Learning Disorder Management Assignment 1 - Case Study: Sarah, 6 Years Old

Learning Disorder Management Assignment 1 (50%)

Case Study: Sarah, 6 Years Old

Reason for Consultation

Sarah’s teacher has noted several challenges in her classroom performance. Sarah has difficulty focusing on tasks, struggles with motor coordination (e.g., holding a pencil), and shows delays in language comprehension. She also faces challenges in social interactions, preferring solitary activities over group play. To better understand Sarah’s needs and develop appropriate interventions, the school has requested a multidisciplinary evaluation.

Consultation History

Sarah has undergone evaluations with an occupational therapist and a speech-language pathologist. These assessments highlight motor delays consistent with dyspraxia and communication challenges. She also exhibits traits associated with ADHD, such as impulsivity and inattention, which affect her ability to participate in group activities. Additionally, Sarah has been referred for a psychological evaluation to rule out Autism Spectrum Disorder (ASD).

Medical History

Sarah was born full term via Caesarean section due to labour complications. At birth, she experienced mild jaundice that resolved with light therapy. Her medical history is otherwise unremarkable, with no significant illnesses, hospitalisations, or physical injuries reported. During her first year, she experienced occasional ear infections, which resolved without long-term effects.

Developmental History

Gross Motor Skills: Sarah crawled at 10 months and walked independently at 15 months, slightly delayed compared to typical milestones.

Fine Motor Skills: Tasks requiring fine motor control, such as holding a pencil or using scissors, are particularly difficult for Sarah.

Language Development: Sarah’s first words appeared at 18 months. By 24 months, her vocabulary was around 30 words. She continues to struggle with forming sentences and understanding more complex instructions.

Social Interaction: Sarah tends to avoid group play and prefers solitary activities, although she occasionally observes her peers without engaging.

Behavioral Observations

Social Behaviours: Sarah avoids eye contact and demonstrates limited interest in socialising with peers, often appearing more comfortable interacting with objects.

Repetitive Actions: She engages in repetitive behaviours like flipping through books or rhythmically tapping objects.

Response to Change: Transitions between activities are challenging for Sarah, often resulting in frustration or withdrawal.

Sensory Sensitivities: Sarah shows heightened sensitivity to loud noises and specific textures, avoiding materials like sand or paint.

Assessment Findings and Impressions

Sarah’s evaluations reveal:

Language Skills: Delays in both receptive and expressive language make it difficult for her to follow instructions or express her needs verbally.

Motor Skills: Fine motor coordination is underdeveloped, affecting her ability to perform classroom tasks.

Attention and Behaviour: Traits of inattention and impulsivity align with ADHD, while her repetitive behaviours and social difficulties suggest possible ASD traits.

Diagnosing

Sarah’s difficulties are consistent with:

Dyspraxia: Evident from her motor delays and struggles with fine motor coordination.

ADHD: Marked by inattention, impulsivity, and difficulties managing transitions.

Possible ASD Traits: Limited eye contact, repetitive behaviours, and reduced social interaction require further evaluation to confirm.

Treatment Plan

Goals:

The primary objectives are to improve Sarah’s motor coordination, language development, and social skills while addressing her sensory sensitivities and attention challenges.

Interventions:

Motor Skills:

Occupational Therapy: Activities like threading beads, using adaptive tools, and simple crafts to develop fine motor coordination.
Play-Based Therapy: Structured play activities to encourage climbing, balancing, and gross motor development.

Language Development:

Speech Therapy: Weekly sessions to enhance her understanding and use of language.
Visual Supports: Use of picture cards, social stories, and visual schedules to aid comprehension and communication.

Attention and Behaviour:

Classroom Strategies: Simplify tasks into smaller, manageable steps and use visual or auditory cues to signal transitions.
Positive Reinforcement: Implement reward systems for task completion and appropriate classroom behaviour.

Social Interaction:

Peer-Mediated Interventions: Assign a peer buddy to help model social skills and encourage interaction.
Small Group Activities: Gradual introduction to group play with adult support to foster confidence and participation.

Sensory Sensitivities:

Sensory Diet: Incorporate calming activities like weighted blankets, fidget tools, and access to quiet zones.
Gradual Exposure: Slowly introduce Sarah to new sensory experiences in a supportive, controlled environment.

Assignment Task for Participants

Objective:

Your task is to develop an action plan for Sarah based on the case study provided. Use evidence-based strategies and approaches to address her challenges, drawing on knowledge gained during the lectures.

Assignment Overview:

Introduction to Neurodevelopmental Disorders (10%)

Discuss Autism Spectrum Disorder (ASD), ADHD, and Dyspraxia, covering diagnostic criteria, causes, prevalence, and their effects on learning and behaviour.

Comorbidity Analysis (5%)

Define ADHD and Dyspraxia. Highlight their overlapping traits and how these impact Sarah’s skills.

Student Profile (10%)

Summarise Sarah’s background, assessments, and diagnoses, including relevant details from her medical and developmental history.

Challenges Faced by Sarah (10%)

Identify and explain Sarah’s academic, social, behavioural, and communication challenges.

Selected Strategies (10%)

Choose two evidence-based strategies (e.g., TEACCH, Social Story, ABA). Explain your rationale for selecting these strategies and how they can be implemented to support Sarah.
Incorporating Differentiated Work (5%)
Describe how lessons and classroom activities can be tailored to accommodate Sarah’s needs effectively.

General Guidelines for Written Assignment 1 (MR CJ)

Plagiarism and Use of AI Tools:

All submissions must be the original work of the participant. Plagiarism or reliance on AI tools beyond 20% research purposes will result in penalties, which may include mark deductions or a failing grade. Submissions must demonstrate your understanding and critical thinking.

General Guidelines:

Language: English
Font: 12-point Times New Roman
Spacing: 1.5
Length: Max 2500 words (±10%)
Submission Format: PDF or Word document.

Marking Scheme