KeAirrika not tie his own shoes. · D.T.

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KeAirrika not tie his own shoes. · D.T.

KeAirrika Pea

Professor Webb

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SPED 299:1

November 30, 2017

Case Study #1

 

1.     
Introduction

·        
D.T. was a 10-year-old male with autism
who suffered from seizures.

·        
D.T. was verbal with very limited language
skills; he could sing in complete sentences but could not talk in complete
sentences.

·        
After thoroughly reading this case study,
D.T. would need a speech therapist during his time at school and helpful
resources at home with his parent’s assistance. The speech therapist would help
him improve his communication and language skills, and his parents would help
improve his gross and fine motor skills.

2.      Background

·        
 D.T.’s gross and fine
motor skills were below normal.

·        
The student wore a leg brace and could not
tie his own shoes.

·        
D.T. was hard to calm down at bedtime but
slept really well when put to rest.

·        
The student had no interest in other kids
and little to no eye contact.

·        
D.T. suffered from seizures since the age
of two. The doctors put him on medication and he received one every 10-14 days.

·        
D.T. used self-stimulatory behavior in the
form of rocking, hand turning, and hand flapping.

·        
To communicate, D.T. pointed his fingers.

·        
When D.T. would talk, the enunciation was
poor; it would only be clear when he was angry.

3.      Alternatives

·        
There was only one alternative in the case
study, Rhythmic Entrainment Intervention. (R.E.I)

·        
After 5 weeks of the REI method, his
parents began to see an enormous change. He seemed to be more caring towards
others and his eye contact improved.

·        
D.T.  started to imitate other kids and play with
them.

·        
D.T. was much calmer and had very few
tantrums.

·        
The student language improved and he
started using 2-3 word phrases.

·        
The student attention span improved.

·        
After listening to the REI program rhythms
for twelve weeks, D.T. was able to calm himself down and go to sleep.

·        
D.T’s teacher and principal noticed the
improvement in his language skills, responsiveness, memory, and level of
understanding.

·        
D.T. had no seizures for previous four
weeks and taken off medication.

·        
Because of the REI program, the student’s
language, vocabulary, and social skills improved.

4.      Proposed Solution

·        
To help the student improve at home, the
parent could continue the REI program.

·        
To help D.T. with his motor skills, the
teacher could use an iPad or laptop for school work instead of handwriting.

·        
Lee Vygotsky’s Theory of Cognitive
development best connects with this case.

·        
The Theory of Cognitive Development
focuses on the role of culture in the development of higher functions.

·        
Zone of Proximal and Scaffolding are the
two main concepts of this theory.

·        
ZPD is defined as the range of task that a
child can perform with the assistance of a more competent person.

·        
Scaffolding is when a more competent
person supports a less competent person.

·        
ZPD and scaffolding would help improve
D.T.’s weaknesses as a whole. 

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