Jason's Deficiencies In Social Communication

Based on the testing information provided, Jason has significant difficulty with verbal and nonverbal communication and social interactions. Although Jason’s overall composite scores in reading, writing, and math fell in the average range, he also presents a significant weakness in reading comprehension which is related to his difficulties in verbal, nonverbal, and communication. To address Jason’s deficiencies in social communication, I believe the Social Communication, Emotional Regulation, and Transactional Supports (SCERTS) approach should be implemented. The SCERTS approach is a multidisciplinary approach that is designed to enhance communication and social emotional abilities of individuals diagnosed with autism spectrum disorders. The SCERTS model
As part of the SCERTS approach, utilizing the instructional strategy of Direct Instruction to teach and reinforce social skills would benefit Jason’s social communication progress. Using the direct instruction strategy allows for the teacher to identify social skills that need to be developed, determine the steps required to build those skills, and allows for practice of the skills in the natural setting (classroom). The teacher can role play with the student how to use appropriate facial expressions, body language and tone of voice when interacting with peers and adults. In addition to implementing the SCERTS approach, another approach that will benefit Jason’s communication skills is implementing social stories. Social Stories are short stories, written from a child’s perspective that describe appropriate behavior in particular situations. Social skills, such as taking turns and making transitions, can be taught through the use of social stories. Additionally, social stories can be easily implemented as part of the Kindergarten circle time, and would benefit all students in the classroom. Lastly, implementing structured play, or social group strategy would address Jason’s weakness in social