book Teaching Play, Emotions, and Communication to Children with Autism
by Jed Baker, Ten Things Every Child with Autism Wished You Knew and A Cup of Comfort and
Everyday Successes by Colleen Sell, Finding Kansas by Aaron Likens and Look me in the Eye-
My Life with Asperger’s by John Elder Robison.

24. Look into the Children’s Hospital Family Resource Center. They offer videos, online information
and a library free of charge for families. http://www.stlouischildrens.org/health-resources/family-
resource-center.

25. Look into Special School District Family Resource Center for information and a lending library.
http://www.ssdmo.org/cool_tools/fcrc.html

26. Investigate what the local library has to offer in children programs. Look into O’Fallon children’s
library programs or other library programs in your area. Visit local libraries for more information or
check websites O’Fallon Kids | O'Fallon Public Library (ofpl.info) https://ofpl.info/kids Look into
grab and go bags of activities individualized for Landon. Try to find interest that are outside of
Pokémon, perhaps Eagles.

27. Some strategies which may assist Landon in developing more appropriate social skills include:
 Role-play conversations and other social skills with Landon or use the activity of imaginative
play, using action figures popular with his peers to script out social situations. Some ideas for
role-play include: reciprocal conversation, repairing conversations, explaining when people are
confused, sharing control, using calming strategies, coping strategies and empathy.
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11933 Westline Industrial Drive
St. Louis, Missouri 63146 Name: Vitela, Landon Date: January 11, 2021

 Model appropriate conversation skills during interactions with Landon, using reinforcement when
he reciprocates appropriately while actively ignoring or redirecting inappropriate social skills.
 Video or audio tape Landon during conversations in various settings and have him identify his
strengths and deficits in his conversation skills, including non-verbal communication.
 Continue to teach him appropriate ways to gain attention and understand how to include others
in conversation appropriately. Encourage him to ask appropriate questions of others by providing
him with conversation starters and develop some questions he can ask to initiate communication,
reminding him to wait for a response. Continue to expand on his questions and teach him to use
the questions appropriately through role playing, social scripts and various other strategies
mentioned previously. Also, make sure he continues to work on waiting for and listening to
others’ responses.

28. The following strategies would be beneficial for Landon to encourage appropriate behavior across
all settings:
 Maintain high expectations for his efforts.
 Reinforce his efforts to encourage him to try new things and interact with new people. The end
product should be less of a focus and the process (the trying) the key element.
 Continue to expose Landon to new interests. Plan on repeated exposure to new things before
Landon accepts and then requests newer activities or interests. Be sure to expose him to things
his peers are interested in currently.
 To help Landon, post expectations and rules (with visuals and words) where he can see them.
Refer to these rules as needed when he is having difficulty so that you can reinforce his
expectations without drawing extra attention to his behavior.
 Provide him with a Premack schedule that involves pairing a new or disliked activity with a liked
activity. This allows him to predict for himself when a disliked or new activity is coming up while
also providing him with reinforcement for completion of activities in order to assist him in
increasing compliance with difficult tasks. For Landon, a disliked task may be playing a new way
or having to take a lead in play.
 Break tasks into smaller steps with ongoing reinforcement for completion.
 State rules positively to avoid confusion. “Walk in the hall,” “use your words,” and “Quiet voice,”
rather than “No running,” “Don’t shut down,” and “Don’t yell.”
 Provide as much verbal encouragement and praise as possible when he is exhibiting appropriate
behaviors while actively ignoring inappropriate behaviors as much as possible. When using
active ignoring you can still reduce embarrassment by directing Landon to an appropriate area,
but do not address his behavior at that time.
 Provide opportunities to discuss his coping strategies and feelings throughout his day instead of
waiting for the behavior to occur.
 Use of a timer may provide structure and another source of prediction for him. The timer can be
used to predict for him when a disliked activity will be over as well as when a liked activity will be
ending.
Easterseals Autism Services Page 12 of 12
11933 Westline Industrial Drive
St. Louis, Missouri 63146 Name: Vitela, Landon Date: January 11, 2021

Respectfully submitted by,

1/18/21
Landy Maurer Wedlock, M.S.W., L.C.S.W. Date
Assessment Specialist/ Family Navigator