Professional Documents
Culture Documents
Kaitlyn Derrick
Introduction
The general process for creating a person-centered plan takes time and dedication. It is
important for the person who is creating the plan to form a relationship with the individual. The
person creating the plan should have an idea of what is in the students best interest. The person
creating the plan should ask What does the student want for themselves? When thinking about
the assignment, I took my time to think about who would really benefit from having a plan set in
place. Therefore, I will be creating a person-centered plan for my cousin who has been diagnosed
For this person-centered plan, I chose to work with a student who can be referred to as
Sully. Sully is a happy, smart, and caring boy who was diagnosed with Asperger Syndrome in 3rd
grade. Currently, Sully attends 6th grade in a general education classroom in a rural school
district. Rao, Beidel, and Murray (2008), states that attending a general education class, those
with Asperger Syndrome are more exposed to different social experiences. Sully demonstrates
good academic skills when proper resources are provided, such as visual aids and computer time.
According to Bullard (2004), when posting visual representations and schedules in the classroom
the children tend to transition easier, causing less behaviors to occur. Knowing the constant daily
classroom routine helps Sully stay focused throughout the school day. Sully is really good with
numbers and does very well in mathematics class. Personally, I have known Sully all his life (12
years), but recently I started to spend more time with Sully. Sully and I have worked on basic
social interaction skills. For example, we have worked on how to properly introduce yourself to
new people he has not met before (by attending summer rec).
Sully lives with his father, brother, step-mom, and step-brother. Sullys family is
involved in Sullys life and want to help Sully achieve his goals. Sully really enjoys making toy
ASPERGERS: DEVELOPING THE PROPER SOCIAL SKILLS 3
model cars. Sully has shelves full of all different types of model cars that he has made. Sully can
tell you all about the different models and fun facts to go with each car. Sully recently started to
show an interest in swimming. In addition, like any teen boy, Sully really enjoys playing video
The overall goal of this person-centered plan is to help Sully work on increasing his
general social skills. In research done by Bock (2007), those who have been diagnosed with
challenges with understanding the proper social skills that are related with social interactions.
Sully will work on his social skills to help him feel more confident and comfortable when
expressing and advocating for himself. Knowing and understanding the proper ways to
communicate with others may eliminate behaviors that could occur during school. When unsure
of something, Sully will work toward communicating and asking clarification questions. Sully
will work on his social skills to help him succeed in the future.
Literature Review
Engaging with individuals daily has a major impact on a persons life both inside and
outside the classroom. For upper elementary students, being able to effectively communicate
with both peers and teachers is important. In order to be successful in high grade levels and in
the future, students need to develop strong social skills. Expressed by Davis, Boon, Cihak, and
Fore (2010), the older children become, the social atmosphere tends to get more complicated for
individuals to comprehend themselves, others, and social surroundings also increase. For
students with Asperger Syndrome, this social interaction is known to be more difficult.
According to Davis et al. (2010), Asperger Syndrome can be describe as a higher function form
of autism where individuals tend to have trouble with achieving social success despite their
ASPERGERS: DEVELOPING THE PROPER SOCIAL SKILLS 4
normal levels of language and academic intelligence. In order for students to achieve social
success, students with Asperger Syndrome need to increase their social skills. Rao et al. (2008)
defines social skills as precise behaviors that produce positive social success, which includes
verbal and non-verbal cues needed for proper communication. Some given examples are making
eye contact when communicating with others, provide proper responses to asked questions, and
In the process of working with Sully, we discussed his weaknesses and goals for
achievement. Going forward I used the gathered information to research methods to help him
reach his goals. The majority of the research conducted was on ways to help teach Sully the
proper social skills to help improve the amount of social interaction he experiences. Much of the
research indicated that students with Asperger Syndrome benefit from learning about social
interactions through the use of multiple strategies. Since not every case of Asperger Syndrome is
the same, meeting the needs of each individual student is critical. Based on the research of Roa et
al. (2007) a training program needs to be made specifically to the student. Therefore, multiple
strategies will be more beneficial because not all strategies work for each individual student.
Getting involved in extracurricular activities is a great way to get to know more peers.
