As we continue exploring intervention plans for different learning needs, let's broaden our focus to include support for conditions like autism spectrum disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD). These plans are essential for creating inclusive environments and ensuring that all individuals receive the support they need to thrive.
When developing intervention strategies for autism spectrum disorder (ASD), it's crucial to adopt a holistic approach that addresses the unique social, communication, and sensory challenges faced by individuals on the spectrum.
Here's an overview of what interventions for ASD might look like at Tiers 1, 2, and 3:
Tier 1: Universal Interventions
- Implementing structured classroom routines and visual schedules to provide predictability and reduce anxiety.
- Teaching social-emotional skills through explicit instruction and modelling, such as recognising facial expressions and understanding personal space.
- Providing sensory breaks and offering sensory-friendly classroom accommodations, such as noise-cancelling headphones or fidget tools.
Tier 2: Targeted Interventions
- Implementing a social skills curriculum with small group instruction to practice turn-taking, sharing, and perspective-taking.
- Providing individualised visual supports, such as a personalised social story or visual schedule, to help with transitions and social interactions.
- Offering peer buddies or social mentors to support social engagement and inclusion during lunchtime and recess.
Tier 3: Intensive Interventions
- Developing a comprehensive communication plan with augmentative and alternative communication (AAC) strategies for nonverbal individuals.
- Conducting functional behaviour assessments (FBAs) to identify triggers for challenging behaviours and develop behaviour support plans (BSPs) to address them.
- Providing individualised occupational therapy to address sensory sensitivities and fine motor difficulties that impact daily functioning.
- Collaborating with outside specialists such as applied behaviour analysts (ABA) or developmental paediatricians to address complex needs and co-occurring conditions.
Reading
Autism strategies and practices
Expected Duration: 15 minutes.
Pre-Read Question
What are some common challenges faced by autistic individuals in social settings, and how can interventions address these challenges?
Reading: Autism strategies and practices
Post-Read Task
- How do sensory sensitivities impact the daily lives of autistic individuals, and what intervention strategies can be employed to support them?
- What are some examples of early interventions or supports for children diagnosed with autism, and how do these interventions contribute to their development?
- Discuss the importance of individualised support plans in addressing the unique needs of autistic individuals. Provide examples of such plans and their components.
- How do behavioural interventions differ from developmental interventions in supporting autistic individuals, and what are the strengths of each approach?
- Describe the role of family-based interventions in supporting autistic individuals and discuss the benefits of involving families in therapy and support programmes.
- Suggest some evidence-based interventions and programmes for individuals on the autism spectrum. How are these interventions implemented to achieve positive outcomes?
- How can individuals and families evaluate the effectiveness of interventions and choose the most appropriate supports for their needs?
Case Study
Supporting Ethan's Journey with Autism Spectrum Disorder
Ethan is a 9-year-old boy diagnosed with autism spectrum disorder (ASD). He exhibits difficulties in social interaction, communication, and sensory processing. Ethan often struggles to engage with peers, express his needs verbally, and becomes overwhelmed by sensory stimuli in his environment. Despite his challenges, Ethan demonstrates a keen interest in animals and shows a remarkable ability to memorise facts about them.
Questions
Answer the following questions about interventions at each Tier.
Tier 1: Universal Interventions
- How can Ethan's classroom environment be modified to accommodate his sensory sensitivities and promote a sense of safety and predictability?
- What strategies can be implemented to support Ethan's social interactions with peers and foster a sense of belonging within the classroom community?
- How can visual supports and structured routines be utilised to assist Ethan in understanding expectations and navigating daily activities?
Tier 2: Targeted Interventions
- What small group activities or interventions can be implemented to provide Ethan with opportunities to practice social skills in a controlled setting?
- How can peer buddies or mentors be paired with Ethan to provide support and encouragement during social interactions and collaborative tasks?
- What individualised communication supports, or alternative communication systems can be introduced to help Ethan express his thoughts and needs effectively?
Tier 3: Intensive Interventions
- What comprehensive assessments can be conducted to identify Ethan's specific strengths and challenges related to his ASD diagnosis?
- How can one-on-one therapy sessions be tailored to address Ethan's unique communication difficulties and sensory processing challenges?
- What specialised interventions or therapies, such as social skills training or sensory integration therapy, could be beneficial for Ethan in improving his social interaction and emotional regulation skills?
When devising intervention strategies for Attention-Deficit/Hyperactivity Disorder (ADHD), it's important to implement tailored approaches that address the diverse attentional, organisational, and impulse control difficulties experienced by individuals with this condition.
