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Module 2

This intervention plan aims to help a Grade 2 student with ASD improve their ability to recognize and identify facial expressions. The plan involves using flashcards to identify emotions and role playing expressions. It also uses wordless videos to have the student discuss characters' emotions by focusing on their facial cues. Progress is assessed weekly using the flashcards and through notes from teachers and parents in a communication folder.

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84 views

Module 2

This intervention plan aims to help a Grade 2 student with ASD improve their ability to recognize and identify facial expressions. The plan involves using flashcards to identify emotions and role playing expressions. It also uses wordless videos to have the student discuss characters' emotions by focusing on their facial cues. Progress is assessed weekly using the flashcards and through notes from teachers and parents in a communication folder.

Uploaded by

api-546526887
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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For this task, I chose to create an intervention plan for a Grade 2 student

diagnosed with ASD, who has challenges with recognizing and identifying
facial expressions.
Name: Sam Grade: 2
Goal: I can recognize and identify the emotions based on others’ facial expressions.

Strategies: 1. Using a set of flashcards, Sam’s EA will show a flashcard and Sam will say
the emotion. Sam’s EA will ask Sam to point out features that suggest the
emotion (example: for “happy,” the character is smiling and their eyes
look excited; for “angry,” the character is frowning, their forehead is
scrunched up, etc.). As a follow up activity, Sam and her EA can role-play
or play charades using the flashcards, taking turns demonstrating what the
flashcards show and having the other person guess.

2. With support from her EA, Sam will choose a wordless video from:
https://www.communicationcommunity.com/best-wordless-videos/

Sam and her EA will watch a selected video once through, then a second
time over. During the second viewing, Sam’s EA will pause periodically
through the video (when a character’s facial expressions convey a strong or
subtle emotion), asking Sam to discuss the characters emotions in that
moment. The EA can ask:
- What emotion is the character feeling in this moment? How can you
tell/how do you know by their facial expressions?
- Why do you think the character is feeling
(sad/happy/embarrassed/etc.)? What do their facial expressions tell
you?
- Do you think this character is feeling happy or sad?/ excited or bored?/
nervous or calm? How can you tell/how do you know by their facial
expressions?

*Prompt Sam to think about the characters’ facial expressions if she does not
make connections to them in her reasoning.

Assessment: On Mondays and Fridays, Sam’s classroom teacher or EA will work with Sam
using the flashcards and track her ability to identify emotions on the cards in
her home-school communication folder.

At the end of each week, Sam’s classroom teacher and EA will discuss her
progress toward the identified goal. Sam’s teacher and EA will write
anecdotes / observational notes regarding Sam’s progress towards her goal
at least once a week in her home-school communication folder. Sam’s
parents will do the same every weekend.
*These notes will include examples of when Sam did or did not demonstrate
the ability to recognize/identify others’ facial expressions.

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