Dori Senatori

Case Study Student Analysis

 

My case study student M is a 9 year old girl who is legally blind due to bilateral optic nerve hypoplasia, septo optic dysplasia. M currently uses real objects that symbolize meaningful activities to communicate routines and activities in her day. M is beginning to learn tracking a 3-4 slot sequence box from left to right using a now and finished basket. M can use a 4 slot sequence box during her familiar grooming routine with hand under hand help from her teachers to go from left to right, and to search for the next step. M does best with short verbal phrases during familiar routines with the use of her object symbols in a quiet environment. M has crying outbursts, screaming, biting herself, or aggression towards others on occasion. M has some difficulty with expressing her needs, wants or source of her distress.

 

Over the course of the semester, M has made gains in many areas and currently demonstrates these abilities as outlined below in her daily routines:

 

• Engaging in activities to calm and regulate her behaviors, like doing yoga or sitting on her bean bag chair in her own designated space. When M requires deep pressure she is beginning to seek out a teacher to give her hugs or finger squeezes.

• Socially M prefers to interact with an adult, however recently she has been observed in her dorm room area interacting with a fellow student passing objects back and forth.

• M is beginning to use her objects to make requests or reject something during her familiar routines.

• During M’s familiar routines on occasion she has attempted to search for the next step in a 4 slot sequence box, and with verbal and physical prompts reach for the next item.

• Traveling independently in a familiar specific small area to explore and move about to locate objects on her own.

• Vocalizing during play with familiar people and routines.

• Attending to a task for the entire time if she likes it, such as making popcorn in the classroom with her teachers and classmates.

• Using her AMD during travel by keeping it in front of her body.

• Utensil use during her meals up to approximately 50% of the time with adult assistance.

• Reaching out for sound sources to investigate with hand under hand support and verbal phrases.

• Play the bells on her own during class after given a physical and verbal prompt.

• Listening to favorite recordings of music and familiar voices after a teacher presses the round switch for her.

 

 

During the semester M has responded to familiar routines and strategies to help calm her when she becomes distressed or has an unexpected outburst. M appears to respond to a predictable schedule and is getting used to using real symbols to keep track of her day and the order activities will be performed. M has also begun to socialize with her peers, but continues to prefer an adult at this writing.

 

Goals for M in the near future:

 

• Explore voice-output switches during M’s familiar routines to continue to reinforce language and concepts, facilitate M’s ability to communicate her wants and needs with the people around her, and for independent play.

• Communicate with M’s family via video to help M generalize her skills in her home setting as well as her school setting.

• Continue to use clear and short verbal phrases with M during her routines, and model appropriate language that will help her learn the words to make requests, express needs/wants.

• Teach M continued use of her objects and the power they hold to request or reject things.

• Expand M’s concepts about her world through her familiar routines, activities and class outings.

• Continue to teach M that she has a specific space for a calming and solitary activity when she has a behavioral outburst so that she can use it later.

• Teach M choice with a choice board and her familiar objects during her familiar routines.

• Continue to facilitate left to right sequence with her calendar box during her familiar routines.

 

Goals for M in the distant future:

 

• M will utilize assistive technology devices to help her communicate her wants, needs, and social interactions with the people around her.

• M will become independent in her play by operating assistive technology devices and making choices with use of her objects and symbols.

• Provide M with Expanded Core Curriculum opportunities to include, compensatory skills as needed, orientation and mobility in the community and on campus, social skills, self-care and daily living skills.

• M will perform left to right sequencing with her 4 slot calendar during her routines independently and on a consistent basis to prepare for pre-vocational opportunities in the future.

 

M has been a great case study student for my learning experience this semester, and I appreciate this opportunity I had to get to know this student.