For individuals who have Aspergers making new friends can be more of a challenge. One
possible activity for helping students with Asperger Syndrome learn social skills is through the
use of LEGO therapy. As described by Owens, Granader, Humphrey, and Baron-Cohen (2008),
LEGO therapy uses an activity that interests the child to create a structured environment for the
student to practice their social skills. The student with Asperger Syndrome will work with a
group of few peers to complete a LEGO set under adult supervision/direction. Each member of
the group will be assigned a different job that is required to complete the set. This scenario
ASPERGERS: DEVELOPING THE PROPER SOCIAL SKILLS 5
creates a need for communication and social interaction amongst the team to successfully
complete the LEGO set. Owens et al. (2008) showed that LEGO therapy was an effective
strategy for teaching children with Asperger Syndrome social and communication skills. This
type of strategy uses an object that the student with Asperger Syndrome seems to really enjoy to
keep their interest throughout the session. Davis et al. (2010) agrees that using an object of
interest can greatly increase the amount of focus and cooperation observed in the student with
Asperger Syndrome. Overall, the LEGO therapy strategy seems to be an effective and versatile
method for increasing social skills in children. I feel that this strategy would
Another possible method for teaching children social skills is by giving them examples of
how to act in different situations. Kagohara, Achmadi, Van der Meer, Lancioni, OReilly, Lang,
Marschik, Sutherland, Ramdoss, Green, and Sigafoos (2013) described how to use Social
StoriesTM to teach children the proper skills to successfully navigate themselves through a social
interaction. This method is used by creating and telling short stories about different people who
are in particular social situations. The story needs to be very detailed describing the social
behaviors and cues that were exhibited by the people in the story. This gives the student with
Asperger Syndrome an example of how to act in a social scenario. Both Kagohara et al. (2013)
and Owens et al. (2008) agree that Social StoriesTM can be an effective method for teaching
The Social StoriesTM method provides a verbal example for the students to follow while
learning social skills. Some students may learn and retain more social skills through the use of a
more visual method. Kagohara et al. (2013), also describes the use of video modeling to teach
the child of interest how to perform certain social cues or behaviors. These videos would model
how to perform social behaviors like facial expression, typical language used, engagement, and
ASPERGERS: DEVELOPING THE PROPER SOCIAL SKILLS 6
how to express certain emotions. The videos could be repeated several times until the child
seems to be learning the desired action. The videos could be shown to the child using technology
such as computers and tablets. Kagohara et al. (2013) found that the video modeling lead to
increased complexity of the greetings exhibited by the children in the study. Social StoriesTM and
video modeling could be used in conjunction to help improve the social skills of children who
It is important to have the skill of communication and social encounters. There are many
methods and techniques used in the past to teach social skills to children who are lacking in
social development. To limit behaviors that may occur a schedule routine with distinct steps
gives the student structure. For students with Asperger Syndrome visualizing instructions,
routines, and expectations help students understand what is expecting of them. According to
Bullard (2004), providing a visual representation of the daily schedule helps ease daily
transitions, limiting disruptive actions. If change is going to occur, it is crucial that students are
aware of the change to reduce the amount anxiety and stress that could lead to behaviors.
socialization that is going on in the environment around them. One strategy that helps students
with Asperger Syndrome process information at their own rate is SODA. Bock (2007), defines
Soda as: Stop-Observe-Deliberate-Act. This strategy provides students with rules for deciding
what social cues and skills are to be used for a specific social situation. This strategy helps
individuals stop and think about their actions and statements before they act upon them.
Sometimes students with Asperger Syndrome talk about anything that interests them whether the
time is appropriate or not. By using this technique, individuals use self-talk questions to help
guide their information development. Once the students have worked on answering the
ASPERGERS: DEVELOPING THE PROPER SOCIAL SKILLS 7
questions, students then create a detailed list of what they would say and do with their peers in a
social setting.
