Case Study Analysis Template

Contents
Practicum A: Selecting a Student.............................................................................2
Practicum B: Observation I......................................................................................3
Practicum C: Mini-Lesson: Development Area 1....................................................5
Practicum D: Observation II......................................................................................6
Practicum E: Intervention Activity Implementation- Emotional Development........7
Practicum F: Case Study Analysis and Presentation.................................................8
References.................................................................................................................9
Appendix...................................................................................................................9

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Practicum A: Selecting a Student
Part 1: Selected Child Background

The child I selected is Kim, a male that is 36 months old. Kim is enrolled in the center for nine

months already and attends Monday thru Thursday for six hours. Kim is the oldest in his family

with a younger sister that is fifteen months old. He has devoted parents that care for his every

need, they are extremely involved in their child’s education and have very high hopes for their

child to reach his fullest potential. We attended a meeting to discuss the child in detail and the

goals that we will set to help the child. Kim is a bright child with tons of knowledge instilled in

him, he talks about every different animal where they come from and what they eat and etc. Kim

has a sensory processing disorder which lays stumbling blocks in different areas of his

development. Kim tends to take everything in his mouth since he needs that sensory feel in his

mouth, he eats paint, his shirt and lots of other items. His sensory issue comes in the way of

touching things as well, this means that he touches and feels other children, he doesn’t mean to

be bad just his sensory issue is standing in the way. My mentor teacher decided that he needs a

one on one to help him with the issue and give him the right sensory feeling he needs. Kim will

come under my wing and I will communicate with the parents to discuss his progress and

shortcomings.

Part 2: Professional Communication

“Research shows that the more parents and teachers share relevant information with each

other about a student, the better equipped both will be to help that student achieve academically”

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(Reading Rockets.org, n.d.). Since collaboration with parents is of utmost importance, I will keep

the flow of communication with Kim’s parents open.

Once in two weeks I will call Kim’s parents for an excessive report of what is

going on in the classroom. I will first discuss the progress that Kim achieved and all the positive

actions that Kim did. I will thereafter continue discussing Kim’s shortcomings and how I will try

helping him overcome it. I will be open to hear what Kim’s parents have to say, if they have any

advice that can be helpful for Kim’s achievement. I encourage the parent to tell me updates on

what improvement they see at home, this way I can know if his progress is incorporated in all

settings of his life. On a daily basis I will be communicating via WhatsApp it’s the easiest and

quickest way to communicate.

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 Practicum B: Observation I
Part 1: Assessment

Developmental Classroom Activity Peer Interaction Adult Interaction Strengths Weaknesses Theories
Areas Supporting
(How do they interact
independently) Behaviors

Physical Pastes shapes with Helps his friend paste Listens to instructions Shows responsible Touches his friends Sensory seeking
glue things on paper. of teacher and attitude working hand often while behavior may
follows. with glue- does not gluing also be caused by
mess children
attempting to
gain more
information from
their
surroundings and
the
environment
(Ashburner,
Zivani, Rodger,
2008). Biel &
Penske (2009)
describe this
differently, as a
need for more
intense
stimulation from
the environment
Cognitive Rote count to 10 Count loudly with his Follows the teacher Follows teacher and Gets distracted Children should
classmates while speaking peer in repetition or while participating be
choral activities. in repetition or allowed to satisfy
choral reading their bodily needs
as necessary (Biel
& Peske, 2009).
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 Social Shares things during Listen to others share Listens to teacher Shares things during Tries to touch other A child with SPD
group work but their viewpoints and give instructions for group work people as they do has
touches things of thoughts during group work the task difficulty
others hence group work. processing
disturbs them sensory input in
such an
unstructured,
unpredictable
environment
(Cosbey, Jonston,
Dunn & Bauman,
2012), which
causes them to be
less sought out
for
play.
Emotional Behaves Gets frustrated and Gets frustrated if Respects the teacher Gets frustrated as A child
appropriately at touches the peers if teacher asks him not the peers ignore or may be
times and sometimes they do not listen to to eat his clothes or get away from him. hypersensitive to
inappropriately. him. other things and sensory input one
refuses to participate day, then
in activities. hyposensitive to
the same sensory
input the
next day (Biel,
2005).
Linguistic When reading He does not want to He feels comfortable He does not have He does not want to
independently, he read with his peers as while reading with reading disability. participate in pair or
reads confidently he feels they might the teacher group reading
but during shared make fun of him. activities.
reading he gets
distracted easily.

Raw Data:

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Kim is a brilliant kid with lots of awareness imparted in him, and he speaks about different species that they come from and what they
consume, and so on. Kim has a disorder in sensory processing that gives hurdles in numerous areas in his growth. As he wants the
sensory sensation in his mouth, Kim seems to take everything in his mouth, consuming paint, his shirt and tons of other things. His
sensory disorder sometimes gets in the way of touching stuff, which implies that he approaches and senses other kids, he doesn't mean
to be evil simply because his sensory disorder is in the way.
Reflection:
Part 2: Intervention Strategies
Instructional Support Strategies
1. Summary: Sensory Diet: The goal is to give the child the right type of sensory input in a controlled dose so that there is no
need for the unwanted behaviors to stem (Biel, 2014).

