I have been supporting Taylor since the reception year. He has a diagnosis of ASD and displays difficulties in communication, social understanding and rigidity. He also has sensory processing difficulties. Taylor has been in the foundation stage group this year and from my observations it is clear that, although he has made some progress, he has found the lack of structure difficult. He would benefit from a much more structured environment.
Taylor has been working at a workstation and had work differentiated for him. The class team has done some good work in helping Taylor in his academic progress but his ability to work with other children continues to be a concern.
The advice and strategies I have suggested and provided resources for have been used but not consistently. They are tried and tested strategies that would provide the structure, clear communication, clear expectations and social skills teaching that Taylor needs. It is my opinion that the lack of Consistency has impeded Taylor's progress.
Taylor is a child who has difficulties associated with his ASD and needs the specific support that provides for his needs. If he is to progress in all areas, particularly his social skills, he needs much more visual, structured and consistant approach with some specific social skills teaching 1:1 and in small groups. It is clear to me that Taylor has the ability to develop in all these areas, as well as academically and should continue to recieve his education in a Mainstream school.
OUTREACH ACTION PLAN
Taylor has a diagnosis of ASD and presents difficulties in the areas of communication, social skills, rigidity and sensory processing. Since starting school he has made significant progress in his verbal skills and is learning to read. He understands simple instructions and can name and describe when discussing with an adult who is supporting him. He does need to have visual support for the communication given to him, and can often be overloaded by verbal instructions and expansions. This often leads to challenging behaviour which includes hitting and pushing to get his point across. Often these incidents can escalate because more verbal language is used rather than his timetable and visual support to redirect him.
Taylor's social skills have improved but he remains unable to sustain meaningful interactions and relationships with his peers. He is very controlling and wants to conduct each day on his terms, but staff have been able to direct him by using rewards and short activities at his workstation. Most of the learning is taking place 1:1 at his workstation and Miss B has worked hard to provide differentiated materials for him to work with. Staff have found it difficult to sustain using a visual timetable and choice board although he can respond to this if it is used consistently.
Taylor does have some sensory processing difficulties and has had an assessment done by the LEIS. He finds it difficult to cope in a busy classroom and the noise, movement and multiple interactions confuse him, leading to challenging behaviour and him managing circumstances to get out of the classroom often. Taylor does not understand sharing, greeting others and other basic social skills that may help him have more positive interactions with his peers.
PROGRESS
22nd April 2010
Timetable still not being used. Miss B says she does not know how to organise it as he is in different rooms all the time. We discussed having columns, where and what. I took photos of the rooms and will provide the school with the symbols needed. The Social Story books are working really well with Taylor really motivated to read them every day. Miss B and Taylor have been swapping the character names to Taylor and his sister. Taylor does not readily respond to reminders of the correct behaviour when working alongside other children, according to Miss B, but I encouraged her to use the phrases "Good sharing, Good being kind" etc, regularly and often. I will swap the books to new ones at my next visit.
Rules - Some improvement but more specific symbols needed. I will send some.
Taylor is progressing in that he is spending more of his teaching time in class (where the groups are small in number) and he is sitting at the table and completing the work with intensive support. While I was there he went into the room and completed some work while lying on the carpet. Miss B was calm and redirected him so that he calmly accessed and completed the work. He was able to sound out initial sounds of words, with help was able to write letters of simple words and was able to think of his own words to describe a goat. He is able to sequence a familiar story and make comments about the events and character actions. In class he still shouts out a lot and if sat near others will still often hurt them by punching and pushing. He did bite Miss B recently and says he enjoys hurting others. The current targets are still relevant and Taylor still needs a very structured and well communicated routine. Unfortunately, he does still not deal well with lack of structure in the unit and finds the free choice times particularly unproductive and challenging.
June 2010
Visual symbols have been sent to school for timetables, including photos. Visual rules have also been sent. Taylor needs to use these to understand what is expected of him. It is unclear what will be happening next year but I recommended a much more structured environment and consistency in using visual support strategies as already recommended.
Report by - Lynn McCann
Hillside Outreach Teacher
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