Individual Learning Differences and Learning Environments
The primary focus of this domain is individualized instruction and addressing the individual needs of students to create a meaningful learning environment for the individual learner. Artifacts you select as evidence of your competency in this domain should demonstrate how you apply your knowledge of the core characteristics of individuals with ASD, medical implications for learning, as well as the effect of theory of mind, central coherence, and executive function on learning and behavior to create individualized, relevant, and effective learning experiences for individuals with ASD. This would include implementation of evidence-based practices (EBPs) which address the speech, language, and communication, and/or the adaptive behavior needs of individuals with ASD. This is an opportunity for you to showcase your ability to design and implement systematic instruction which integrates individual learner interests and ongoing assessment results to improve social or academic skills, enhance self-regulation on learning and behavior across multiple learning environments.
In this program, we have specifically focused on the importance of using age-appropriate EBPs to evaluate and address the needs of students with ASD in this domain. Several of our written assignments, online learning modules, video textbook assignments, readings, and discussion prompts incorporated activities associated with the competencies in this domain
1.1 Knowledge of medical aspects and implications for learning
This artifact is an assignment in which I outlined how a student meets the criteria for ASD under DSM-5 and IDEA. It looks at the criteria for diagnosis, the severity levels outlined in the DSM-5, and examines the impact on the student's learning.
1.3 Knowledge of co-existing conditions in general population
This artifact is my certificate from an Autism Internet Modules (AIM) course on Autism and Medication. This course outlines common medications used for treatment of autism symptoms as well as comorbid and co-existing conditions with autism like ADHD. The course also explains the role that health care professionals play in the life of an individual with autism.
This artifact is an assignment where I examine the sensory challenges and needs of a student with ASD. In this case, the student disliked physical contact with other people and was also uncomfortable in noisy environments like the cafeteria. Based on these challenges I identified what sensory pattern his behavior seemed to fit, and provided three strategies for working through these challenges.
1.5 Understanding speech, language, and communication needs
This artifact is a project involving the implementation of PECS with a student. For this project, I had to find an appropriate candidate for PECS by examining the speech, language, and communication skills and skill deficits of the student. In this case, the student had difficulty expressing his wants and needs to others and had no method of speaking that was currently being worked on. I implemented PECS as a method of speaking for this student to gain access to things that he wanted throughout his school day.
This artifact is an assignment where I identified a social skill deficit for a student with autism and created a plan to teach a skill to address the deficit. I identified a need for the student to be able to interact appropriately with her peers by sharing toys with them and being able to ask her peers for a turn. This sets up a foundation for cooperating and working with others appropriately.
1.7 Knowledge of the effect of theory of mind, central coherence, and executive function on learning and behavior
This artifact is an certificate from an AIM course on cognitive differences in individuals with autism. This course presented the concept of "theory of mind", how individuals with autism may not be able to connect details to a general theme of situation, how they may have poor mental flexibility, and other differences. It outlined strategies for countering these differences like teaching exceptions to rules, explicitly pointing out the context, and explaining why to do things in a given context.
1.8 Knowledge of the effect of neurological differences on learning and behavior
This artifact is an assignment where I conducted the GARS-3 assessment on a student who is eligible for special education services by meeting the IDEA criteria for autism. Through this assignment I looked at the characteristics the student displayed in his restricted/repetitive behaviors, social interaction, social communication, and emotional responses. It is clear from this assessment that the neurological differences of ASD effect the student's behavior and learning. He shows little interest in others, engages in repetitive behaviors like rocking and reciting Youtube videos, and can meltdown when a sudden change occurs.
1.9 Knowledge of the effect of self-regulation on learning and behavior
This article is an assignment involving a self-management system for a student with autism to complete transitions appropriately. Before the intervention, the student struggled to manage herself during transitions, particularly from preferred items. This intervention helped the student develop regulatory skills to meet the behavioral expectations of the staff.
1.10 Plan and implement instruction for independent functional life skills and adaptive behavior
This artifact includes visuals used to help a student through the steps of washing his face. I use visuals like pictures and videos in my classroom to help instruct students on functional life skills like washing their face, brushing their teeth, tying their shoes, loading the dishwasher, using the washing machine, and other skills.
1.11 Use specialized instruction to enhance social participation across environments
This artifact is an assignment on using a social skills group to teach a student with ASD to participate in group collaboration with peers. The student's parents and teachers expressed concern with his ability to work in a group. This intervention used video modeling and a social skills group to teach appropriate skills and provide opportunities to practice, increasing social participation in the natural environment.
This artifact is an assignment in which I began investigating an intervention that can enhance language and communication skills, Pivotal Response Training. Pivotal Response Training is implemented in the natural environment and is led by the learner. It involves using the learner's interests to create opportunities to practice a skill. It includes collecting data and planning before sessions to set up the environment effectively. Assessing preferred items and activities is important for success as well as continually updating the intervention as interests change.