Reference no: EM133384568

Project Objective: To develop the ability to identify the classroom needs of a student and make decisions about key visual supports that can assist that student. In particular, understand when a social story is an effective strategy to help the student. In addition, this project will help learners know well to create a social story and  to use technology to generating a social story. In addition, this project should also help INFO-1271 students make connections between the tools used in our class and the tools that could benefit the students that are being observed in placements

. Part 1 Social Story: Consider the information shared in the student profile and determine a learning goal that should be supported with the creation of a social story. make our social story using (MS Word, Google Slides, Powerpoint, Boardmaker, or Canva).  

our social story should be:

 1) At least 5visuals and text with no errors (5 points)

 2) Identify the preferred behaviour (2)

 3) Provide two alternative behaviours (positive) to extinguish the socially inappropriate behaviour (4)

 4) Include a beginning and an ending that uses positive language (5 points)

 5) Story information that is connected to the student needs/interest in the case study (5)

 6) Has visuals that are recognizable and do not take away from the content of the story (2)

 7) Includes text that is appropriate to the abilities of the student (2)

 Part 2 Adding an interactive component to your story 

1) Auditory (e.g., can have a voice over recording that narrates the story 

2) Can incorporate sound effects and video/animeated elements) 

3) Tactile (e.g., can have visual matching with Velcro to keep the child engaged in the story)- if we choose this option,  we would add an explanation in how it will look now that we will not be requiring a print out of the story. 

 

Part 3: Rationale and Application (20 points): Provide a summary of why we chose this topic for our social story. our explanation MUST connect back to the details identified in the case study. The content should include the following:

 1) Identify the learning need and visual support that we are using and why we chose it as it relates to the student profile (4)

 2) Identify the substitute behaviours (2) that we are introducing in our social story to extinguish the negative behaviour. (4) 

3) Make reference to the reinforcers that will motivate the child to use socially appropriate behaviours. (4)

 4) Identify how we will implement this social story in our daily routine. Discuss frequency and timing. (2)

 5) Identify how we will track whether the social story is a positive and effective intervention tool. (4)

 6) Make a connection to a student that we have observed in our own placement and identify a social story topic that might help that student achieve independence or support access to the curriculum (2)

 Use the below information to assist us in making a social story that will help Sara participate in the classroom and develop positive relationships and school experiences. 

Make sure that our social story and our rationale all connect to the student profile. 

Rhys is a second grade student who has been diagnosed with autism based on a recent psycho- educational assessment, but he has also been identified as having a language impairment based on a speech-language assessment. Rhys has access to technology via a SEA claim that was submitted after his identification process. His programming is also being supported with an Individualized Education Program (IEP) based on his strengths and needs. Rhys uses only 1-2 words to convey his needs and will often attempt to gesture. He has been observed biting his peers at recess or during read alouds in the classroom. He does show an interest in building things and will try to build beside peers, but he is also observed to knock down the structures of his classmates and then scream loudly and look for a reaction. He is very interested in trains and dragons, and can recite many of the Thomas episodes. Rhys is beginning to use the large core board on the wall to make requests. He can point to "I want and then find the object that he wants. He is usually requesting trains, dragons and blocks. Rhys struggles when he is told that these items are not available. This can result in socially inappropriate behaviours. The school team is trying to incorporate the use of visual supports to both manage his understanding behaviour skills (visual schedule, first then, visual timer) and expressive language (e.g., core board). They are trying to extinguish hands on behaviours. The school is receiving many calls from other parents due to these physical behaviours and classroom evacuations. Rhys' parents are becoming frustrated with the number of calls and sometimes suspensions that Rhys has had and the fact that they hear that Rhys is rarely in the classroom.

 Assignment:  a social story that includes details from Rhys' learning profile. See above for the details related to this three part assessment. The learning objectives are:

 1) To develop skills related to creating visual supports.

 2) To make a connection between the visual support created and the learning need identified in the case study.

 3) To demonstrate strategies that will ensure that the resource is being used and is an effective tool to support the learner.