According to Rao et al. (2007), individuals with Asperger Syndrome suffer from
difficulties in all aspects of development including: academic, social, emotionally, and can effect
relationships within the home. Parents and teachers need to have clear open communication
about the techniques that are being used inside and outside of the classroom. Research conducted
by Cappadocia and Weiss (2011) showed that children with Aspergers exhibit more social skills
when parents were properly informed with how to help their child with social skills. Parents
would attend training classes to provide the necessary information needed to help improve their
childs social skills. Justified in Bullard (2004), practicing social role-play at home with their
child could help increase the appropriate social behaviors. Simply by keeping track of their
childs interaction at home can help track progress to indicate whether a specific strategy works.
According to Cappadocia and Weiss (2011), it was beneficial for parents to keep weekly
behavior logs to help aid parent teacher discussions. This would help the teacher know if the plan
is working or if changes need to be made to help the student achieve their goals.
No matter what method is used or what goals are made, it is very important to make sure
that the child who is being worked with remains interested and motivated throughout the
intervention. One way to keep the child interested is through the use of some type of reward.
Owens et al. (2008) described a method that involved the children getting stickers for doing well
in the program. If the children earned enough stickers they could eventually get a sweet treat.
This gives the children a short term satisfaction and a long term goal/reward to work towards.
Davis et al. (2010) also found that using rewards and recognition improved the use and retention
of social skills. The children tend to take more interest in a task when there is some type of
ASPERGERS: DEVELOPING THE PROPER SOCIAL SKILLS 8
reward involved. Cappadocia and Weiss (2011) compared using a more long term physical
reward (points towards a field trip) and a short term edible treat. It was found that both of the
methods seemed to be effective, but the long term field trip reward seemed to be a little more
effective. Rewards are not the only factor that plays a role in how well the child with Asperger
Syndrome learns social skills. It is very important for the child to feel like they are well
supported throughout the intervention. Pisula and Lukowska (2011) found that children with
Asperger Syndrome tend to receive less support from children their own age and more support
from adults involved in the intervention. Increasing support, and ensuring that the student is
supported throughout the whole process, will help ensure that the student has the best chance to
PCP Meeting
The overall planning process for the PCP was fairly straightforward. Once I decided to
create a PCP plan for my cousin, the planning process fell right into place. The first step was to
talk with Sully to determine who he wanted to attend the meeting. This was important because
this meeting was all about Sully and his wants/needs. Sully stated that he would like to have his
immediate family: his father and his brother attend the meeting because they know him and his
disability the best. Sully also asked for his friend to attend the meeting for moral support. With
guidance, I asked Sully if it was okay to invite his teacher to attend the meeting. Sully stated that
it would be okay for his teacher to attend if the teacher was there to help him. Sully discussed
that he feels more comfortable only having people in his support system attend the meeting.
When setting up a time and place to hold the meeting, we first discussed everyones daily
schedule. Naturally, people have busy schedules and hosting meetings can become a difficult
task. The support circle agreed that the best time to host the meeting was in the evening time.
ASPERGERS: DEVELOPING THE PROPER SOCIAL SKILLS 9
The meeting took place on November 10th at the local library. Next, an agenda was created to
help the meeting go smoothly. To help guide the creation of the agenda, I used the PCP map as a
reference. The support circle decided that an hour was a reasonable timeframe for Sullys
meeting. In this timeframe the support system, including Sully, held a discussion about Sully.
What does Sully like to do? What are his lifetime dreams, what are his fears? What type of
things does Sully strive in; what are his strengths and weaknesses? What are your personal goals
for school? Knowing this information will help everyone gain a better understanding for Sully
It is important to start off this meeting with an open mind, remembering that this meeting
is Sullys way to have a voice. It is important to be cooperative and supportive of Sully and his
decisions and goals. To start off the meeting, I asked Sully if he understood why we were having
the meeting, or if he needed further clarification. I explained to Sully why we were having the
meeting. I explained that this meeting will help him come up with goals and even a plan he
wishes to follow in the future. Sully said he understood and we moved onto addressing the seven
Sully started off the meeting by explaining to his support group what he enjoys doing.
