12 Oct Teachers are constantly dealing with behavior issues in the classroom, and this can be particularly difficult when working with students with ASD who experience challenges with langua
Teachers are constantly dealing with behavior issues in the classroom, and this can be particularly difficult when working with students with ASD who experience challenges with language and communication. General educators, paraprofessionals, support staff, and administrators may not have a strong working knowledge of functional communication training (FCT) and how it can be used in both academic and non-academic environments to assist students with ASD in overcoming challenges related to language and communication. As an autism specialist, you may be called upon to explain the benefits of FCT and provide examples of how it can be applied with students with ASD so they can demonstrate positive communication behaviors and better have their needs met.
Imagine you are facilitating a professional learning community session or activity intended to increase awareness about the steps and strategies associated with FCT. Design a deliverable of your choice (handout, digital presentation, etc.) that could be used to inform other educators about the best practices for implementing FCT with students with ASD to help them overcome language and communication challenges and communicate their wants and needs more effectively using the desired replacement behavior. Ideally, this session or activity will be something you can apply in your future practice as an autism specialist.
The deliverable should address the following:
- Define FCT and provide examples of how it can be applied in structured and unstructured academic environments and non-academic environments.
- Summarize common language and communication challenges faced by students with ASD and the importance of demonstrating empathy, tolerance, and sensitivity when addressing these challenges. Include a discussion about the effects these language and communication challenges can have on teachers, students with ASD, their classroom peers, and their families. Use specific examples to support these ideas and illustrate the value of FCT.
- Explain the steps in executing FCT including identification of the current behavior and desired replacement behavior.
- Identify various AAC supports and strategies that could be used to elicit the desired behavior such as verbal communication, signing, pictures, communication devices, etc.
- Explain the steps used to assess whether a particular support/strategy is effective in creating the desired replacement behavior.
- Discuss the timelines related to implementing various FCT supports/strategies and explain the role of trial and error in determining which supports are most effective for students across environments.
- Explain why it is important for all members of the IEP team to collaborate in the implementation of FCT. Include a specific discussion about the importance of parent/guardian and student involvement in the process as it relates to creating carryover behavior for students with ASD.
Support the assignment with a minimum of three scholarly resources.
The Functional Communication Training Process – Rubric
Rubric Criteria
Functional Communication Training 5 points
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Criteria Description
Functional Communication Training
5. Target 5 points
Definition of functional communication training and examples
of how it can be applied in structured and unstructured
academic environments and non-academic environments is
comprehensive.
4. Acceptable 4.35 points
Definition of functional communication training and examples
of how it can be applied in structured and unstructured
academic environments and non-academic environments is
accurate.
3. Approaching 3.8 points
Definition of functional communication training and examples
of how it can be applied in structured and unstructured
academic environments and non-academic environments is
weak.
2. Insufficient 3.45 points
Definition of functional communication training and examples
of how it can be applied in structured and unstructured
academic environments and non-academic environments is
inaccurate.
1. No Submission 0 points
Not addressed.
Challenges 7.5 points
Criteria Description
Challenges
5. Target 7.5 points
Summary of common language and communication challenges
faced by students with ASD and the importance of
demonstrating empathy, tolerance, and sensitivity when
addressing these challenges is insightful. Discussion about the
effects these challenges can have on teachers, students with
ASD, their classmates, and families, including specific examples
to support the value of FCT, is thorough.
4. Acceptable 6.53 points
Summary of common language and communication challenges
faced by students with ASD and the importance of
demonstrating empathy, tolerance, and sensitivity when
addressing these challenges is descriptive. Discussion about
the effects these challenges can have on teachers, students
with ASD, their classmates, and families, including specific
examples to support the value of FCT, is clear.
3. Approaching 5.7 points
Summary of common language and communication challenges
faced by students with ASD and the importance of
demonstrating empathy, tolerance, and sensitivity when
addressing these challenges is minimal. Discussion about the
effects these challenges can have on teachers, students with
ASD, their classmates, and families, including specific examples
to support the value of FCT, is vague.
2. Insufficient 5.18 points
Summary of common language and communication challenges
faced by students with ASD and the importance of
demonstrating empathy, tolerance, and sensitivity when
addressing these challenges is unfitting. Discussion about the
effects these challenges can have on teachers, students with
ASD, their classmates, and families, including specific examples
to support the value of FCT, is ineffective.
1. No Submission 0 points
Not addressed.
Executing FCT 5 points
Criteria Description
Executing FCT
5. Target 5 points
Explanation of the steps in executing FCT, including
identification of the current behavior and desired replacement
behavior, is skillful.
4. Acceptable 4.35 points
Explanation of the steps in executing FCT, including
identification of the current behavior and desired replacement
behavior, is detailed.
3. Approaching 3.8 points
Explanation of the steps in executing FCT, including
identification of the current behavior and desired replacement
behavior, lacks detail.
2. Insufficient 3.45 points
Explanation of the steps in executing FCT, including
identification of the current behavior and desired replacement
behavior, is incomplete and/or incorrect.
1. No Submission 0 points
Not addressed.
Supports and Strategies 7.5 points
Criteria Description
Supports and Strategies
5. Target 7.5 points
Identification of various AAC supports and strategies that could
be used to elicit desired behaviors, such as verbal
communication, signing, pictures, and communication devices,
demonstrates best practices.
4. Acceptable 6.53 points
Identification of various AAC supports and strategies that could
be used to elicit desired behaviors, such as verbal
communication, signing, pictures, and communication devices,
is appropriate for students.
3. Approaching 5.7 points
Identification of various AAC supports and strategies that could
be used to elicit desired behaviors, such as verbal
communication, signing, pictures, and communication devices,
does not demonstrate best practices.
