Pathways Case

Study Final
Emily Edwards
 Client Profile: Jesse P
● Sex: Male
● School: Pathways School of Excellence
● Principal: Dr. Patricia Shaw
● Birth Date: 6/3/2011
● Age at Evaluation: 11 years
● Teacher: Mark Gilles
● Suspected autism
● Born in Owasso, OK
● Homeschooled by mother until Pathways
 Evaluation Tools Utilized

Communication Matrix Connect Four

Observation based assessment Turn taking skills were observed
as well as looking for any
spontaneous speech
Outcomes and Interpretations of Evaluation Methods

● Connect four showed

○ Sorting colors
○ Turn taking
○ Spontaneous speech
○ Prompted speech
 Intervention Goals
• Within 3 weeks, Jesse will be able to take turns while playing a game 4/5 times with
moderate prompting.

• Within 3 weeks, Jesse will not only be able to put the alphabet in order but say the
letters with it 3/5 with mild prompting.

• By the next IEP meeting, Jesse will be able to properly greet someone 3/5 times with
moderate prompting.

• By the next IEP meeting, Jesse will be able to right his name 4/5 without help of
teacher or lines to trace.
 Rationale

After the research done, the better option of the two would be indirect
because I think it would be important to build rapport with Jesse
while working on language skills rather than just drilling him. Also,
due to the fact that Jesse is constantly scripting, he rarely uses
spontaneous speech so using play and cueing and prompting with
recasting and expansion would be more beneficial to him. Children
need more of a naturalistic approach that feels freer to them than
getting told what they need to do or say.
 References
● Flores, M. M., & Ganz, J. B. (2014). Comparison of direct instruction and discrete trial teaching on
the curriculum-based assessment of language performance of students with
autism. Exceptionality, 22(4), 191–204. https://doi.org/10.1080/09362835.2013.865533
●Danger, S., & Landreth, G. (2005). Child-centered group play therapy with children with speech
difficulties. International Journal of Play Therapy, 14(1), 81–102. https://doi.org/10.1037/h0088897
●Eisenberg, S. (2004). Structured communicative play therapy for targeting language in young
children. Communication Disorders Quarterly, 26(1), 29–35.
https://doi.org/10.1177/15257401040260010201
●Porter, M., Hernandez-Reif, M., & Jessee, P. (2009). Play therapy: a review