Developmental approach- how does this work for wilson??

You need 5 interventions (activities): what activities can help his fine motor, gross motor, and processing skills?

You need 1 long-term goal and 2 short-term goals for each intervention activity. the layout is provoded below as to how it should look. the treatment activities you choose need to go to fine motor to gross motor. The pictures below is the case study that needs to be followed in order to complete.

1. TREATMENT ACTIVITY: ______

Long-term goal:

Shot-term goal:

Short-term goal:

2. TREATMENT ACTIVITY: ______

Long-term goal:

Shot-term goal:

Short-term goal:

3. TREATMENT ACTIVITY: ______

Long-term goal:

Shot-term goal:

Short-term goal:

4. TREATMENT ACTIVITY: ______

Long-term goal:

Shot-term goal:

Short-term goal:

5. TREATMENT ACTIVITY: ______

Long-term goal:

Shot-term goal:

Short-term goal:

INTRODUCTION TO SCHOOL SYSTEMS 67 Wilson: Learning Disability/ know why I just can't tell my stories. Why do I have to write them?" School Systems Analysis of Occupational Susan M. Cahill, PhD, OTR/L Performance Wilson was observed in his classroom during several History and Background writing and drawing tasks. He is left-handed and holds his Information pencil with a three-fingered thumb-tuck grasp. This grasps restricts his ability to use opposition and refined distal movements. Wilson maintains a tight grasp on his pencil Wilson, a 9-year-old third-grader, is receiving special and shook his hand due to fatigue several times during the education and related services, specifically OT and speech observation. He was also observed tilting his paper to the and language therapy. Wilson began receiving special edu- right, which caused him to flex his wrist and supinate his cation and related services in kindergarten. At that time, forearm to enable him to write. he was found eligible for services under the Developmental During the observation, Wilson and his classmates were Delay disability category. However, he was recently reeval- asked to copy 10 spelling words from the smart board. uated for special education and related services and was Classmates sitting near Wilson were heard saying the found to be eligible under the Specific Learning Disability words out loud before starting to write. As they wrote, the category. Wilson's general intellectual ability was deter- classmates were often heard sounding out the words. They mined to be in the average range; he received a score of infrequently referred back to the smart board to check their 105 on an intelligence test. Despite his relatively high spelling once they began writing the word. Wilson did not IQ score, Wilson demonstrated a significant discrepancy say the words out loud before starting to write. He was also between his achievement in reading and written language observed not sounding out the words, and he referred back as compared with his intellectual potential. His reading to the smart board for each letter in each word. It took and written language scores fall in the high 70s/low 80s, Wilson approximately three times as long to copy down approximately 2 standard deviations below his IQ score. the spelling words as it took the three children sitting near- As part of his reevaluation for special education and related est him. In addition, while he was copying the words, he services, he was reevaluated for OT services. requently stopped to shake his hand before getting started again. Evaluation Information Later, Wilson was observed working on illustrations for a book being written by his class. His job was to draw a fierce lion (Figure 3-7). After he was done with his draw- Occupational Profile ing, he proudly showed it to one of his classmates. Wilson's Wilson attends Jefferson Elementary School and is in classmates looked at the drawing and said, "It sure is a Mrs. S's third grade classroom. Wilson has received OT lion, but why is he smiling? He's supposed to be mean services since kindergarten because of delayed fine-motor and fierce." Wilson looked at his drawing and said, "He is and handwriting skills. He reports that he enjoys math and fierce. He's about to eat you," and then he pushed his draw- particularly likes playing flashcard games with his class- ing into his classmate's face. The classmate protested and mates. He lives at home with his mom and aunt and visits then turned away from Wilson. his dad on the weekends. In his free time, Wilson enjoys Nearing the end of the observation, the OT saw Wilson playing driving video games and basketball. He has his own write down a number line from 1 to 30. Then, the OT room and is responsible for making his bed every morning asked Wilson to copy the sentence, "The quick brown fox and folding the laundry on a weekly basis. Wilson some- jumped over the lazy hound dogs" (Figure 3-8). times helps to unload the dishwasher, but he would rather not. He currently does not have any pets. However, he did Interview With Teacher report that he would like to get a big dog that he could take The OT interviewed Mrs. S to gain a better under- to a dog park with his mom. standing of Wilson's performance in the classroom. Mrs. S During the reevaluation for OT services, Wilson was stated that Wilson was generally able to keep up with his pleasant and cooperative. He appeared to like to complete classmates except when it came to writing assignments. She timed activities and, at one point, said, "I'm good at races." often allowed Wilson to dictate answers to her for tests, Wilson discussed his need for assistance with reading and even though this accommodation was not listed on his IEP. written language. He also expressed a strong dislike for Mrs. S indicated that Wilson often misplaced important completing handwritten assignments. He stated, "I don't68 CHAPTER 3 Figure 3-7. Wilson's drawing of a fierce lion. worksheets and homework assignments and that he never volunteered to read aloud in class. Mrs. S voiced concerns about how the other students had been treating Wilson. She said, "They seem to be able to tell there is a difference between them and him now. I don't think they noticed it as much at the beginning of the year." Mrs. S also stated that on at least two occasions, Wilson stated that he was "dumb- er" than his friends. Mrs. S indicated that Wilson's mom is very involved in his education and is always responsive to notes home about missing assignments. Wilson's mom has told Mrs. S that it sometimes takes Wilson up to 2 hours to complete his homework. Both Mrs. S and Wilson's mom are worried that he is going to stop trying because things are becoming so difficult. Mrs. S also expressed concerns about the upcoming district-wide testing. She's worried that Wilson is not going to be able to produce his best work on the written response portion of the test. Mrs. S asked the OT if it would be appropriate to start keyboarding instruction for Wilson at this time