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Case Study Research Project

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Kathleen Fazekas

on 14 December 2015

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Transcript of Case Study Research Project

Case Study Research Project
By: Kathleen

Date of birth: 4
8 years, 10 month
3rd Grade

Social/Behavioral Skills:
Observation cont.
Background Information
Marcus has a history of behavior difficulties, which led to a psychological evaluation at the age of 4 1/2. Marcus' behavior was consistent with the criteria of autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD).
Marcus was classified special education under the category ASD in Kindergarten. He currently receives in-class support in the general education setting for Language Arts and Mathematics.
Sources of Information
Interview with Marcus' mother
Interview with general education teacher
Interview and recent progress reports from Child Study Team: Speech Language Pathologist, LDTC, and School Psychologist
Review of current IEP
Activities of Daily Living:
Play Skills:
Vocational Skills:
Academic Achievement:
Sensory Issues:
Marcus gets along with peers and engages in group activities/discussions.
When things do not go Marcus' way, he pouts, cries, and gives unkind looks to peers. He simply states that he does not like them and he is mad at them.
Marcus was also observed to follow peers' influences, but struggles with transitioning once the “joking” was over. He would continue to “joke” around and act “silly” while peers were observed to be working on their group assignment. During this time peers were observed to say, “Be quiet Marcus” or “Get back to work, we are going to get in trouble!”
Marcus initiates conversations with peers and is willing to share his thoughts during whole and small group discussions.
He is in the speech and language program for pragmatic delays. Has made fair to good progress in meeting his pragmatic goals (as per Speech and Language Pathologist).
Struggles with keeping on topic. He will say things that do not relate or are irrelevant to the current situation, topic, event, or participants. Enjoys talking about cars and will continue to talk about them even if the topic has changed.
Marcus struggles with self-care skills.
Does not brush his teeth in the morning.
Arrives to school with dirt under his nails.
Does not tuck in his dress shirt and his shoes are untied.
Marcus does not wash his hands when he uses the bathroom.
Must be reminded by his teachers to wash his hands after he is done using the bathroom.
Marcus can been seen wiping his wet hands on his pants when he returns to the classroom.
Marcus engages in limited group play.
Will participate in group play with peers when organized/initiated by teacher. Marcus will sit by himself and read a book about sports cars or weather.
When engaged in centers, Marcus is bossy and needs to be the leader.
If a peer tries to take the lead, Marcus will sit, pout, and state that the student is cheating. Will refuse to take part in the activity and walk back to his seat until a teacher mediates the situation.
Autism Educator Teaching Series. (2012). Teaching children with ASD. [ebooks]. Chicago: The Special Learning Educator.

Jones, V. & Jones, L. (2013). Comprehensive classroom management: Creating communities of support and solving problems (10th ed.). Upper Saddle River, NJ: Pearson.

Klimas, A., & McLaughlin, T. F. (2007). The effects of a token economy system to improve social and academic behavior with a rural primary aged child with disabilities. International Journal Of Special Education, 22(3), 72-77.

Mazz Media. (2015). Marvel and friends: Staying clean and healthy. [Video]. Southington, CT: Mazzarella Media Inc.

Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial. Journal Of Applied Behavior Analysis, 27(3), 471.

Rosenberg, N. E., Schwartz, I. S., & Davis, C. A. (2010). Evaluating the utility of commercial videotapes for teaching hand washing to children with autism. Education & Treatment Of Children, 33(3), 443-455.

Trumpet Behavioral Health. (2012, September 12). Teaching children with autism daily living skills. Retrieved from https://www.tbh.com/autism-parenting/teaching-children-with-autism-daily-living-skills-hand-washing/.
Additional Resources
Marcus is easily distracted by noise and the traffic of the classroom.
Has difficulties ignoring background noises and focusing on current assignments.
When taking assessments, Marcus needs one-on-one attention and complete silence.
His assessments are administered in resource room with limited to no distractions.
Developmental Reading Assessment (DRA) level
Fall: 14 Independent/ 16 Instructional (end of 1st grade reading level)
Winter: 16 Independent/ 18 Instructional (beginning of 2nd grade reading level)

