YP1: A Case Study Of The Classroom

Children with learning difficulties such as dyslexia, or autism, may need more support in building relationships both with adults and with other children. They are likely to be less confident in their own abilities and are more likely to be introverts. On the other hand, children with certain medical conditions may be extroverted and need additional help to build the right sort of communication and relationship skills with others.

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

Based on the information presented by the child’s father, meets the physical milestones which include large motor and fine motor skills, given that he is able to balance himself on one foot for 2-3 seconds, copy squares and circles, pedal a bicycle and walks up stairs alternating feet as required for a three-year-old child (Gerber et al., 2010). The patient also meets language development milestones given that his speech is 75% understandable to strangers and talks in short sentences (Stevenson & Richman, 2016). The repetition of words including those at the beginning of sentences without the repetition of consonants and or syllables is very normal for a three-year-old especially when expressing important messages (Bellman et al., 2013). Also, the child meets the cognitive milestone given that he recognizes three colors. Lastly, the child meets the social milestones of a three-year-old given that he normally engages in imitative play, and has an imaginary friend in addition to talking about favorite activities, friends, and family, as required at his

The family I interviewed has a son named Cuyler that is 22 years old. I talked to Cuyler’s mom Cathie. He is the oldest of three kids. Cuyler was born at 24 weeks’ gestation and had a grade 3 brain bleed. Because of being born premature and the bleeding in his brain it led to some of the disabilities Cuyler has. His mom told me that Cuyler has spastic quadriplegia. His disabilities include cerebral palsy, blindness, and he is nonverbal. She also told me that Cuyler also has seizures at least once a month, is hypotonic, and is fed by a g-tube. As far as physical movement the only gross motor skills that Cuyler can do is roll over.

He has been diagnosed with ADHD and has Type 1 Diabetes. His diabetes is managed with insulin therapy and he has an insulin routine at school. His family has chosen not to manage his ADHD with drugs. Generally his ADHD impacts both his academic and social interaction. He has difficulty understanding directions accurately and is then unable to preform the task at hand. He is an articulate child with an exuberance for being in charge this has lead to several lost leadership jobs. He can be confrontational with other children and on some levels seems socially isolated. He plays with other children on the playground, but seldom works with other children in the classroom. He is below grade level in both math and reading. This related to the env ADHD rather than an indication of intellectual

He reported difficulty lifting objects, mobility limitations, problems using his hands or fingers, completing tasks, and getting along with people. He was unable to do house chores, had constant back pain, and ambulated with a cane.

It is important for the SLP to understand the wide variety of disorders a student with 22q11.2 DS may be experiencing. This syndrome has the ability to impact every system in the body, and many learning disorders are associated with 22q11.2 DS. While there is a significant amount of articles and information about this syndrome, it is not specific to the individual you may be working with. There are significant lists and research determining other diagnosis a student with 22q11.2 DS may have, yet it can vary so greatly between individuals. A child may have a profound learning disability, or considered “average” (McDonald et al., 2013). Therefore, the SLP must develop a good understanding of what their student is experiencing and what their specific wants and needs are for speech therapy.

Aidan is an11 year old boy in the 6th grade at Valley Central Middle School. Aidan was initially referred to CSE in November 2010 during kindergarten. Aidan was born premature at 33 weeks and had difficulty breathing upon birth. He was prescribed medication during infancy to mature his lungs. Aidan had significant communication delays and it was noted that Aidan utilized gestures to communicate. Aidan’s academic testing indicated very low reading and math skills. His cognitive testing indicated that Aidan’s overall cognitive skills are in the very low range. Aidan’s speech evaluation results indicated receptive and expressive language skills in the very low range. Aidan demonstrated difficulties with pencil grasp and did not demonstrate a

- Problems with words in speaking (they may start a conversation, and have no idea how to continue).

I have a baby brother that have this syndrome. That’s the main reason of picking this syndrome. He didn’t start walking until he was around 4 years old. He’s not that good but he can get to where he need to go. He’s 11 but his brain function as an 3 year old. He can’t talk yet but he can yell. He goes to the hospital and stay overnight for 1 or 2 days for a sleep test every year or every other year. This syndrome affect the family because we still have to schedule and move things around because he need more attention and can’t really be left alone due to this syndrome he can have episodes (seizures). That is sudden episodes of uncontrolled electrical activity in the brain. I decided to use his syndrome

He is oriented x3, alert, cooperative. Good short-term, long-term and intermediate memory. No aphasia. Normal fund of knowledge. Normal attention and concentration.

Talked excessively, cut in line and was always blurting answers. We used to joke and call him the energizer bunny. Medication seemed to help some with school, but once his parents and the school got him on a consistent schedule with things and took everything at a slower and more one-by-one approach he started doing much better in class. You could tell if he missed a few doses as well, he would be very hyper, more talkative without a filter, and constantly fidgeting.

Brain abnormalities can cause developmental diorders, that affect the way we understand information, or even speak. Brain abnormalities can cause problems in a childs focusing ability, making it difficult for a student to concentrate on the task at hand. Brain abnormalities can also affect a persons behavior, sometimes even causing fits of rage. Brain abnormalities can cause a wide range of learning problems. The teacher and parents need to work at finding a way to help a student with abnormalities to learn. Autism would be a good example of a learning disability, they have a difficult time retaining information or focusing. Best wishes to all in

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

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.