Karen's Case Summary

Case Synopsis – v Karen has just entered her first year at Grove Elementary School. She received a diagnosis of autism and intellectual disability from B.C. Children’s Hospital when she was four years old. John Akins, Karen’s Kindergarten teacher, and Jane Wilson, the teacher assistant who works in John’s classroom, observed Karen in her child care placement last June and met with the supported child care consultant who was familiar with Karen’s program in the preschool setting. Karen has been slow in development. She stood at 20 months and walked at 23 months. She developed a pattern of repetitive rocking, which continued until she was four years old. At that age, she developed a behaviour pattern of tantrums that include screaming, kicking,

Indicate what assessment was done, when and if “at,” “above,” “below,” relevant age/grade level for academic areas and functional life skills) Language: delay in both receptive and expressive language -can follow simple oral directions -can imitate with echolalia, some situation-appropriate Mathematics: makes patterns by lining or stacking objects Can use crayons, scissors, paintbrushes, pour water, and put on shoes and jacket with assistance; uses toilet with assistance Strengths: (What areas can be built upon and used to support other areas of difficulty?) Needs: (What are the most important things the student should be learning to do?) -imitative language -to further develop receptive language -strong motor and fine motor coordination -to develop functional expressive language -strong attention span for interested activities -to increase interaction with peers -interest in how things work -to increase independence in toileting routines -imitate drawing shapes -to decrease tantrums; learn calming strategy -to learn to anticipate routines and