Cody is an eight-year-old boy diagnosed with autism. Cody tends to perseverant on things that are dangerous. He often verbalizes glass is dangerous, it cuts your eye, call 211, go to the hospital. Cody also tends to stare off into space and is socially inappropriate. Cody had been placed in severely handicapped classrooms that consisted of children with severe cognitive and physical disabilities. Cody was provided with a one to one aide through BCRC. Currently, Cody is in a new program designed for children with autism. The student to teacher ratio is two to one. The stimulation in the classroom has been reduced to a minimum to provide an appropriate learning environment. Cody is not able to identify letters or numbers. It has been reported that Cody had severe behavior problems that became the focus of his educational goals rather than academics. Cody appears to have good auditory processing skills and demonstrates this through his ability to attend to stories that are read to him. He is able to ask questions about the story and answer comprehension questions. His visual processing skills seem to be low; he is not able to trace lines or discriminate shapes. Cody needs to be taught according to his learning modalities. I believe that Cody should focus on academics, as his behavior in this new environment seems to be under control.Selection of SkillsRationale Cody has demonstrated that he is able to learn. He has picked up many science concepts from listening to stories. According to the psychologist his IQ has been identified in the low average range. Books appear to be natural reinforces for Cody. He would enjoy being able to read to himself. It is for this reason that I believe that teaching Cody to read would enhance his quality of life.MethodsAt back to school night, I met with Cody's mom. At that time, I asked her to think about what she would like Cody to be able to do in a year. She immediately respond...