Here's an overview of what interventions for ADHD might look like at Tiers 1, 2, and 3:
Tier 1: Universal Interventions
- Implementing structured classroom routines and visual schedules to provide predictability and reduce distractions for all students.
- Using behaviour management strategies such as positive reinforcement and praise for desired behaviours.
- Providing preferential seating and minimising environmental stimuli to help students stay focused.
- Offering frequent breaks and opportunities for movement to support attention regulation.
Tier 2: Targeted Interventions
- Implementing a daily behaviour chart or token economy system to track and reinforce positive behaviours.
- Providing additional support through a peer buddy system or a designated adult mentor to help the student stay organised and on task.
- Teaching self-monitoring strategies such as using a timer to manage time spent on tasks and self-checking completed work for accuracy.
- Offering small group social skills training to improve peer interactions and conflict resolution skills.
Tier 3: Intensive Interventions
- Developing an individualised behaviour intervention plan (BIP) in collaboration with parents, teachers, and support staff to address specific challenges.
- Providing one-on-one coaching or counselling sessions to teach self-regulation strategies and coping skills.
- Offering academic accommodations such as extended time on assignments and tests, preferential seating, and modified assignments to support academic success.
- Collaborating with outside resources such as mental health professionals or occupational therapists to address co-occurring difficulties like anxiety or sensory processing issues.
Case Study
Navigating ADHD in the Workplace: Supporting Sarika's Success
Sarika is a 35-year-old marketing manager diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). She struggles with maintaining focus during meetings, organising her workload, and meeting deadlines. Sarika's performance reviews have highlighted her creative thinking and strategic vision but also noted her challenges with time management and attention to detail.
Questions
Answer the following questions about interventions at each Tier.
Tier 1: Universal Interventions
- How can Sarika 's workspace be modified to minimise distractions and support her focus?
- What strategies can be implemented to help Sarika prioritise tasks and manage her workload effectively?
- How can colleagues and supervisors provide support and encouragement to Sarah in maintaining focus and productivity?
Tier 2: Targeted Interventions
- What specific organisational tools or systems can be introduced to assist Sarika in managing her tasks and deadlines?
- How can Sarika benefit from time management training or coaching sessions to improve her ability to prioritise and plan her workday?
- What role can a mentor or peer buddy play in providing ongoing support and accountability for Sarah in meeting her work goals?
Tier 3: Intensive Interventions
- What assessments or evaluations can be conducted to identify Sarika 's specific challenges and strengths related to her ADHD?
- How can individualised coaching or counselling sessions be tailored to address Sarika 's unique needs and develop coping strategies for managing her ADHD symptoms in the workplace?
- What accommodations or adjustments can be made to Sarika 's job responsibilities or work environment to better align with her strengths and support her success as an employee with ADHD?
Executive Functioning Interventions are a range of strategies designed to improve cognitive skills like planning, organisation, time management, and decision-making, helping individuals better manage daily activities and reach their objective.
Tier 1: Universal Interventions
- Teaching organisational skills such as using planners, calendars, and checklists to manage tasks and deadlines.
- Implementing classroom routines and procedures that emphasise predictability and structure.
- Providing explicit instruction in goal setting and time management strategies.
Tier 2: Targeted Interventions
- Offering executive functioning skills groups to teach specific strategies such as prioritising tasks and breaking them down into manageable steps.
- Providing individualised coaching or mentoring to reinforce executive functioning skills in real-world situations.
- Collaborating with parents to establish consistent routines and expectations at home that support the development of executive functioning skills.
Tier 3: Intensive Interventions
- Conducting a comprehensive assessment of executive functioning abilities to identify specific strengths and weaknesses.
- Developing an individualised executive functioning intervention plan with specific goals and strategies tailored to the student's needs.
- Providing ongoing monitoring and support from a team of professionals, including educators, psychologists, and occupational therapists, to address complex executive functioning challenges.
Case Study
A Guide for Effective Task Management
Sarah is a second-year university student majoring in engineering. Despite her strong academic abilities, she struggles with executive functioning skills, particularly in managing her time and staying organised. Sarah often misses assignment deadlines, forgets important meetings, and feels overwhelmed by the demands of her coursework.
Your assignment is to create a video tutorial explaining how to prioritise tasks effectively. This means showing viewers how to decide which tasks to do first, how to break down big tasks into smaller steps, and how to organise their time. Think about the challenges Sarah faces in managing her workload and how your tutorial can help students like her. Your video should be easy to follow and include practical examples.
Submit your video tutorial to the class forum. View and offer feedback on at least two of your peers’ videos.