Sully likes to swim, play videos games with his brother, learning facts about dinosaurs, and math
class because he loves numbers and brain teasers, such as Sudokus. Leading off of this, I asked
What are Sullys strengths? Sully identified that his strengths are solving problems and
equations. Sully enjoys figuring out how to put together toy model cars because he needs to
figure out what pieces connect with each other. Also, Sully said that he has an interest in
dinosaurs. Sullys personal favorite dinosaur is an Ankylosaurs because of the powerful tail they
have. I took this time to ask his support group if they agreed or noticed any other areas of
ASPERGERS: DEVELOPING THE PROPER SOCIAL SKILLS 10
strength. The teacher agreed that Sully enjoys anything mathematical and sometimes corrects
her. As for Sullys dad, he stated that Sully is always doing brain teasers and number problems.
Dad communicated that Sully can go through a Sudoku book a month, sometimes faster than
that.
Next, the group discussed what types of weaknesses and nightmares Sully has for the
future. Sully communicated that a weakness he may have is that he likes to talk a lot because he
finds everything so fascinating. The teacher agreed with Sully, she stated that she has to remind
Sully multiple times not to talk when she is talking. She also expressed that Sully likes to go off
topic and discuss something that interests him rather than talk about the topic being taught.
Sullys dad and friend also agreed with the weakness Sully identified for himself. Dad said that
at dinner time they enjoy talking about each others day. Often, Sully will start to talk about his
day and then go off topic on a new discovery he made that day. Dad stated that most of the time
he will have to tell Sully that other people need to have the opportunity to talk as well. Sully
expressed a major terror or nightmare that he has. Sully said that he has nightmares of
transitioning into middle and high school. Sully is afraid that the bullying and teasing will grow
as he gets older and he is afraid of having a bigger class size. Sullys friend agreed, he stated that
Sully has talked a lot about changing schools and how he is afraid of new students and
environment. In the end, Sully stated that all he wants to do is fit in like other kids his age.
Next, in my opinion, came the most important part of the meeting, the discussion of
Sullys lifetime dreams. Sully acknowledged that one of his lifelong dreams is to become a
mechanical engineer because he can help solve, build, and fix different pieces of equipment.
Sully said he would enjoy this profession because he likes working with his hands and learning
how things connect together to work as one. While discussing Sullys lifelong dreams, I
ASPERGERS: DEVELOPING THE PROPER SOCIAL SKILLS 11
branched off and asked him What are your short term dreams, or goals that will help him
accomplish his ultimate lifelong dream? Sully knows that he will have to go out of his comfort
zone and interact more with other people outside of his support group. Therefore, Sully
mentioned that he would like to get more involved in social groups inside and eventually outside
of school. Sullys support group agreed that Sully would benefit from having more peer
interactions and that this would be one of the major goals Sully should partake.
From the dreams that Sully identified, the discussion lead to Sullys personal goals for
both inside and outside of school. Sully would like to work on becoming more involved in
extracurricular activities to help him meet new people. Based on his interest, Sully stated that he
wanted to join the swim team. The teacher stepped in and asked Sully how he felt about
LEGOS? Sully stated that he enjoys making models cars, so he hasnt really done much with
LEGOs. The teacher explained to Sully what the LEGO team is and how it builds on team work.
Sully said that he would like more information, but it sounds like it would be of interest to him. I
stepped in and stated that I could help gather resources and information about the LEGO team. I
talked a little about the experience I witnessed while student teaching. I tried to get Sully excited
because I too believe that the LEGO team would be a great way for Sully to interact with other
children. Dad agreed with the teacher by expressing how he feels the LEGO team would be a
good fit for Sully. Dad continued to state that he has a fear that Sully doesnt know how to
properly communicate with others. Dad notices that when Sully does try to interact with others it
is all about him and his interests. Sully rudely interrupts others conversation to start talking about
things that he finds to be interesting. Dad feels that a goal Sully should work on is identifying the
proper communication skills when socially interacting with others. After discussion, Sully
agreed that maybe learning the right ways to approach individuals will help him achieve his goal
ASPERGERS: DEVELOPING THE PROPER SOCIAL SKILLS 12
of becoming more socially involved in activities, such as becoming a part of the swimming and
Another one of Sullys goals is to reduce the amount of times he interrupts others. Sully
notices that others become frustrated with him when he talks for an excessive amount of time.
