Asperger Syndrome Case Study

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Muoio, MS OT, Post-MS GRN</b></div> <bR> <div> Johnny, 7 years old, is in a 3rd grade integrated elementary class. After reading his IEP evaluation, observing him informally, and talking to his parents and teachers you have gathered the following information:</div> <bR> <div> Johnny's IEP plan indicts that he has Asperger Syndrome (AS). He has high verbal ability and mod-max cognitive ability and intellect compared to other children his age. He has sustained impairments in social interactions and social relatedness. He gravitates towards being by himself, or attaches to one child. When he does communicate, Johnny is very dynamic and articulate, but he will talk "AT" the other person, and not engage in back-and-forth conversation. His teacher and parents say that at times he blurts out very inappropriate things to the person he is talking (at) to. He just recently alerted his teacher to the blemish on her face.</div> <bR> <div> Johnny has restricted, repetitive patterns of interests including topics related to rain forest animals like snakes and lizards. He seems to have a vast amount of knowledge about this topic and enjoys sharing his knowledge during on-sided communication. His teacher and parents say that he talks about them all the time and often unable to talk about anything else. When he met you, he asked you if your snake skin belt around you waste was a snake. When you told him it was your belt, he ignored you and said, "is that the head of the snake?', as he pointed to the buckle.</div> <bR> <div> Johnny's teacher says that in class he has a hard time staying on task, which leads to incomplete work. He talks out without raising his hand, and has a difficult time keeping his eyes towards the board. He is currently sitting by the windows that overlook 44th street. When he does engage in class work, it is often disorganized. His handwriting is illegible, running off of the lines, with incomplete letters, words and sentences.  Johnny's memory is a good, but he often interrupts his teacher when she proceeds with the class routine out of the order that she indicates in the morning. Johnny interrupts his teacher when she spells something wrong on the board, offering the correct spelling.  </div> <bR> <div> Johnny is often impulsive in class and has outbursts of anger when he can not do what he wants. He has no problem verbalizing and articulating what he wants, but his impulsively and demanding procedure interfere with appropriate social conduct. He at times will push his peers or refuse to participate in the class project. </div> <bR> <div> Watching Johnny in the class, you observe that he slumps over at his desk, leaning his head on his hand or puts his feet up on the chair. During playground observation, he stays on the outskirts of the playground and does not attempt to climb on the play equipment as the other children do. He stays in one corner of the playground and does not initiate play past a solitary play stage. When another child comes next to him, he moves to a different place or next to his one friend in his class. His affect at this time appears to be sad, his head down and gaze towards the floor.</div> <bR> <div> <B>Treatment Planning Exercise</b></div> <bR> <div> <B>Group 1</b></div> <div> Based on the information, make a problem/strength list, 1) choose 3 goals for John, and 2) write up your first one-on-one treatment session including the following; a) what activity you will do with John, b) and the rational behind your choice, including how it meets his goals c) and how to grade the activity up or down.</div> <bR> <div> <B>Group 2</b></div> <div> Based on the information you have gathered, first make a problem/strength list. Then 1) choose 5 of his problems and 2) offer 5 treatment techniques that you can integrate into the class setting when you treat him and that the teacher can also use in class to meet his goals.</div> <bR> <div> <B>Group 3</b></div> <div> You and three other therapists all treat 3 Asperger children each. The children have similar impairments. You have decided to run a ½ hour group once a week with all 9 children in what you call an OT Club. Each time you have OT club you will choose a different activity for the children. First make a problem/strength list. Then 1) create three different group treatment activity ideas that you can use to embrace the concept "therapeutic use of activity".  2) During the group, what are some treatment techniques that you will use to address the children's goals.</div> <bR> <div> <B>Group 4</b></div> <div> Parent Teacher Conference is coming up. The parents have requested an appointment with you. Summer vacation is coming up, and they are afraid that their son will loose the skills that he has gained. They want him to be bale to keep up with his class, expand his interests, and be better able to handle change of family plans, enhance his interest in playing with other kids and better socially interact. In lament terms (parent friendly and easy to understand) create a 1) problem and strength list that you can verbally explain to them 2) take their goals and align them with some techniques/activity ideas that they can use at home to address these needs.</div> <bR> <bR> </td> </tr></table></body>