Career Guidance and Development Activity for K-3 Students with ASD

This assignment details a career guidance and development activity designed for K-3 grade students diagnosed with autism spectrum disorder (ASD). The objectives include identifying behavioral and social needs, future learning needs, and fostering collaboration with parents. The activity comprises creating a Career Rule Book, implementing a Personal Reflection game, and conducting a Storytelling session. The process involves observing children's psychosocial development, evaluating their behaviors using tools like the Parents’ Evaluation of Development Status, and educating parents on strategies. Diagnostic impressions are formed through observations and reflection. The effectiveness of the activity is evaluated through feedback sessions with teachers and parents, focusing on identifying future career competencies. The assignment emphasizes the importance of structured activities and parental involvement to support children with ASD in developing career competencies.

EDUC 586 Career Counseling 48
Appendix F
Example of Career Guidance and Development Activity
Target Population: K-3 Grade students
Children: 8 to 12 years of age
I
Objectives
 To identify specific behavioral and social needs for
children studying in K-3 grade class and inflicted with
autism spectrum disorder (ASD) with respective to
their identified career competencies.
 To identify future learning needs and associated
teaching strategies to implement the same for
children studying in K-3 grade class and inflicted with
autism spectrum disorder (ASD) with respective to
their identified career competencies.
 To collaborate with parents for the purpose of
improving future health literacy and improved
collaborative practice with respect to the learning,
social and behavioral needs for children studying in
K-3 grade and inflicted with autism spectrum disorder
(ASD) with respect to their identified career
competencies.
II
Activities
1. Creation of Career Rule Book
2. Implementation of a Personal Reflection game titled
‘What if you were me?’
3. Implementation of a Story telling session titled,
‘What if I were..?’
4. Interactive session where parents and children
III Process
Description 1. Creation of a ‘Career Rule Book’ where children will
be asked to write down any dream, career or activity
they wish to achieve in life in the form of stages, for
example: during the age of 13 years, then 18 years,
then 23 years and so on. This activity takes into
consideration the need for routine and difficulty in
organization in children with ASD.
2. Implementation of a Personal Reflection game titled
‘What if you were me?’ where children firstly
introduce themselves then describe their personal
habits and routines. This activity takes into
consideration the need for routine and difficulty in
organization in children with ASD.
3. Implementation of a Story telling session titled,

‘What if I were..?’ where the teacher will assign a
character to the child and request him or her to
narrate as per their experiences and thus learn to
empathize with needs of others.
4. Interactive session where parents and children can
announce their career plans in front of the class and
engage in discussion with other students and their
parents and thus, encourage understanding of
complex verbal information.
IV Observations Children will be observed based on the ways in which they
demonstrate the following:
 Psychosocial development as per Erik Eriksson’s
psychosocial development stage of Industry vs.
Inferiority (Cross & Cross, 2017).
 Parents’ Evaluation of Development Status
developed by the Centers of Disease Control and
Prevention (CDC) with which, teachers in
collaboration with the parents, can evaluate the
observed behaviors of their children in terms of
the presence of any developmental, behavioral,
social and emotional deficits requiring further
future specialist disability services (CDC, 2020).
 Parents will be educated, based on observed field
notes, on household teaching strategies and
future career competencies to be considered
with respect to their child’s present developmental
status (CDC, 2020).
V Diagnostic
Impressions
In addition to observing and assessing children based on
documented field observations as well as the above
screening tools, personal reflection and mindfulness based
strategies will be used comprising of contemplating one’s
strengths, limitations and scope for improvement with
respect to implementation of this Group Career Guidance
Activity.
VI Activity Evaluation To understand and evaluate the effectiveness of this
Group Career Guidance Activity, a feedback session will
be held with both teachers of the school as well as parents
of ASD children concerning their preferences and opinions
of the effectiveness of the same in terms of identifying
future career competencies.
References
CDC. (2020). Basics about Autism Spectrum Disorder (ASD) | NCBDDD | CDC. Retrieved 13
February 2020, from https://www.cdc.gov/ncbddd/autism/facts.html.
CDC. (2020). Healthcare Providers | Autism Spectrum Disorder (ASD) | NCBDDD | CDC.
Retrieved 13 February 2020, from https://www.cdc.gov/ncbddd/autism/hcp-
screening.html.
Cross, T.L. and Cross, J.R., 2017. Social and emotional development of gifted students:
Introducing the school-based psychosocial curriculum model. Gifted Child Today, 40(3),
pp.178-182.

02-10-2005, Lorna M. Gardón, M.Ed.