Sully says he is unaware of the situation and becomes angry when people walk away from him
before he is finished. Sullys friend stepped in by saying that he really enjoys Sullys company
and fun facts, but it would be nice to be able to talk a little more. Sullys teacher suggested that
she could give Sully different gestures to signal Sully when he has started to excessively talk and
go off topic. If Sully can go a whole day without needing gestures, Sully can be rewarded with a
small tangible prize (getting on the computer, etc.). Therefore, Sully would like to work on
Overall, I felt that the meeting went well and everyone stayed focused on Sully. At first,
the meeting started off slowly, but by rephrasing questions and giving examples, the support
circle started to interact more. All participants helped facilitate the meeting and assisted Sully
with creating personal goals that will help Sully work on his social skills. By collaboratively
working together, Sullys teacher and father were able to use both Sullys strengths and interests
to come up with a way Sully could work on his social skills. If I could have changed anything, I
would have asked more questions toward the support circle. At times I felt that it got quiet, so I
moved on to the next topic on the agenda. Instead, I should have asked more guiding questions to
get more details and opinions from more members of the support circle. I feel that the dad and
teacher voiced their opinions, but I was really hoping to hear more from Sullys friend. This
would have allowed me to see how someone Sullys age viewed someone who has Asperger
ASPERGERS: DEVELOPING THE PROPER SOCIAL SKILLS 13
Syndrome. Thus, working closely together had a positive effect on the creation on Sullys goals
Plan
It is important that Sullys support circle helps Sully work on his goals so that he could
succeed in the future. At the meeting my contact information was given out to Sullys support
circle. I wanted to keep an open communication with both Sullys family and teacher in case
they needed additional support. As specified above, the theme to Sullys goals are centered
around learning social skills. Sullys goals are to work on properly communicating with others
and to become more involved in extracurricular activities to help him meet new people. These
goals are short-term goals that lead into long-term goals that can be practiced throughout Sullys
lifetime. These goals are attainable and achievable and could, if correctly worked on, be fulfilled
promptly. For now, Sully would like to focus on communicating when given permission. Sully
tends to interrupt instructional time to tell others facts about topics that interest him. To help
Sully become more aware of when he tends to overstep the teacher or other classmates, a plan
was put in place. When Sully starts to excessively talk to others, Sullys teacher will provide
Sully with different gestures to help cue Sully to stop talking. If Sully can go a whole day
without needing gestures, Sully can be rewarded with a small tangible prize (getting on the
computer, etc.). Eventually, the goal is to have Sully recognize when he starts to talk without
In addition to learning how to properly communicate with others, another goal of Sullys
is to become more involved in extracurricular activities to help him meet new people. During the
meeting, Sully expressed he wishes to become part of the swim team. Knowing Sullys interests
and strengths, Sullys teacher mentioned joining the LEGO team. Sullys dad stated that he felt
ASPERGERS: DEVELOPING THE PROPER SOCIAL SKILLS 14
that Sully would benefit and enjoy the LEGO team because he enjoys building toy model cars.
To help Sully work on this goal a plan of getting more information was put in place. The first
step was getting more information to Sully that explained what the LEGO team was. After the
meeting took place, the teacher was to get information from the LEGO coach and give it to
Sully. From there, Sully and his dad were to review the information and discuss the benefits of
joining the LEGO team. After reading about the information, the teacher will go to talk to the
LEGO coach and see if Sully could come and watch the team during a team LEGO practice.
Allowing Sully to observe and visualize what the LEGO team does during practice will give
Sully a better sense for what the team does and how they work as a team. Finally, Sully would
collaboratively work with his team mates to complete the required tasks. Sully will have a
reminder chart with him that informs him of the proper steps on ways to communicate with
others. As stated above, Owens et al. (2008) showed that the LEGO therapy was an effective
strategy for teaching children with Asperger Syndrome proper social and communication skills
they need in order to interact with others. Personally, I feel that this extracurricular activity will
help Sully strengthen his social skills when interacting with new individuals.
