Learner Profile Student with Autism Spectrum Disorder Social/Behavioural Needs

Name:

Larry

Age: 10

Grade: 4

Specific Background information: Larry is a fun loving, engaging student. He currently lives with his
mother and father and one older brother. His brother is two years older and currently in middle school.
The family moved from Nova Scotia when Larry was in grade 2.
Recent Assessment Information: Larrys classroom assessments indicate he is reading and writing at a
grade 2 level, math skills are early grade 3. Additional formal assessment information is contained in the
original diagnostic report in student file.
Relevant Medical Information: Larry was diagnosed as a child with Autism Spectrum Disorder when he
was 3 years old in Nova Scotia. He is a tiptoe walker and will be undergoing Botox treatments over the
summer to address this issue. Larrys older brother has been diagnosed as having ASD.
Recognition Networks
The What of Learning
Areas of Strength: (What works for
this student to identify and
understand information, ideas, and
concepts)

Strategic Networks
The "how" of learning
Areas of Strength: (What works for
this student to plan and execute
actions so I can demonstrate my
learning)

Affective Networks
The "why" of learning
Areas of Strength: (What works for
this student to support
engagement)

Perception: breaking tasks into

scaffold steps,
Provide visual representations,
exemplars though a tendency for
perfection can be challenging when
he is unable to make his look like the
example

Physical Action hands on activities,

creation of projects that demonstrate
learning, clear understanding of
timeline expectations, use of iPad for
creating projects, cartoons, videos

Interest(s) roller coasters, fish, iPad

apps

Language: opportunity to articulate

Expression & Communication

verbally articulate understanding,
provide guided response templates

Effort & persistence visual timers,

recognize and reward small
accomplishments, recognize effort
not achievement, pre-determine
acceptable length of time or amount
of task completion expected before a

understanding within conversation

templates,
Comprehension: reword or reframe
information, connect new information
to previously learned information or
experiences
Areas of Concern: (What
challenges understanding of
information, ideas and concepts):
Perception
Kinesthetic tactile issues for
various textures, personal
space and placement of
materials
Comprehension
Cognitive Abilitiesinconsistency of understanding
and engagement interferes
with the acquisition of new
knowledge and skills
Background/experiential
knowledge challenge to
make connections to new
experiences that are outside
personal areas of interest
Student Preferences:
I like to learn something new by:
reading more about it
seeing pictures of it
hearing someone tell about it
watching a film or video
trying it out myself

(first, then next, finally), word

prediction apps on iPad
Executive Function visual schedules
both in the classroom and personal,
planning templates, step by step
instructions provided visually and
verbally
Areas of Concern: (What
challenges ability to act on things
and express what I know):
Physical tasks
Fine motor dislike for writing
tasks
Gross motor tiptoe walking
interferes with gross motor,
balance and agility, does not
use playground equipment
Expressing my ideas
In print dislike for writing
tasks, fatigue when writing,
In speech ability to sequence
and provide a logical
progression of thoughts, tends
to talk excessively and is
tangential in conversations
Student Preferences:
To remember something I:
write about it in my own
words
use a memory trick for it
draw a picture of it
ask someone to test me on it

break or choice activity

Self-regulation alternate places to
work within the classroom (horseshoe
table, standing desk, floor, beside
teachers desk),
ability to move about the classroom,
visual timers
Areas of Concern: (What
challenges ability to engage in
learning):
Change or unpredictable occurrences
Noise and visual/tactile stimulus
Distractibility by self and others
Sustained effort and persistence
Self-regulation
Social interactions
Engagement with peers or the social
structure of the classroom

Student Preferences:
The learning activities I like the best
are:
small groups
whole class
working with a partner
doing practice papers

Other:

explain it to someone
Other:
it is personally relevant
it is connected to something I
already know

working by myself
working on a learning team
being in a quiet classroom
playing a learning game
doing new things
knowing what is coming next