CASE STUDY 1 - ANXIETY; 10%
Jeremy is a 6 year old child with autism. He attends a regular grade one classroom. He delayed his school entry,
beginning in Senior Kindergarten, because he had difficulty coping with going into a new environment. He did not have
the skills yet to be successful in a group setting when he was 4, and had a lot of inappropriate behaviours whenever he
was in a setting he was not familiar with.
Jeremy has gotten used to the routines at school, but had a great deal of difficulty for the first month of Sr. Kindergarten
as well as his first month of Grade 1. At school, he often pushes other children, which happens most often when
entering school at the start of the day, leaving at the end of the day, when going to, participating 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 difficulty following instructions or having a conversation. It rarely happens during other classes. When it
does happen, he is removed to a quiet area to protect his classmates from being hurt. Sometimes, when he is asked to
finish getting dressed with his friends, he escalates to the point of out-of-control behaviour including kicking and hitting.
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, flipping through pictures and text quickly, and reading the
environmental text around him constantly. His favourite activities are playing with train sets, reading books, water or
sand play, and running back and forth along an imaginary line.
At home, he is relatively easy to manage, often playing independently, although sometimes in an unusual manner, with a
variety of toys. About once per day, Jeremy has tantrums comprised of screaming, crying, and hitting, which last about
15 minutes, and it takes almost an hour for him to fully calm down afterwards. These are usually triggered when he is
asked to go from a chosen activity to something he doesn’t like as much (such as getting ready for bed, going to school,
or coming in from playing outside). This has reduced; 2 years ago, this was happening 3-4 times per day, but it is still a
huge concern for the school and family, and doesn’t seem to be getting any better 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 sections, and include this marking sheet with your assignment: Total: /2 Signs of anxiety observed at home and school (recognize the stressors) /8 Recommendations for environmental modifications to avoid anxiety (reduce the
stressors) /10 Specific 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) /20 CASE STUDY 2 – SENSORY; 10%
Gregory is a 14 year old boy with autism in a grade 9 classroom in a high school. He receives support in his school
through an EA who has little experience working with children with autism, but who is effective in supporting his
academic needs. Academically, Gregory keeps pace with classmates, often earning higher grades than typically
developing peers, especially in math and science.
When he was a child, Gregory enjoyed rough and tumble play, often taking it too far and hurting his younger sibling
when they wrestled. He was always quite independent, getting himself dressed and ready for school on his own from a
young age. His clothing choices often included snug-fitting track pants or gym pants, snug-fitting long-sleeved shirts, and
running shoes. He doesn’t like to get new clothes, though, and is very particular about what he will wear and be
comfortable in. When he was in kindergarten, he would often remove his shirt if it was messy, or sometimes, for no
apparent reason at all, and it took a great deal of work to teach him not to do that.
In high school, Gregory often demonstrates a great deal of agitation during class transitions. He often stalls or goes to
the washroom in between classes, and arrives at many classes late. He is likely to avoid gym class given any excuse not
to participate, preferring instead to help out his math teacher in preparing worksheets during this time.
Gregory is often seen wearing headphones, especially during lunch in the cafeteria, which is the only time his school
allows them, and he sometimes misses social opportunities to connect with peers because he can’t hear them when
they speak to him. He loves music, but he refuses to attend concerts.
One of the biggest behavioural concerns that Gregory’s support team has indicated is that he jumps up and down when
he is agitated. This is setting him apart from his peers socially as it appears unusual. This behaviour happens often
during schedule periods that he does not enjoy but cannot avoid, such as classroom transitions and gym class. At the
end of the day, he runs home at a fast pace, and gets under a pile of blankets to calm himself at the end of the day
before dinner.
Based on this information, state which sensory system(s) appear to be hypersensitive, which appear to by
hypersensitive, and what strategies you would suggest to the EA to implement for Gregory.
Please submit this marking sheet with your assignment. Total /4 Description of sensory hyposensitivity(ies) /4 Description of sensory hypersensitivity(ies) /6 Recommendations for environmental modifications /6 Specific skill(s) to teach /20

 

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