The document provides instructions for an assignment in EDSP 377 that involves creating a lesson plan to teach a pre-K student with autism named Johnsaan to ask for help using words. Students are asked to develop a 2-page lesson plan incorporating the 5 major components outlined in Chapter 5 and a 1-page reflection. The lesson plan should teach Johnsaan to replace grunting and hand waving with asking for help verbally in order to reduce his challenging behaviors. The reflection should address the rationale for the lesson, review the planning process, and identify challenges and solutions.

1. EDSP 377
Scenario Instructions
Scenario 2: Teaching communication skills
Scenario assignments are designed to help the candidate
synthesize and apply course content to real-world situations
involving individuals with ASD. In Scenario #2, candidates
will create a lesson plan for a pre-K student with autism who
has communication needs.
Scenario: You are a pre-K teacher for a 4-year-old student with
autism named Johnsaan. Johnsaan has difficulty asking for help
when he needs something. Instead of asking for help using
words, he grunts and waves his hands until he gets a response
and engages in challenging behaviors. As Johnsaan's teacher,
you need to teach him to use words to ask for help, which
should decrease his challenging behavior. What components
need to be included in your lesson plan?
Assignment: Drawing on the lesson planning and delivery
techniques discussed in Chapter 5, create a lesson plan that
could be used to teach Johnsaan to ask for help. Be sure your
lesson plan includes the 5 major components of a lesson plan,
outlined in Chapter 5, that will enhance your student's ability to
express himself when he needs help. The final assignment
should be a completed lesson plan, approximately 2 pages
(Times New Roman, 12-point font) and an additional 1-page
candidate reflection.
Step 1: Identify the main components of the lesson including
the goal and/or objective, specific information related to the
conditions for responding, types of reinforcers and
reinforcement schedule, mastery criteria and evaluation
methods.
Step 2: Develop a formal lesson incorporating at least 1
specified presentation style outlined in Chapter 5: Direct

2. Instruction (DI), Discreet Trial Training (DTT), Milieu
Teaching (MU), Grouping, or Embedded ABA Teaching
Strategies. The formal lesson plan must include an opportunity
for guided practice and independent practice. Opportunities for
generalization and maintenance should be outlined.
Step 3: Reflect upon the lesson planning process. The reflection
should integrate course materials and a biblical world-view,
including at least 2 in-text citations and reference list following
APA formatting. The following considerations should be
addressed within the reflection:
· Rationale for the identification of selected target skill and
presentation style(s).
· Review of the lesson planning process including consideration
of pre-requisite skills and next steps after lesson
implementation.
· Identification of possible challenges with implementation and
how these potential challenges will be addressed prior to and
during instruction.
EDSP 377
S
CENARIO
I
NSTRUCTIONS
S
CENARIO
2
:

3. T
EACHING COMMUNICATIO
N SKILLS
Scenario assignments are design
ed
to help the candidate synthesize and apply course
content
to
real
-
world situations involving individuals with ASD.
In
Scenario #2
, candidates will
create
a
lesson plan for a pre
-
K student with aut
ism who has communication needs.
Scenario:
You are a pre
-
K teacher for a 4
-
year
-
old student wi
th autism named Johnsa

4. an
.
Johnsaan has difficulty asking for help when he needs
something. Instead of asking for help
using words, he grunts and waves his hands until he gets a
response
and engages in challenging
behaviors
. As Johnsaan's teacher, you need to teach him to use wo
rds to ask for help, which
should decrease his challenging behavior. What components
need to be included in your lesson
plan?
Assignment:
Drawing on the lesson planning and delivery techniques
discussed in Chapter 5,
create a lesson plan that could be used to teach Johnsaan to ask
for help. Be sure your lesson plan
includes the
5
major components of a lesson plan
, outlined in Chapter
5,
that
will enhance your
student's ability to express himself when he needs help.
The
final assignment should be
a
completed lesson plan

5. , approximately 2
pages
(Times New Roman, 12
-
point font)
and
a
n
additional
1
-
page
candidate reflection.
Step 1:
Identify the main components of the lesson including the goal
and/or objective,
specific information related to the conditions for responding,
types of re
inforcers and
reinforcement schedule, mastery criteria and evaluation
methods.
Step 2
:
Develop
a formal lesson
incorporating
a

6. t least
1
specified
presentation style outlined in
Chapter 5: Direct Instruction (DI), Discreet Trial Training
(DTT), Milieu Teaching (MU),
Grouping,
or
Embedded ABA Teaching Strategies.
The formal lesson plan
must
include an
opportunity for
guided practice and independent practice. Opportunities for
generalization and
maintenance should be outlined.
Step 3
:
Reflect upon the
lesson plan
ning
process.
The reflection should integrate course
materials and a biblical world
-
view, including at lea
st 2 in
-

7. text citations and reference list
following APA formatting.
The following considerations should be addressed within the
reflection:
·
Rationale for the identification of selected
target skill and presentation style(s).
·
Review of the
lesson planning
process including
consideration of pre
-
requisite skills and
next steps after lesson implementation.
·
Identification of possible challenges with implementation and
how these potential
challenges will be addressed prior to and during instruction.
EDSP 377
SCENARIO INSTRUCTIONS
SCENARIO 2: TEACHING COMMUNICATION SKILLS
Scenario assignments are designed to help the candidate

8. synthesize and apply course content to
real-world situations involving individuals with ASD. In
Scenario #2, candidates will create a
lesson plan for a pre-K student with autism who has
communication needs.
Scenario: You are a pre-K teacher for a 4-year-old student with
autism named Johnsaan.
Johnsaan has difficulty asking for help when he needs
something. Instead of asking for help
using words, he grunts and waves his hands until he gets a
response and engages in challenging
behaviors. As Johnsaan's teacher, you need to teach him to use
words to ask for help, which
should decrease his challenging behavior. What components
need to be included in your lesson
plan?
Assignment: Drawing on the lesson planning and delivery
techniques discussed in Chapter 5,
create a lesson plan that could be used to teach Johnsaan to ask
for help. Be sure your lesson plan
includes the 5 major components of a lesson plan, outlined in
Chapter 5, that will enhance your
student's ability to express himself when he needs help. The
final assignment should be a
completed lesson plan, approximately 2 pages (Times New
Roman, 12-point font) and an
additional 1-page candidate reflection.
Step 1: Identify the main components of the lesson including
the goal and/or objective,
specific information related to the conditions for responding,
types of reinforcers and
reinforcement schedule, mastery criteria and evaluation
methods.
Step 2: Develop a formal lesson incorporating at least 1
specified presentation style outlined in
Chapter 5: Direct Instruction (DI), Discreet Trial Training

9. (DTT), Milieu Teaching (MU),
Grouping, or Embedded ABA Teaching Strategies. The formal
lesson plan must include an
opportunity for guided practice and independent practice.
Opportunities for generalization and
maintenance should be outlined.
Step 3: Reflect upon the lesson planning process. The reflection
should integrate course
materials and a biblical world-view, including at least 2 in-text
citations and reference list
following APA formatting. The following considerations should
be addressed within the
reflection:
presentation style(s).
consideration of pre-requisite skills and
next steps after lesson implementation.
how these potential
challenges will be addressed prior to and during instruction.