Child Profile: You are working with a little boy, Devin, with a diagnosis of Autism Spectrum Disorder, who is 7 years old. Devin and his family speak Standardized American English. Devin absolutely adores his teacher and his friends at school, although he often ends up playing alone because his peers don't seem to know how to respond to him. He thrives during structured activities such as circle time but struggles during recess time and unstructured times in the classroom such as when they need to stay inside from recess due to inclement weather. Devin is also very, very interested in trains, weather, and Paw Patrol. He understands one and two step directions given in context. You assess his expressive language by gathering a language sample and find that his MLU is within normal limits, at 4.67. However, you also notice that he uses a lot of echolalia, repeating the same sentences for a variety of different reasons. For example, he very frequently says: 'I like to do that too!" to make a comment and "Can I please have that?" to request things. You also notice that he mostly uses language to make requests and rarely uses language to engage in social interactions (unless he is making a request). Finally, his number of different words (NDW) from the language sample is very low.

1. What are two goals that you might write for Devin to meet within six months' time?

Think about both the SKILL and the CONTEXT in which he will use that skill. Include both in the goal.

2. What are two language techniques/methods/strategies that you might use with Devin as you work to meet these goals? Why did you pick these?