C ASE S TUDY 1 - A NXIETY ; 10% Jeremy is a 6 year old child with au±sm. He a²ends a regular grade one classroom. He delayed his school entry, beginning in Senior Kindergarten, because he had difculty coping with going into a new environment. He did not have the skills yet to be successFul in a group se³ng when he was 4, and had a lot oF inappropriate behaviours whenever he was in a se³ng he was not Familiar with. Jeremy has go²en used to the rou±nes at school, but had a great deal oF difculty For the ´rst month oF Sr. Kindergarten as well as his ´rst month oF Grade 1. At school, he oµen pushes other children, which happens most oµen when entering school at the start oF the day, leaving at the end oF the day, when going to, par±cipa±ng in, and coming back From gym, and when going in or out From recess. When he isn’t pushing people during these periods, he does have a great deal oF difculty Following instruc±ons or having a conversa±on. It rarely happens during other classes. When it does happen, he is removed to a quiet area to protect his classmates From being hurt. Some±mes, when he is asked to ´nish ge³ng dressed with his Friends, he escalates to the point oF out-oF-control behaviour including kicking and hi³ng. Jeremy is an advanced reader, and can understand a vocabulary oF about 30,000 words (almost double the vocabulary oF his peers, and he can read most oF them). He loves books, ¶ipping through pictures and text quickly, and reading the environmental text around him constantly. His Favourite ac±vi±es are playing with train sets, reading books, water or sand play, and running back and Forth along an imaginary line. At home, he is rela±vely easy to manage, oµen playing independently, although some±mes in an unusual manner, with a variety oF toys. About once per day, Jeremy has tantrums comprised oF screaming, crying, and hi³ng, which last about 15 minutes, and it takes almost an hour For him to Fully calm down aµerwards. These are usually triggered when he is asked to go From a chosen ac±vity to something he doesn’t like as much (such as ge³ng ready For bed, going to school, or coming in From playing outside). This has reduced; 2 years ago, this was happening 3-4 ±mes per day, but it is s±ll a huge concern For the school and Family, and doesn’t seem to be ge³ng any be²er over the last year. Write a report to be presented to the family and school which would help them to understand and support his anxiety issues and reduce unwanted behaviours. Please include the following secTons, and include this marking sheet with your assignment: /2  Signs of anxiety observed at home and school (recognize the stressors) /8  RecommendaTons for environmental modiFcaTons to avoid anxiety (reduce the stressors) /10  SpeciFc skill(s) to teach and teaching Methodology (how skills will be taught, including how, who, when, where; please create and include any visuals you would use) ±otal: /20
