Creating a Smooth Transition (25%)
Hume, K., Sreckovic, M., Snyder, K., and Carnahan, C.R. (2014). Smooth Transitions: Helping Students with
Autism Spectrum Disorder Navigate the School Day. Teaching Exceptional Children, 47(1), p. 35-45.
This assignment relates to the following Course Learning Requirements:
CLR 5: Modify transition plans in consideration of family and team perspectives.
CLR 6: Apply knowledge of clinical standards and practice guidelines as appropriate to both
hypothetical and real situations.
CLR 7: Demonstrate knowledge of relevant federal and provincial legislation
Objective of this Assignment
The purpose of this assignment is to apply theory to a practical situation as described in a case-study.
Read carefully the four-step sequence for implementing transition supports for students with autism
spectrum disorder as described in the article, whose link is above.
Design a transition plan for a secondary student with autism spectrum disorder as described in one of the
attached case studies.
1. By using the four-step sequence for implementing transition supports for students with autism
spectrum disorder as described in the article, Smooth Transitions: Helping Students with Autism
Spectrum Disorder Navigate the School Day (Hume et al., 2004, p.35-44 ), design a transition plan for
a secondary student with an autism spectrum disorder, using one of the case studies following these
2. The format you can use to explain you design of transition supports for this case study can resemble
the example presented on the top of page 44 in the article.
3. Give as much detail as you believe necessary. You may include samples of transition support,
implementation details, assessment specifics, and other “visually presented” material as you see
4. You are required to design a transition plan for only one of the case studies.
5. APA format is required including a title page, in-text citations, and references.
Case Study #1:
IH is a thirteen-year-old grade nine student. His father is a physician, his mother a nurse who works as a
receptionist in his father’s office. IH has two brothers; both are strong, high achieving students. Their
parents are caring and supportive of the school. The family has travels extensively; his favourite place is
the Johnson Space Center in Houston, Texas. As well, IH has taken piano lessons and plays a number of
IH’s strengths include:
• a well-developed oral vocabulary
• ability to confidently share a specific base of knowledge with adults (i.e. space andtechnology)
• ability to make valuable contributions to and participate in discussions in science, although often
monopolizes the discussions
• demonstrates appropriate skills in math and reading, albeit slightly below grade level
• some appropriate social skills (e.g. greets adults, apologizes when corrected)
• strong test taking skills
During the first month of grade nine, IH’s English teacher, Mr. C noted the following areas of concern:
• seems unmotivated to learn subject of less interest (e.g. art, gym)
• rarely completes assignments
• has difficulty “getting started” and working through assignments
• rarely brings necessary materials to class
• gets out of seat and wanders around inappropriately
• distracts other students during work time, by humming, tapping his pencil, tapping his feet,etc.
• wanders the hallway when moving from class to class
Mr. C discussed these concerns with IH’s parents and they too mentioned similar difficulty completing
routines, requires a great deal of one-to-one support, as well as shifting from preferred activities such as
the iPad, to less-preferred routines. Nevertheless, IH’s parents decided it is important to focus on
increasing the number of assignments completed during class time. As well, they hoped that the
disruptive behaviours would automatically decrease if Ismael were spending more time doing his work.
They also felt that if he was motivated to complete his assignments, he would bring the necessary
materials. Everyone agreed that completing more work was the most important goal. Creating a Smooth Transition
Case Study #2
MTR is a thirteen-year-old, grade eight student. This is her second year at a new school. MTR’s parents
own and operate a small business and work long hours. MTR is an only child. According to her mother,
MTR was always “a little different”, and frequently “off in her own world”. MTR’s parents hoped that her
daydreaming personality was just a phase that she would outgrow.
MTR’s school records indicate that she received some support from an educational assistant throughout
in the early grades at school. Her academic achievement over the years has been consistently lower than
average. Report card comments indicate that she has been a “loner”, preferring to doodle quietly in the
library rather than going to gym or recess. Parents report that getting MTR to school is an ongoing
challenge. Hence, her attendance at school is unstable. Creating a Smooth Transition
A few years ago when MTR was eight, her parents took her to a private clinic, seeking assistance for her
inattentive behaviour and low engagement. The assessment report, which was provided to the school,
indicates that Molly is below average overall cognitive ability, and behaviour traits linked to ASD.
MTR, along with her parents, were invited to come to a meeting of the school-based team to discuss both
her academic and attendance concerns. In attendance were MTR’s homeroom teacher, the school
Learning Resource Teacher (LRT), the principal, and a member from the Board of Education autism team.
During the meeting, they noted that MTR has demonstrated a keen interest in fine arts, particularly
modeling/creating figures with playdough.
• MTR is creative, spending much of her spare time playing with playdough or modeling clayat
• MTR enjoys listening to music, particularly British 60’s rock
The following areas of concern were observed by MTR’s teachers:
• MTR is reluctant to ask for help when she doesn’t understand what she is to be doing.Most
teachers mentioned that it was difficult for them to tell if she was paying attention ornot.
• MTR seems to require direct one-to-one instruction to move from one activity to anotherand
follow familiar classroom routines.
Both teachers and parents are concerned about MTR’s poor attendance, and agreed that the important
short-terms goals were improve school attendance and increase her independence when following
Smooth Transition Assignment Grading Rubric (25%)
Creating a Smooth Transition
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