Marcus’ overall math achievement is in the average range, which is equal to a fourth grade student.
He is able to add, subtract, and multiply with and without regrouping.
Able to subtract fractions with the similar denominators, but unable to add fractions with different denominators.
Marcus is under the age of 14.
Summary of Current Skills
Marcus enjoys reading on level books in small groups. Reads with great fluency and expression.
Has difficulty retelling a story and answering who, what, when, where, why and how questions.
Strategies that were observed to assist Marcus in reading were participating in guided reading, teacher modeling of weekly reading skills, and partner reading.
Marcus has very good penmanship. He takes his time when writing finished products and makes sure his work is neat and presentable.
He struggles with generating ideas and putting them into complete sentences. When not engaged in writing assignments, he will sit and stare into space. When he is able to produce work, he will write off-topic.
Marcus benefits from constant redirection and explicit instructions. Explicate instructions are only followed when he has on-on-one attention from the in-class support or general education teacher.
Marcus enjoys math.
He has difficulties with multi-step word problems. He does not read the problem in its entirety and guesses what operation needs to be done.
Marcus is able to complete concrete questions such as 4x6, but has difficulties with abstract word problems, which correlates with the Speech Language Pathologists findings that Marcus is unable to understand grade level figurative language.
Instructional Plan
Marcus will be able to wash his hands after using the bathroom.
Marcus will successfully wash his hands with soap and water and towel dry them afterwards by completing all five of the designated steps with 70% accuracy.
Visual directions for washing hands.
Pictorial cues
Supplies - sink, soap, water, paper towels

The activity will take place at school. Current third grade classroom has a sink in it (used to be an Art Room). Ideal location to implement intervention.
Setting for Instruction:
Marcus will practice washing his hands at the sink in the third grade classroom so he becomes familiar with the proper steps.
Directions with pictures will be posted next to the sink so Marcus can refer to them if he forgets the sequence.
Prior to start of the activity, teacher will inform Marcus that he will be learning the proper way to wash his hands.
The teacher will model the appropriate steps to successfully wash hands. Steps include:
First, we turn on the water.
Then, we wet our hands.
Next, we pump liquid soap into our hands and rub them together to cover our entire hands with suds.
After that, we rinse our hands under the water until all of the soap is gone.
Finally we turn off the water and dry our hands with a paper towel.
After the teacher models appropriate steps, Marcus will be instructed to demonstrate the steps with guidance.
Since Marcus benefits from visual aids, teacher will refer to the visual directions so Marcus is able to comprehend each step.
Fading will occur and Marcus will no longer need the teachers guidance when completing the task.
Procedures cont.
Visual instructions posted next to the sink will feature Marcus’ favorite cartoon character, Lightening McQueen. This will help motivate Marcus to follow directions and complete each step/task properly.
Praising Marcus when he is completing the appropriate steps and is on task will be beneficial in the acquisition of the skill.
Amongst praise, the teacher can also distribute terrific tickets to Marcus when he completes each step in order. Terrific tickets are used as a token system in the third grade classroom. Marcus gets very excited and proud when he receives terrific tickets for displaying on-task behaviors.
Instructional Plan cont.
Context for Maintenance:
Follow the same procedure for other tasks such as brushing teeth, tying shoes, or putting away supplies after center time is complete.
Allow Marcus to make a presentation on how to wash your hands during How To writing assignment. This will allow him to practice saying the steps out loud and ultimately acquire the skill.
Create a workstation that allows Marcus to practice the correct steps in washing hands. Each step will have a designated picture card. Marcus will be asked to put them in order from first to last. When the steps are completed and all of the picture cards are placed in correct order, Marcus will know that hand washing is finished. He will receive a terrific ticket for every step that is in correct order.
Create a storybook so Marcus can practice washing hands at home with his parents.
Discuss the events in which we should wash our hands. (i.e. before meals, after we handle something that is dirty, if we sneeze in our hands, etc.)
Create a song to promote acquisition of hand washing. Marcus can help compose the lyrics. By doing this, he will be more apt to use the song across different settings.
Context for Generalization:
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