Case Study: Chris M.
Student’s Name
Introduction to Chris M. I was introduced to Chris M. at the beginning of the school year. Chris is a sweet and loving 5 year old boy who attends a self-contained CPSE program in Brooklyn , New York. This particular facility is run by SUNY Downstate Medical and has been serving the community for over 23 years. Chris’ classroom is classified as 12:2:1—meaning, there are 12 students, one teacher who is dually certified in General and Special Education and 2 Teachers’ Assistants. As you will note by my field notes, Chris is a happy boy who has been classified as non-verbal and within the spectrum of autism. In addition to his specialized CPSE class (5 hours a day), Chris receives related …show more content…
Maintain a grasp of the grasper to pick up objects from floor and put on table.
Response: Chris benefited from demonstration, practice, and mod support to put less food on the utensil, take smaller bites of food, and to chew all the food and swallow before taking more. He also benefited from frequent redirection to stay on task secondary to being very distracted. He benefited from demonstration, practice, and mod support to maintain his grasp of the grasper to pick up objects from the floor and put on the table.
Engagement Level: Varying engagement
March 9, 2016
10:30-11:00
Related Service: ABA Therapist
Session Location: Treatment room/Gym
Group 1:1
Goal: Improve postural/trunk control/balance, a variety of manipulation/grasping visual perceptual and visual motor integration skills
Activity: While sitting on wobbly stool-open/close toy accordion/pop tube is able to identify the number of dots on dominoes to learn to play the game from matching the same number of
Student’s Name
Introduction to Chris M. I was introduced to Chris M. at the beginning of the school year. Chris is a sweet and loving 5 year old boy who attends a self-contained CPSE program in Brooklyn , New York. This particular facility is run by SUNY Downstate Medical and has been serving the community for over 23 years. Chris’ classroom is classified as 12:2:1—meaning, there are 12 students, one teacher who is dually certified in General and Special Education and 2 Teachers’ Assistants. As you will note by my field notes, Chris is a happy boy who has been classified as non-verbal and within the spectrum of autism. In addition to his specialized CPSE class (5 hours a day), Chris receives related …show more content…
Maintain a grasp of the grasper to pick up objects from floor and put on table.
Response: Chris benefited from demonstration, practice, and mod support to put less food on the utensil, take smaller bites of food, and to chew all the food and swallow before taking more. He also benefited from frequent redirection to stay on task secondary to being very distracted. He benefited from demonstration, practice, and mod support to maintain his grasp of the grasper to pick up objects from the floor and put on the table.
Engagement Level: Varying engagement
March 9, 2016
10:30-11:00
Related Service: ABA Therapist
Session Location: Treatment room/Gym
Group 1:1
Goal: Improve postural/trunk control/balance, a variety of manipulation/grasping visual perceptual and visual motor integration skills
Activity: While sitting on wobbly stool-open/close toy accordion/pop tube is able to identify the number of dots on dominoes to learn to play the game from matching the same number of