Rationale: To help them keep on board with positive activities and experiences, kids with sensory processing disorders can require
interventions during the day. A successful way to organize the routine of a child whilst supplying the sensory feedback they need
could be a sensory diet. It will help children get into a correct and appropriate condition by completing a sensory food regimen,
which can help them pay attention in learning, develop new talents and socialize with other children.

2. Summary: Occupational Therapy: According to Jasienoski (2008), Occupational Therapy should include individual, ongoing
assessment of each child, developing goals and treatment plans, structuring activities that challenge the child and also
promote success, modifying the environment to allow the child to succeed, facilitating a “sensory diet” of multi-sensory
activities that help to calm and organize the child for improved attention and participation in activities, helping the child to
organize and process information so that they can respond more appropriately to a given situation, helping the child socialize
and function appropriately in a group setting, strengthening muscles in the body (both large and small), helping the child to
be more independent in activities of daily living, such as dressing, grooming, and mealtime, educating parents and caregivers,
working as part of a multi-disciplinary team to promote the overall health and success of the child (p. 6).

Rationale: Acting with learners, their friends, teachers, and parents, Occupational Therapist aims to develop the abilities of the
learner expected to work in daily life. Therapist focuses at how the infant occupies his / her time, and involves a number of diverse
things such as: play, social skills, feeding, sleeping, abilities for self-help and self-care.
3. Summary: Heavy muscle work: Proprioception: allowing student to be involved in different activities that require movement
of muscles and body.

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 Rationale: There is a strong self-regulating influence of proprioceptive feedback on the whole body. Occupational therapists are
mindful of the value of proprioception for both gross and fine motor abilities and balance.

At Home Activities
1. Summary: I would encourage parents of Kim to buy Velcro Strips and give it to him for playing and satisfying his sensory
touch.

Rationale: Velcro strips are easy and cheap to buy and provide a satisfying feeling to students with sensory disorder and they tend to
become less distracted.

2. Summary: I will encourage Kim’s parents to buy a weighted blanket.

Rationale: Weighted blankets are used by therapist to provide comfort to children with sensory disorder.

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Practicum C: Mini-Lesson: Development Area 1

Part 1: Social Development Mini-Lesson

1. Objective(s)

Observation has shown that Kim tends to get distracted and touches things around him especially

his peers. This lesson will allow him to interact in a positive way with his peers.

2. Activities

 Kim will play a board game with his peers. He will take turns throwing the dice and

waiting for his peers to move and play.

 Kim will play with his peers creating a necklace with beads and strings. He will learn to

move his fingers touching the beads and creating a necklace. He will be asked to guide

his peers verbally to create the necklace.

 Kim will participate in group reading activity. The book will be projected on a projector.

Kim will hold a ruler in hand and will read by pointing the ruler on the words he is

reading.

3. Assessment

 Kim’s social development will be assessed through a checklist.

4. Resources or Materials

 Board game, Dice

 Beads, strings

 Book, big ruler, overhead projector.

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Assessment Results:

The pre-assessment shows that Kim tries to make friends but due to his disorder he gets very

touchy and other students get discomforted with him. The lesson was planned to keep Kim

occupied in all three activities so that he learns to be active during group work and develop

relationships with his peers.

When we started board game activity Kim became very excited to play but needed guidance to

wait for turn and allow others to also play. I had to intervene at different points to guide and

assist him to be patient.

In the second activity, Kim enthusiastically participated and completed making the necklace with

beads in given time. He happily showed his accomplishment to his peers and enjoyed the

activity.

In third activity at first Kim was reluctant and did not want to participate. I had chosen a book of

his interest. I modelled how to read with scale pointing at words. This motivated him to read as

he was using his fingers while reading.

Part 2: Reflection

My mentor teacher was very helpful and guided me in selecting these activities. When I first

started selecting activities I was confused what to select. My mentor guided me how to search

and find suitable activities to support Kim. We searched about sensory diet and Proprioception-

hard muscle work which were new to me. My mentor teacher guided me how to incorporate

sensory diet plan for Kim.

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The first activity provided the opportunity to interact with peer and wait for turn without

touching.

The second activity allowed student to create a necklace using beads and string satisfying fine

motor skills and hand eye coordination.

The second activity allowed the child to develop confidence while reading or speaking and

teaching others hence developing a relationship.

These activities allowed Kim to develop social skills as he need to learn to keep his hands to

himself without touching anyone.

My mentor teacher modified and edited my objectives as they had to be SMART and catering to

individual need of the learner.

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Practicum D: Observation II
Part 1: Checklist

Actions Yes/No
Kim participates in board game. Yes
Kim allowed others to take turns and waits patiently without distracting or Need
Improvement
Kim successfully completed the game Yes
Kim showed excellent eye and hand coordination as he created a necklace. Yes
Kim was engaged in his own work and did not bother others. Yes
Kim happily shared the necklace with his peers. Yes
Kim read the book easily. No
Kim used scale to point at words for reading. Yes

Part 2: Reflection

The checklist was created with help of my mentor. My mentor guided me what points to add.

