Teaching Requesting Help Skill to a Preschooler with Autism Spectrum Disorder

 

Teaching Requesting Help Skill to a Preschooler with Autism Spectrum Disorder

Learner Description:

I am teaching the skill of requesting help to a 4-year-old child with Autism Spectrum Disorder (ASD). The learner, named Alex, is at a developmental level where he is nonverbal but can use some basic signs and communication devices to express his needs. Alex enjoys sensory activities, has a good attention span when engaged, but struggles with social interactions and initiating communication.

Teaching Arrangement: Naturalistic Teaching

Scenario Implementation:

Environment and Materials:

I will set up a play area with Alex’s favorite toys and activities, ensuring a comfortable and familiar environment. Materials include picture cards with symbols representing “help,” a communication device with pre-programmed “help” message, and preferred items for reinforcement.

Prompts, Cues, and Reinforcements:

– Prompts: Initially, I will model the sign for “help” while saying the word aloud. Gradually fading the physical prompts as Alex becomes more familiar with the skill.
– Cues: Using visual cues such as pointing to the “help” symbol or activating the communication device to prompt Alex to request help.
– Reinforcements: Providing immediate positive reinforcement such as verbal praise, access to preferred toys, or a brief sensory break whenever Alex successfully requests help.

Teaching Process (Naturalistic Approach):

1. Setting the Stage: Engage Alex in a preferred activity. Wait for a natural opportunity where he may need assistance or encounter a problem.
2. Prompting and Modeling: When Alex shows signs of needing help, provide a prompt by modeling the sign for “help” and saying the word.
3. Encouraging Communication: Encourage Alex to imitate the sign or use the communication device to request help.
4. Reinforcement: Immediately reinforce any attempt or successful request for help with praise and access to a preferred item or activity.

Embedding in Routine:

The target skill of requesting help can be embedded in daily routines such as playtime, snack time, or during transitions between activities. By incorporating opportunities for Alex to practice the skill in natural contexts, he is more likely to generalize it to real-life situations where he needs assistance.

Choice Rationale:

I chose the naturalistic teaching approach for teaching Alex the skill of requesting help because it allows for learning in meaningful contexts, promotes generalization of skills, and capitalizes on Alex’s interests and motivation. This approach aligns with Alex’s strengths in sensory engagement and attention span while addressing his challenges in social communication. By embedding the skill within his natural routines and play activities, Alex can learn to request help in situations that are relevant and functional to him, increasing the likelihood of successful learning outcomes. The use of visual cues, positive reinforcement, and a person-centered approach tailored to Alex’s needs and preferences enhances his engagement and motivation to communicate effectively.