Case Study Cody

I currently work with a young man called David who is 21 years old and lives in the family home with his mother, who is his main carer. David is autistic and also has a profound learning disability and can often present some challenging behaviour and aggression towards his mother. David requires a lot of help throughout his

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.

1. In 1825, Philadelphians began debating whether to build a multi-million dollar canal through the Allegheny Mountains to connect the city to the markets in the Ohio River Valley. Who was Matthew Carey, and why did he push so hard for the canal?

Although there is no mention of the condition he has, he has challenging behaviour which may require physical intervention and physical restrain, requires

Gustavo started Kindergarten this year, and he struggles academically, which is further exacerbated by difficulties with being able to stay focused during classroom activities. Gustavo is very sensitive to how he is viewed by others and this impacts how he views himself among peers, creating additional stress. At home, his mother struggles with helping him with homework given that she does not speak English and completed only five years of schooling in Mexico. When she does understand what he is required to do, she

Irving states that he is diagnosed with William's Syndrome, Adjustment disorder, and Attention-deficit hyperactivity disorder, predominantly hyperactive type. He is currently taking medications and it is recommended that he continue treatment. The paperwork states that he needs guidance when it comes to life decisions and management of daily demands. The doctor released him to work part or full time. The mental health report states his prognosis is fair and he's adherent to treatment. The check boxes state: he will not adapt to change well, stress will interfere with employment, doesn't explain ideas clearly, will need supervision/guidance, will not accurately ask for assistance, will not perform tasks at a required speed, and will not be able to make simple work related decisions. He will also struggle with using good judgement, viable employment planning skills, and appropriate decision making

I have began noticing distinct mood changes in Branson Reeve. On his bad days, he results to isolating himself in his room and playing video games. On his happier days, he is social and engages with the family. Throughout this year, I have discovered that he is developed a conventional level of moral thinking. He has been extremely concerned on what is "fair" and "not fair" among specific people and incidents. During this time, I guide him in a positive direction by informing him of my morals and beliefs. At the end of the year, his final progress report arrived, which showed all "A's" and "B's". Branson Reeve's teachers recommended that he takes advanced math and science his eighth grade year. In addition, his art teacher also commented that he has a knack for creativity. He has shown to be effective at managing his time and worked well independently. He is on track and prepared to be an eighth grader. Branson Reeve and his friends had been compiling multiple plans and ideas for their summer. However, they quickly ran out of those plans and became bored. I offered several fun suggestions, but he rejected them

Assess his trembling of hands and speech. Refer to speech therapy and physical therapy if necessary.

This counselor was able to collect information regarding Dominick's disabilities from his 2016 IEP and REED, from his most recent PCP, from a mental health report received from his JOAK Supports Coordinator, and from information collected from his primary care doctor in 2016. This information was used to presume him eligible for services.

- Cody executes on the strong intro with the team member. This is good for consistency.

My client, whom I will call “Jay,” is an eight-year-old, African-American boy, who was referred to our agency by his mother who wanted him to get “any services he could get for free.” He has some emotional and behavioral deficiencies, and does not handle stress well. He has frequent outbursts in class, and reacts without thinking. He needs to work on his interaction skills, and develop strategies that will help him use his words instead of physical reactions when he is frustrated. Because his trigger is frustration, he needs to learn to respond in a positive manner to his peers and teachers. Also, “Jay” needs to learn how to think and act independently.

the boy looks at the problem he cannot work it.  However, after being showed the

With this disorder he gets stressed out very easily. When he is feeling overwhelmed he tends to shut down or give up. He was given an IEP, an Individualized Education Program, which helps kids reach educational goals easier than they otherwise would. It gives him leeway when it comes to certain things like homework and tests. They limit the amount homework he has

student may be in school. A left brained student has trouble in expressing themselves in words

is currently having difficulties with learning and behavior. frequently is out of his throughout the day, and answers aloud before being called on to give the answers and struggles to follow directions. also has learning difficulties in reading decoding and reading comprehension.