Use Of Visual Schedules For Children With Autism Case Study

Develop daily plans with the individual and others to ensure a valued range of activities for an individual are available throughout the day, avoiding lengthy periods of disengagement

His caretaker is with him from Monday through Friday. On Monday, Wednesday, and Friday he works at a disability center, and he volunteers at a local skating ring. Every Wednesday he completes many of his IADL’s, such as grocery shopping and paying his bills. Tuesdays and Thursdays are his days to engage in leisure activities. He enjoys going to the park and going out to eat. The weekend is dedicated to family bonding and soccer. He spends the entire weekend with his family, and every Saturday he either has a soccer game or practice. A major habit that supports his participation his daily occupations is his automatic response of grabbing the wheelchair controller. This has perfected his ability to maneuver the wheelchair without it hindering his navigation. His occupational roles of being a son, special team’s athlete and teammate, volunteer, and employee help promote independent engagement in occupations.

E with tools and techniques to help stay on track to achieve her goals. The aim is to equip her with the tools and abilities that she will continue to use even after therapy sessions ends.

Autism is a brain disorder that is characterized by slow and difficult comprehension of spoken and non-verbal communication and repetition of behaviors. Autism is normally noticed in the first two years of a child (Myers & Johnson, 2007). Asperger syndrome is an autistic disorder that has almost the same similarities with autism. People with Asperger syndrome have little comprehension of the world and its surroundings and poor communication with other people. People with Asperger syndrome are hard to recognize, as they do not show on their outward appearances. They are average or above average intellectually and have fewer problems in terms of speech and specific learning disabilities unlike in autism. These difficulties include dyslexia, epilepsy, and attention

for the beginning of my treatment with basic introduction of myself, followed by a summary of the assessments that were done by each of them. The next part will be education of the disease process. This will help the Johnsons understand the difference within each stage of the disease to better prepare the Johnson family within the home and community. Suggestions will be made such as a memory book, sticky notes, voice recording, a watch and calendar. Education will continue with the discussion of home modification information for safety. The next portion of my activity will be the enabling activity which will be 15 min. Mr. Johnson will start off with a mini memory task. COTA will begin by placing one card from a desk of cards in a drawer, the activity will continue to be graded by increasing the amount of cards in different locations. Mr. Johnson will have a pencil and note pad as a compensatory technique to assist in helping with memory recall, to help recall placement of each card he will write down the card number and the location. He is only to use his note pad when he is unable to remember. For the last portion of the session will be doing purposeful activity for 20 minutes. COTA will have a bag of tools that can be found in a plumbing store. Each tool will be unmarked with a price tag. Mr. Johnson will have to remember price numbers that will be given to him by the COTA and write them down in his note pad to help with memory when placing prices on items. A scenario will be given to him such as one to be encounter at his company. Breaks will be given as

During the second quarter, Lisa Beresford and I have met weekly or sometime more. Our discussions for this quarter have been focusing on several different topics. First, we have discussed different transition activities and strategies that we can use to help the students to be successful. We have discussed transition plans (IEP portion), for students that want to attend the CTC next year, and also students that are graduating this year.

1. This observation was between the Physical Therapist (PT), Katie a 15-month-old girl, and her mother. Katie does not have a specific diagnosis but she has significant motor delays for her age. According to the PT and Katie’s mother she has just started walking by holding on to things. This observation took place in the gym, the benches were set up like a bridge and toys were put on top for her to play with. The PT sat behind Katie on one side of the bridge and Katie’s mom on the other side. Katie pulled herself up to reach the toys. The PT would move toys along the bridge to motivate her to move sideways. During this time the PT and Katie’s mother were taking about the progress she has made since she first started. Katie’s mother stated that at home Katie will stand by herself for a few seconds but then realizes it and she falls down. Katie’s mom also stated that she believed Katie does not have the confidence in herself to stand and walk on her own. The mother also reported that she always encourages her to stand and walk when they are at home. The rest of the session consisted of Katie practicing walking side-to-side and transitioning from the floor up to the bridge.

Patient was encouraged to perform some activities of daily living such as feeding, grooming. She was encouraged to verbalize less fear of falling because anytime we want to reposition her, she will scream that she will fall. Patient was also anxious but we used distraction (TV) to reduce her anxiety. I wrote her favorite movie on the white board so that anybody can put it on for her.

Th met with Cn in her home. Therapist checked in with Cn and reviewed previous week. Th utilized a therapeutic game of "UNO" to build rapport with Cn along with open ended questioning to engage cn more in sharing and processing. Collaborative documentation was utilized to engage cn in the treatment process.

Aline’s doctors gave the recommendation for occupational therapist three times a week for two weeks. After the set-up time the occupational therapist with the client decided for extension time for the therapy. The

His clinical focus on following instructions will include being able to follow one step verbal directions independently to improve his sequencing and memory recall skills used in functional daily

--Trampoline jumping and crashing on the pillows 10X10, static wheelbarrow activity, therapeutic sit-down fine motor activities, obstacle course and coordination exercises to increase proprioceptive input, hand-eye coordination, sequencing, work behavior, following directions, body awareness, self-regulation, and cognition in order to prepare for therapeutic activities.

The book, Thinking in Pictures: My Life with Autism, written by Dr. Temple Grandlin, is the story of her life as she struggled to succeed in the world as an individual with Autism Spectrum Disorder (ASD). In the book, she focuses on major issues that she was faced with from when she was young all the way till her current age. These issues include her early school experiences, dating, religion, college life, and her career. Dr. Grandlin also puts much emphasis on the medical aspects of Autism and her perspective of how the world works according to an autistic brain.

The purpose of this interaction is to complete Mr. Johnson’s three month individual recovery plan and to sign him up for the new class cycle.

Activities of Daily Living/Instrumental ADL –self-care activities due to lack of interest or pleasure, home-making, driving, dressing, and eating Addressing functional use of her right hand will optimize independence with ADLS