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Holding Patterns By Katie Donohue Bevins

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Meet Jackson 12 year old, African American boy with Autism Diagnosed at 2 years old Significant Language delay Difficulties with social interaction and play Frequent repetitive behaviors, (e.g., banging, clapping, rocking) Has been receiving special education services since the age of 3, and is currently served in a W-JCC middle school autism self-contained class. He currently attends Physical Education and music classes in the general education setting. He is working on an adapted curriculum and takes the alternative assessments (VAAP).

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Meet Jackson Jackson uses language to regularly communicate with his teachers and parents. He avoids initiating communication with peers and unknown adults. Jackson sometimes engages in stereotypical repetitive behaviors at times (e.g., rocking, banging, clapping). However, his behaviors are well controlled during his typical schedule. He is regularly able to wait until break. He is also able to say I need a break! He has special interests in sports, especially baseball. He brings the sports statistics page from the newspaper into school each day and recites current statistics. He currently manages the football and baseball team, and plays Buddy Ball each weekend. He also loves reading to the therapy dogs and enjoys visiting Dream Catchers.

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Virginia Wizard Interest Assessment Jacksons primary interest code on this assessment was Artistic. His second was Investigative. When we discussed the results, he was not happy. We talked about how there were no sports related questions on the test. I told him it was just to give him another idea. This assessment was challenging for him, because he really had to understand the question. Some of the questions were too abstract.

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Informal Interest Activity This activity was based on self- determination strategies found at www.imdetermined.org www.imdetermined.org We also took some time to explore career fields using Career-Town http://www.vaview.org/k5/play-it/career- town/main.cfm These activities helped Jackson create some post-secondary goals with the help of his mom. She came to class and we talked about it!

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Post-Secondary Goals Within one year of exiting high school, Jackson will be employed in a sports or recreation related career. At the conclusion of high school, Jackson will enroll in recreation, first aid or other youth related training classes. Within two years after exiting high school, Jackson will live in an apartment or house with a roommate (like his sister is soon), possibly using the bus for transportation.

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By June 2012, Jackson will demonstrate comprehension of 6 th grade reading selections, as exhibited by the listed objectives. Reading comprehension difficulties By June 2012, Jackson will identify the main idea of a non-fiction passage and at least 3 supporting facts with 80 percent accuracy, in 4 out of 5 trials as determined by teacher checklist. By January 2012, Jackson will retell a 6 th grade short- story and answer 3 comprehension questions (why, how, where, when or what questions) with 80 percent accuracy, in 4 out of 5 trials as determined by teacher checklist.

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By June 2012, Jackson will increase his math skills as evidenced by achieving the listed objectives. Weakness in problem solving & switching between math skills When given 20 mixed-skill, 1 to 2 digit addition, subtraction, multiplication and division problems, Jackson will complete the problems with 90 percent accuracy, in 4 out of 5 trials as determined by student class work by January 2012. By April 2012, Jackson will solve 5 one-step word problems with a mix of skills with 85 percent accuracy, in 4 out of 5 trials as determined by student class work. By June 2012, Jackson will solve 5 two-step word problems with a mix of skills with 85 percent accuracy, in 4 out of 5 trials as determined by student class work. When given 20 mixed-skill, 1 to 3 digit addition or subtraction problems, Jackson will complete the problems with 90 percent accuracy, in 4 out of 5 trials as determined by student class work by October 2011.

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By June 2012, Jackson will appropriately initiate at least 10 conversations with his peers per week during free time or lunch without direct adult guidance as evidenced by teacher checklist. Rarely initiates conversations with peers By January 2012, Jackson will appropriately initiate at least 6 conversations with his peers per week during free time or lunch without direct adult guidance as evidenced by teacher checklist. By April 2012, Jackson will appropriately initiate at least 8 conversations with his peers per week during free time or lunch without direct adult guidance as evidenced by teacher checklist. By June 2012, Jackson will appropriately initiate at least 10 conversations with his peers per week during free time or lunch without direct adult guidance as evidenced by teacher checklist. By October 2011, Jackson will appropriately initiate at least 4 conversations with his peers per week during free time or lunch without direct adult guidance as evidenced by teacher checklist.

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By June 2012, Jackson will discuss concerns or worries with his teacher or mother, and brainstorm at least 3 ways to solve the problem without continued stress as exhibited by entries in the student journal and home/school communication log. Difficulties letting go of Anxiety and worries By January 2012, Jackson will discuss concerns or worries with his teacher and brainstorm at least 1 way to solve the problem without continued stress as exhibited by entries in the student journal. By April 2012, Jackson will discuss concerns or worries with his teacher and brainstorm at least 3 ways to solve the problem without continued stress as exhibited by entries in the student journal. By June 2012, Jackson will discuss concerns or worries with his teacher or mother, and brainstorm at least 3 ways to solve the problem without continued stress as exhibited by entries in the student journal and home/school communication log. By October 2011, Jackson will discuss any concerns or worries with his teacher in a conference at the end of each week, as evidenced by an entry in the students journal about the discussion.

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By June 2012, Jackson will complete a fine-motor task that requires twisting or turning with one hand as evidenced by the listed objectives. Fine motor weaknesses (one hand twist/turn) By January 2012, Jackson will twist and open a bottle of water with a coordinated twist of the hand in 4 out of 5 trials, as evidenced by video recording. By April 2012, Jackson will use a screw driver attach a screw to a pre- drilled hole with a coordinated twist of the hand in 4 out of 5 trials, as evidence by video recording. By June 2012, Jackson will attach a bolt to a screw with a coordinated turn of the hand in 4 out of 5 trials, as evidenced by video recording. By October 2011, Jackson will turn and open a door knob with a smooth, coordinated turn of one hand in 4 out of 5 trials, as evidenced by video recording.

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Transition Activities, Services and Agencies Continuing to manage the football and baseball teams as an 8 th grader. Shadow an Athletic Trainer for one game to understand the importance of first aid training in recreation jobs. Continue to play Buddy Ball, and ask his coach to help set-up and clean-up before or after practice Exploring sports and recreation careers in the classroom (books, videos & internet) Possibly participate in summer camp through the recreation center.

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Transition Activities, Services and Agencies, cont. Paws to Read program at the library. Increased language, reading and math comprehension activities in the classroom. Speech Interventions to encourage Jacksons initiating conversations with peers. Occupational Therapy sessions, focusing on fine-motor skills coordination. High School transition activities to include a school visit, to reduce anxiety and concerns. Independent living skills practice in the classroom The parents would like to take Jackson on the bus at times throughout the year so that he begins to understand public transportation system.

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The Big Idea for Smooth Transitions Ambitious, Positive and Possible Goal Setting Data- based decision making A Shared Vision

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If you want to build a ship, don't drum up people to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea. ~Antoine de Saint-Exupery