Attentive Therapy Worksheet

Unit 9 Project Case Study Tommy R. – High Level Autistic Disorder Danielle Treslan PS520: Neuropsychology Prof: Steve Lazarre 06/11/2015 Tommy R. a Case Study and Neurological Assessment Analysis Tommy R. is a 6-year-old boy and a kindergarten student in a K-8 combined elementary and junior high school in the San Jose greater metropolitan area. There has been a meeting requested by his educational team and parents to talk about his behavior in school and cognitive abilities in the classroom. School staff have been receiving complaints from Tommy’s teacher and classroom staff about not following direction and non-compliance. Tommy also struggles with completing some classroom tasks as well.

Treatment Plan / Goals Upon establishing a therapeutic alliance and building rapport, Adam was insightful in identifying treatment goals for therapy. Stressing the recovery model, Adam and I, were determine to set reachable goals that were attainable during short-term therapy consisting of 12, one hour, weekly sessions.

I attended May Valley Elementary for two hours each and on two different days. During these visits I observed two different groups of students in a resource classroom. The students were mostly being taught reading material, but would do some math toward the end of class. The first group of

Cintron self-report indicated he was diagnosed with ADHD which is associated with reduced school performance and academic attainment (GAI-91). On interview the client mentioned he received an Individualized Educational Plan (IEP) and was awarded extra help during class. As a result, he was placed into smaller classes. Mr. Cintron weaknesses were mainly on the Arithmetic, as he stated “I don’t know” and randomly responded to questions. Also, on the Vocabulary task as he stated “I don’t know,” to certain words. Nevertheless, Mr. Cintron strength was showed on Visual puzzles. He was observed taking his time as though he was mentally rotating the pieces. It should be noted that although this was a timed test, Mr. Cintron was not made aware, this may have contributed to his performance and decrease in anxiety level.

PERSON-CENTERED/CLIENT-CENTERED THERAPY What would you expect the therapist to focus on or to do? One would expect the therapist to the therapist would perform nondirective therapy, in which the therapist listens to the client without judging (unconditional positive regard). The therapist might perform active listening in which they restate what the person expresses.

Attention Deficit Hyperactivity Disorder (ADHD) comes to mind for Hurd when she was asked what disabilities she has been exposed to. She went on to explain about the Manifestation Determination Hearings and how the actions of the student could be because of their disability. If the student continues their behavior for several days during the school year the district is required to hold this meeting within the 10 days allowed.

An observation was conducted with Ms. Choi and Raffi in the evaluator’s office. During the observation, the child continued to hold the mothers hand. He speaks in a low voice, and continues to reiterate his desire to get the forensic over. The mother then asked the child if he remembered to

(S.D) is a 13 year-old Hispanic male who lives with his biological mother, father and older sister. Prior to enrolling in 123 (S.D) and his family resided in South Carolina which he referenced as the best place in the world (S.D) is currently on (methylphenidate) medication for attention deficit. He is challenged by periodic episodes of hyperactivity which he states prevents him from staying focused on his task. (S.D) reports that he has difficulty with completing class assignments.

O: Client was seen in outpatient center for 45 min therapy session to address socialization, concentration and attention. Patient was able to identify 3 common distractions during tasks when asked. Pt was able to understand upon return demonstration .PT was able to applied the 2 strategies, given by the therapist, to redirect himself when realize that he is distracted .Pt was asked to be part of a game with another same age partner. Pt was able to initiate a conversation with one peer same age during a game. Pt was able to maintain attention on task for 15 min, with min distractions

During this first phrase, my focus was also on building a therapeutic relationship with Lucy. I believe that a therapeutic relationship is an essential ingredient in the change process, and one that has to take place before any therapeutic technique or invention can be implemented. I devoted a lot of time to making sure she feels understood and listen to. I followed her pace in sessions and allowed her to introduce topics that she feels important and relevant. Moreover, in regards to learning more about what work well in a therapeutic setting, I also inquired about her past experiences in therapy. We discussed what Lucy like about her past therapy experiences and also talked about what she did not like. She has a hard time identifying what she did not like but reported that she has a hard time articulating her thoughts because of her learning disability so she would appreciate a therapist who could help her with that.

Client showed herself more relaxed during this session. Therapist and client explored different ways to balance client’s priorities. Client took into consideration the meaning of every aspect of her life. Therapist reflected on feelings and meaning after listening to client’s ideas. Client felt excited to put into practice some of the ways that will help her better manage her time.

3. During the emotion recognition activity, the clinician Throughout the therapy session, the client had difficulty staying focused and often start talking about subjects unrelated to the session. The clinician addressed her attention difficulties by engaging in a one on one therapy session and providing only minimal feedback to the client’s talking when it was not appropriate. Using these modifications, the clinician did regain the client’s attention and therapy continued.

may have learning difficulties in specific areas, such as spelling ( dyslexia ) or mathematics

Dates and Types of Services: Michele was referred to counseling by her DDA case manager, Laura Yacko, in October 2016. Michele had previously been seen by Sara Straus for counseling services and she was then transferred to this provider for continuing services. This report serves outlines the

The Student I choose for my mini action research has constant difficulties staying on task, during daily activities, and instruction. I noticed in the first week of observation, that my mentor teacher had to remind him to complete his daily work, instead of drawing in his notebooks. My mentor teacher stated, that she has tried several times to contact his parents regarding this matter, but has yet to receive a phone call back. I also was informed that he repeated the first grade, due to low test scores, and assessments given throughout the year. On a side note, the student is required to wear classes, yet he did not wear his glasses until the first two weeks of my implemented solution. When I asked the student if he just got glasses he stated “no I supposed to wear them, but I lost my other pair a couple of months ago.” This may have influenced his ability to stay on task during his assignments, if the visual impairment is great enough to impact his ability to read and write.