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Quiz1casestudyB.pptxCase Study
Simon
Situation
Simon is 11. He has a diagnosis of high functioning autism. He has just transferred to a secondary school which has an integrated specialist provision for pupils with autistic spectrum disorder. After a few teaching moments, Simon settled well into the secondary routines and he is supported in most lessons by a learning support assistant. However he is experiencing increasing difficulty in class, particularly with his peers. Recently he has been put on report for shouting at pupils, pushing them out of the way and throwing things at them. No one knows what the reason is as Simon has previously always been friendly towards his peers.
Profile Information
Likes and Interests
Computer games. Cars and Motorcycles. Reading. Chess.
2. Dislikes, Fears and Worries
Dislikes crowded places such as supermarkets. Frightened of dogs. Worries that he will miss the bus home or forget his school books, PE clothes, etc.
3. Communication
Verbally very able. Answers well in class and uses sophisticated language and language structures.
4. Learning/Cognitive Style, Strengths and Preferences
Very Visual Learner. Good with rule-based activities and mechanical math. Likes all school work and a bit perfectionist (likes everything to be very neat and tidy)
Profile information
5. Difficulties and Weaknesses
Organizing his personal possessions (tends to overcompensate for this and worries he’ll lose something).A bit clumsy and poor at sport. Finds it hard to stand close to people. Has difficulties expressing his feelings and emotions.
6. Sensory Issues
Picky eater, dislikes things with sauce or mushy foods. Sensitive to materials and certain clothes (cuts all labels out of shirts, etc.).
Prioritizing
Although there are some issues relating to peer interaction, organization and managing anxiety and worry, the priority has to be the current behavior issues in class as these may cause a danger to others.
Problem Analysis
Simon initially settles in class and joins in class discussions without incident. Issues begin to arise when the class is set to do individual work. Simon initially settles well but will soon start to mutter and name call the person next to him (‘go away stupid’, ‘don’t touch my things’). This frequently escalates to him pushing at his peer. This further escalates into aggressive behavior and throwing things. A second observation indicated that once Simon began to mutter to his peers and gently push things to one side, his peers would move Simon’s books or pencil or remove his ruler or rubber in retaliation.
Problem solving
The hypothesis is that Simon is experiencing difficulty in working alongside his peers and in ensuring his personal space. He feels peer encroach on his space and this causes anxiety and behavior reaction. In turn his peers aggravate the situation by touching his things and moving further into his space.
