2. 1. Adolescent Development
2. Asperger’s Disorder:
History, Diagnosis Criteria, Characteristics
3. Narrative Therapy
4.Applied Behavior Analysis
5.Education:
IEP’s, 504 Plans. Interventions and Curricula
6. Methodology:
Qualitative Case Study Design
3. It is not known how school social workers in Burlington
and Camden Counties, NJ, can develop additional best
practices using Narrative Therapy in conjunction with
behaviorism in the regular education classroom to train
teachers and paraprofessionals to work more effectively
with their adolescent students diagnosed with Asperger’s
Disorder.
4. Social workers, teachers and paraprofessionals in the
Catholic and public schools across Camden and
Burlington Counties, NJ. The target population is
adolescents with Asperger’s Disorder.
5. R1. What social-emotional struggles and mishaps, as
well as successful events do teachers, and school social
workers witness these students facing?
R2.What treatment and behavior strategies does the
social worker include in the student’s IEP?
R3. What treatment, curriculum, and behavior
strategies does the teacher include in the IEP?
6. The exploration of teacher’s and social worker’s
observations, treatment and evaluation of their
student’s behaviors, and how to create their IEP to
address the behavioral problems in the classroom for
each middle school or high school adolescent student
diagnosed with Asperger’s Disorder.
7. This will be a qualitative case study. The researcher will
invite participants to respond to an open ended survey, as
well as complete the Gilliam Asperger Disorder Scale on the
adolescent students they are responsible for who have been
diagnosed with Asperger’s Disorder. In addition, the
researcher will review any IEP’s. 504 Plans, and Behavior
Modification Plans that have been created to assist the
students with improving their social skills in the academic
setting. Lastly, the researcher will gather supporting data in
scholarly research journals to reinforce the validity and
reliability of the study.
8. The purpose of this qualitative case study is to examine
best practices used by teachers, paraprofessionals, and
social workers combining the use of techniques they
use in session, and in class, which may include
narrative therapy techniques, ABA, and different
strategies in behavior therapy, to determine which
approaches are the most and least effective to assist
adolescent students with Asperger’s Disorder with the
development of effective social skills in six middle and
high schools in Burlington and Camden Counties, NJ.
9. Signed releases are provided so that surveys, answers
to the GADS, and any academic data are furnished, as
well as answers given in individual interviews are
audio recorded and transcribed by the researcher.
Empirical studies are synthesized to lend further
credibility to the case study.
10. NVIVO will be used in order to discriminate, code and
triangulate information gained from interviews, Likert
and open ended surveys, student’s academic data, and
peer juried academic journals.
11. The researcher aspires to add to the body of research specifically in
addressing the gap in literature; using a socially less restrictive
educational intervention to assist adolescents diagnosed with
Asperger’s Disorder in regular education classes
Specifically, this researcher will examine the use of the narrative
approach, as well as other techniques, to empower the students to
achieve a higher level of autonomy, and become able to interact with
their peers on a more comfortable manner so that teachers,
paraprofessionals, and school social workers will be able to
systematically fade the shadow support offered in order to prepare
them for life outside of school.
It is believed that if more information is introduced and furnished, and
staff –members are trained; they will be able to add more techniques to
their repertoire, thus becoming more able to creatively empower their
students to prepare for their future by setting goals and successfully
transitioning into adulthood (Martin, 2010).
12. No first or family names of students or staff will be
divulged. IRB regulations will be strictly adhered to, to
prevent any harm. Informed Consent Releases and
Confidentiality forms will be signed by all participants,
and will be strictly honored by the researcher, who has
passed all required classes as directed by Grand
Canyon University College of Doctoral Studies, and
prescribed by the Belmont Citi Ethics Training.
13. The researcher understands the sensitive time
obligations and availability of the participants.
Research related activities will be held after school
hours. All participants will be treated to dinner on site
as a courtesy for staying late after school.
The school will be given a copy of the dissertation as a
thank you and to use as a resource.
All participant’s will either be given pseudonyms or
numbers to protect their identity.
14. I would like to extend my heartfelt appreciation to the board
and administrators for permitting me to conduct my research
in your district.
I would also like to thank the staff members for participating
in my study. Your time and your insight is very warmly
appreciated.
I would also like to thank the students this study is focused
upon. I have learned more about bravery, determination, love,
patience, and having a sense of humor from the students I have
been privileged to work with over the years. Students are the
reason we are here.
Thank you for permitting me to share this with you tonight.
Your time is so much appreciated!
15. Isaac Newton once said, “If I’ve seen farther than other men, its
because I’ve stood on the shoulders of giants!” Many of us have a
special hero (or two) in our lives who have provided us with a set
of strong shoulders. Now its OUR turn to BE the giant for these
students!
Ghandi taught, “BE the change you want to see in the world!”
Dr.Jerry Falwell explained,” Life’s seemingly insoluble problems
are cleverly disguised as glorious opportunities for growth and
success! NEVER QUIT!”
Joel Osteen exclaims, “ Your greatest Set-BACKS are
Set-UPS for YOUR greatest, most successful Come-
BACKS!”
Toby Mac sings, “Speak LOVE, Speak HOPE, Speak LIFE!”