2. Insufficient 5.18 points
Identification of various AAC supports and strategies that could
be used to elicit desired behaviors, such as verbal
communication, signing, pictures, and communication devices,
is inappropriate for students.
1. No Submission 0 points
Not addressed.
Assessing E!ectiveness 5 points
Criteria Description
Assessing Effectiveness
5. Target 5 points
Explanation of the steps used to assess whether a particular
support/strategy is effective in creating the desired
replacement behavior is in-depth.
4. Acceptable 4.35 points
Explanation of the steps used to assess whether a particular
support/strategy is effective in creating the desired
replacement behavior is sound.
3. Approaching 3.8 points
Explanation of the steps used to assess whether a particular
support/strategy is effective in creating the desired
replacement behavior is missing key details.
2. Insufficient 3.45 points
Explanation of the steps used to assess whether a particular
support/strategy is effective in creating the desired
replacement behavior is insufficient.
1. No Submission 0 points
Not addressed.
Timelines 5 points
Criteria Description
Timelines
5. Target 5 points
Discussion of the timelines related to implementing various FCT
supports/strategies and the role of trial and error in
determining which supports are most effective for students
across environments is thoughtful.
4. Acceptable 4.35 points
Discussion of the timelines related to implementing various FCT
supports/strategies and the role of trial and error in
determining which supports are most effective for students
across environments is credible.
3. Approaching 3.8 points
Discussion of the timelines related to implementing various FCT
supports/strategies and the role of trial and error in
determining which supports are most effective for students
across environments is shallow.
2. Insufficient 3.45 points
Discussion of the timelines related to implementing various FCT
supports/strategies and the role of trial and error in
determining which supports are most effective for students
across environments is inadequate.
1. No Submission 0 points
Not addressed.
Collaboration 5 points
Criteria Description
Collaboration
5. Target 5 points
Explanation of why it is important for all members of the IEP
team to collaborate in the implementation of FCT, including
discussion about the importance of parent/guardian and
student involvement in the process to create carryover
behavior for students with ASD, is realistic.
4. Acceptable 4.35 points
Explanation of why it is important for all members of the IEP
team to collaborate in the implementation of FCT, including
discussion about the importance of parent/guardian and
student involvement in the process to create carryover
behavior for students with ASD, is beyond surface application.
3. Approaching 3.8 points
Explanation of why it is important for all members of the IEP
team to collaborate in the implementation of FCT, including
discussion about the importance of parent/guardian and
student involvement in the process to create carryover
behavior for students with ASD, is overly simplistic.
2. Insufficient 3.45 points
Explanation of why it is important for all members of the IEP
team to collaborate in the implementation of FCT, including
discussion about the importance of parent/guardian and
student involvement in the process to create carryover
behavior for students with ASD, is unrealistic.
1. No Submission 0 points
Not addressed.
Organization 2.5 points
Criteria Description
Organization
5. Target 2.5 points
The content is well-organized and logical. There is a sequential
progression of ideas that relate to each other. The content is
presented as a cohesive unit and provides the audience with a
clear sense of the main idea.
4. Acceptable 2.18 points
The content is logically organized. The ideas presented relate to
each other. The content provides the audience with a clear
sense of the main idea.
3. Approaching 1.9 points
The content is not well organized even though it provides the
audience with a sense of the main idea.
2. Insufficient 1.72 points
An attempt is made to organize the content, but the sequence
is indiscernible. The ideas presented are compartmentalized
and may not relate to each other.
1. No Submission 0 points
Not addressed.
Presentation 2.5 points
Criteria Description
Presentation
5. Target 2.5 points
The work is well presented. The overall appearance is neat and
professional. Work would be highly desirable for public
dissemination.
4. Acceptable 2.18 points
The overall appearance is generally neat, with a few minor
organizational flaws. Work would be desirable for public
dissemination.
3. Approaching 1.9 points
The work is somewhat disheveled and includes several
organizational flaws. Work would barely be presentable for
public dissemination.
2. Insufficient 1.72 points
The work is sloppy or chaotic. Work would not be presentable
for public dissemination.
1. No Submission 0 points
Not addressed.
Mechanics of Writing 2.5 points
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language
use, sentence structure, etc.
5. Target 2.5 points
No mechanical errors are present. Skilled control of language
choice and sentence structure are used throughout.
4. Acceptable 2.18 points
Few mechanical errors are present. Suitable language choice
and sentence structure are used.
3. Approaching 1.9 points
Frequent and repetitive mechanical errors are present.
Inconsistencies in language choice or sentence structure are
recurrent.
2. Insufficient 1.72 points
Errors in grammar or syntax are pervasive and impede
meaning. Incorrect language choice or sentence structure
errors are found throughout.
1. No Submission 0 points
Not addressed.
Supporting Research and Documentation of Sources 2.5 points
Criteria Description
(citations, footnotes, references, bibliography, etc., as appropriate
to assignment and style)
5. Target 2.5 points
Supporting research is compelling and thorough. Sources are
completely and correctly documented, as appropriate to
assignment and style, and format is free of error.
4. Acceptable 2.18 points
Supporting research is credible and relevant. Sources are
documented, as appropriate to assignment and style, and
format is mostly correct.
3. Approaching 1.9 points
Supporting research is minimal and somewhat inaccurate.
Sources are documented, as appropriate to assignment and
style, although several minor formatting errors are present.
2. Insufficient 1.72 points
Supporting research is ineffective. Documentation of sources is
inconsistent or incorrect, as appropriate to assignment and
style, with numerous formatting errors.
1. No Submission 0 points
Not addressed.
Total 50 points
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