Since the focus was on checking social interactions of Kim, we sat and thought about social

interaction points. My mentor initiated the discussion and made me come to conclusion

independently. She asked me loads of questions till I was able to phrase the checking points. The

points mentioned in the checklist helped me assess my student’s social interactions.

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Practicum E: Intervention Activity Implementation- Emotional
Development

Part 1: Emotional Development Mini-Lesson

1. Objective/s: Observation shows that Kim gets frustrated and introvert as people do not
listen to him or if the teacher tells him not to eat his clothes or other things around the
class. This lesson is designed to motivate him to show appropriate behavior and learns
to be patient.

2. Activities:

 Hopping on number mats: Kim will be asked to play with his friend. I will place number
mat from 1 to 10 on the floor. The numbers on the mat will be placed in zig zag manner.
Kim’s partner will call out a number and Kim will jump on the number spoken by his
partner. They will switch roles and now Kim’s partner will listen to Kim say instructions
and will follow them.
 Play dough: Students will be divided in group of four. All children will be given play
dough. They will be asked to create animal figures out of play dough. They will be asked
to challenge each other in respectful way to create complex figures out of playdough. The
winner will be decided by teacher and will get a chance to talk about his favorite animal.

3. Assessment:
 Emotional development will be assessed through checklist.

4. Resources or Materials:
 Number mat
 Play dough

Assessment Results:

Pre-assessment indicated that Kim needs patience to deal with classmates and the teacher. He

needs to learn to listen patiently to his classmates only then he will be able to develop friendship.

He needs to listen to his teacher as she guides him for appropriate behavior.

The result indicates that he enjoyed number mat hopping activity but was not allowing his peers

to play to and wanted to play all by himself.

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In second activity he loved creating animals with playdough as this was his favorite hobby and

when he was announced the winner he enthusiastically told information about different animals.

At this point he mingled well with peers.

Part 2: Reflection

My mentor guided me a lot in selecting these activities. She told me to choose an activity that

would please Kim the most. We decided upon the activity with animals and hopping activity.

The first activity was not very fruitful as Kim wanted to jump and hop several times on the mat

without giving turn to his peers.

The second activity was very successful as Kim enjoyed giving information about animals- his

favorite hobby.

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Practicum F: Case Study Analysis and Presentation
Part 1: Case Study Analysis and Conclusion

Analyzing the case of Kim helped me in enhancing my information about learners with sensory

disabilities. I now know how to deal with these type of students and how to plan activities

catering to their individual needs. Sensory diet and other activities are difficult to manage

however; if they form a set routine in class, they will be beneficial for all.

Kim has to learn a lot of things before he successfully completes his studies. With passage of

time and guidance from the teachers, he will be able to flourish and fulfill all his dreams. He is a

bright child who needs polishing in behavior to succeed.

Part 2: Mentor Feedback

My mentee was eager to learn and acquire knowledge about student with learning disability. She

was always open to criticism and made adjustments in her planning and activities. The best thing

about her was that she was able to research and select appropriate activities to support the

learner. The journey of learning was both ways and a lot was achieved during this.

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 Case Study Analysis Presentation Evaluation Form

Student Name:
Presentation Date:
Disagre
Strongly Neutral Agree Strongly
e
Disagree Agree
Criteria: 1 3 4 5
2
1. Presentation was professionally
delivered. yes

2. Content of the presentation was yes

clear and organized.
3. Information provided appeared yes
accurate.
4. Research presented supported
yes
claims.
5. Presentation was engaging. yes
6. Questions were encouraged. yes
7. Visuals provided were clear and
supported the content. yes
(Write “N/A” in any square if none
provided)

Comments:
The analysis was presented using appropriate resources. The teacher showed a professional
attitude throughout the presentation. The research indicated appropriate and correct citations to
support the literature.
Mentor Signature:

Feedback Description:

The feedback given is appropriate. A lot has to be learned and acquired as learning never ends.

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References
Ashburner, J. Ziviani, J., & Rodger, S. (2008). Sensory Processing and Classroom Emotional,

Behavioural and Educational Outcomes in Children with Autism Spectrum Disorder. American

Journal of Occupational Therapy, 62, 564-573.

Biel, L. & Peske, N. (2009). Raising a Sensory Smart Child: The Definitive Handbook for

Helping your Child with Sensory Processing Issues. New York, NY: Penguin Group.

Cosbey, J., Johnston, S., Dunn, M. L., & Bauman, M. (2012). Playground Behaviours of

Children With and Without Sensory Processing Disorders. OTJR: Occupation, Participation and

Health, 32(2), 39-47.

Reading Rockets (n.d.) Building Parent-Teacher Relationships retrieved from

https://www.readingrockets.org/article/building-parent-teacher-relationships

Appendix

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