Enter Code Here (Planning Support for Children and Youth with Autism Spectrum Disorder)

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Benjamin, a child with ASD, loves playing in the multi-purpose room. Ms. Rose reported that often, after about twenty minutes, he covers his ears while spinning in circles, closes his eyes, and yells, “Shut up, shut up, shut up.” 

Benjamin is demonstrating a ______________ need.   

Benjamin, a child with ASD, loves playing in the multi-purpose room. Ms. Rose reported that often, after about twenty minutes, he covers his ears while spinning in circles, closes his eyes, and yells, “Shut up, shut up, shut up.”  

Which support is most likely to meet Benjamin’s needs in this scenario?   

During a classroom debrief, teachers reported that Asia, a child with ASD, prefers to “hang out by herself.” Following two weeks of focused observations, they noticed that she frequently hovers near Blake or Rushawn, and often smiles or laughs in response to their activities. Asia is demonstrating a _____________ need.   

During a classroom debrief, teachers reported that Asia, a child with ASD, prefers to “hang out by herself.” Following two weeks of focused observations, they noticed that she frequently hovers near Blake or Rushawn, and often smiles or laughs in response to their activities. Asia’s mother said that she talks about Blake and Rushawn at home.  

Which support is most likely to meet Asia’s needs in this scenario?

Jax is a child with non-verbal ASD. He reads proficiently and uses signs, gestures, and a tablet to communicate. Jax vocalizes and has some words he uses often. Jax spends most of his time alone in the program drawing or creating digital art. Jax has created a few graphic novels. Other kids in the program talk about how great Jax’s creations are, but do not communicate directly with Jax.  

Which support is most likely to meet Jax’s need in this scenario?