Conclusion
Overall, the plan that was put in place is to help Sully work on his social skills when
interacting with others, especially new individuals. Pisula and Lukowska (2011) found that social
relationships are increasingly important as children move through higher grades in the school
system. Failure to make social connections may lead to loneliness and decreased overall well-
being. This means that the plan put in place for Sully will help him make more social
connections as he gets older. This plan will help conquer Sully's fear of transitioning into middle
and high school. The problem that occurred was frequent interruptions during class time to talk
ASPERGERS: DEVELOPING THE PROPER SOCIAL SKILLS 15
about topics that interest Sully. With Asperger Syndrome, individuals tend to focus on one topic
and research facts on that topic. Sully would excessively talk to other individuals and not read
the frustrated expressions. I feel like this happened because Sully may lose interest in a topic that
is being taught. Also, this could happen if Sully has something on his mind about a certain topic
and cant get it off his mind until he talks about the topic multiple times. Sully worried that when
entering middle school more students would bully him for being different. Therefore, Sully,
with the help of his support group, created goals that would help increase Sullys proper social
behaviors. Sullys goals are to become a mechanical engineer, properly communicating with
others, and to become more involved in extracurricular activities to help him meet new people.
These goals are attainable and possible and with the right support, Sully can achieve his goals.
So far, the plan seems to be effective because Sully is in the process of joining the LEGO team.
Sully watched a few practices and decided that the LEGO team is a great fit for him. At this
point in the plan everything seems to be going as plan. Sully will continue to work towards
joining the LEGO team and becoming a team player, along with reducing the amount of talking
Appendices
Agenda:
1. Introductions (Silly Ice Breaker): This helps introduce everyone in case everyone doesnt
2. Establish norms: This gets everyone on the same page and help them focus only on what
3. Ask Sully how school is going and what he is learning in school: This allows Sully to see
that I am interested in his life and what is going on in school. This opens up for a good
discussion.
4. Ask Sully what he likes to do, his dreams, fears, strengths, weaknesses, personal goals.
5. Ask the support circle to add in any thoughts they have about Sullys dreams, strengths,
and weaknesses.
6. Work with Sully to develop a plan that will help Sully achieve his goals.
7. Finish the meeting by giving out my contact information and informing everyone that
Plan:
The plan that was created was to help Sully achieve his short term goals so that one day he
can become a mechanical engineer. Sullys short term goals are to work on properly
communicating with others. Therefore, Sully and his teacher will work closely together to
recognize when Sully starts to excessively talk or go off topic. Sullys teacher will provide visual
cues to Sully to help reduce the amount of talking that happens doing class. In addition, Sully
wants to become more involved in extracurricular activities to help him meet new people. To
obtain this goal, the teacher is going to get information about the LEGO team to Sully. The
teacher is going to talk to the coach to see if Sully could come and watch the team during a team
LEGO practice. From there Sully needs to further pursue the paperwork and any other additional
References:
Bullard, H. R. (2004). Ensure the Successful Inclusion of a Child with Asperger Syndrome in the
Cappadocia, M. C., & Weiss, J. A. (2011). Review of Social Skills Training Groups for Youth
with Asperger Syndrome and High Functioning Autism. Research in Autism Spectrum
Davis, K. M., Boon, R. T., Cihak, D. F., & Fore III, C. (2010). Power Cards to Improve
Conversational Skills in Adolescent with Asperger Syndrome. Focus On Autism & Other
Kagohara, D., Achmadi, D., Meer, L., Lancioni, G., O'Reilly, M., Lang, R., & ... Sigafoos, J.
(2013). Teaching Two Students with Asperger Syndrome to Greet Adults Using Social
Stories and Video Modeling. Journal of Developmental & Physical Disabilities, 25(2),
241-251.
Owens, G., Granader, Y., Humphrey, A., & Baron-Cohen, S. (2008). LEGO Therapy and the
Social Use of Language Programme: An Evaluation of Two Social Skills Interventions for
Children with High Functioning Autism and Asperger Syndrome. Journal of Autism &
Pisula, E., & ukowska, E. (2012). Perception of Social Relationships with Classmates and
Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social Skills Interventions for Children with