Child Development Case Study

This assignment presents a detailed case study of a child with developmental difficulties. It examines her academic progress, social interactions, communication skills, and creative abilities. The report also highlights the support provided to the child, including visual schedules and sensory activities. Furthermore, it discusses the child's challenges in writing and interaction with strangers.

Case
Study on
Autism
May 7
2016
MARIYAM REYSHMA/2263
Inclusive
Education ( EST
523)Assignment-
02(Part A)
Table of Contents
INTRODUCTION...........................................................................................................................1
Literature review....................................................................................................................1
Child's case history..............................................................................................................1-2
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Mother's report.......................................................................................................................2
The causes, weaknesses and difficulties faced by children with autism.............................2-3
National and international development.................................................................................3
Observation.........................................................................................................................4-5
Individual Educational Plan (IEP)....................................................................................5-15
Long and short-term goals ...................................................................................................15
CONCLUSION..............................................................................................................................16
Recommendation.............................................................................................................16-17
REFERENCES..............................................................................................................................18
APPENDIX....................................................................................................................................20
Observation(Interviews) ......................................................................................................31
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INTRODUCTION
Education is a process to acquire
knowledge, learning, values, beliefs and
habits. It a basic necessity and all the children
including the disabled ones have the right to
acquire education. It is for the same reason
that Maldives government has given their
support to Special Education Needs (SEN) of
children with disability. SEN provides special
attention and help disabled children like child with autism, dyslexia, hearing impairment etc
during their education. There are special schools which have specialists to help them and they
track the progress of students as well (Children with special educational needs and disabilities,
2016). The report contains a detailed study of children with autism and what difficulties they
face during their education. Autism is a neurobehavioural disorder which affects social
interaction, communication and may have stereotype body movements like flapping. It has been
estimated that large number of people in Maldives are suffering from autism (Spitler, Repetto
and Cavanaugh, 2013). Along with this, a special IEP (Individual Education Plan) for the
children with autism has also been included in the report.
Literature review
The child which I have observed had autism from birth. She had problem in speaking and
understanding others. I have also carried out many activities with the child. She has been
improving in many activities after getting admission in SEN. I observed that she loves to play
outside her home and loves colouring.
Child's case history
Children with autism find it difficult to communicate with people. The child I observed
also had the same problem. She had problems in understanding others as she could not speak
properly (Tomlinson, 2012). She was also very sensitive towards sounds, smell, touch and sights.
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She sometimes reacts in a different manner to normal things around her. She behaves in an
unusual way to strangers, has attachments to different objects and shows aggressive behaviour
(Cavanaugh, 2013). The Maldives SEN has special laws which prohibits discrimination and
inequality of the disabled people.
Child's development
Her gross motor skills were well developed. She sits without support of any teacher. She
is able to rolls over on flat surface. And she walks upstairs and downstairs, alternating feet (may
use wall or handrail for support). Compare to any other autism girls she is little bite good in her
fine motor skills. She has stared saying few words after the speech therapy. She would take her
mother's hand to the objects whenever she wants instead of shouting and crying. She has
understood that others get angry when she hits or yells at them. She remains calm when she
watches TV. She tries to say few words when she sees objects from TV. This is a great sign of
development which I have seen from her. She began to follow the schedule that has been
formulated by the teacher.
Mother's report
The mother reported that she suffered severe pain before delivering the baby. She used to
get fits at the time of pregnancy and she was also suffering from epilepsy. It is for the same
reason that she gave birth to autistic child. Her other two children are also not normal. Her
husband is normal and there is no history of autism in their family. The child seemed normal in
the first three days of her birth but after that she started getting fits. She used to collapse many
times during the day. She was taken to Male for treatment. But again after seven months she had
the same problem. She was diagnosed with diabetes, she had fits, and non-stop crying and she
was not feeding well. Her first school was Saeediyaa School. The problem arises when her
teacher went to India for medications. She started hitting other students in the class and the
teacher recommended the parent to keep her way from school. Another school was Meduvalu
School. They also recommended the same thing. They said that the child is not normal and they
will teach her only if the parent stays with her at the school. After that she was kept at home.
Finally, in the year 2010 she was admitted to SEN class of Sharafuddin School. She studied there
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for more than 5 years. Earlier she used to shout if she wanted something but now she takes her
mother's hand to that object instead of yelling and crying.
The causes, weaknesses and difficulties faced by children with autism
Causes
Autism is a genetic disorder and it is caused by the genes which are vulnerable to develop
this disease. It can be develop because of the advance age of any of the parent. The child whom I
observed had the similar problem. It was a genetic disorder which affected her brain. The doctors
believed that it was developed due to epilepsy that her mother had at the time of pregnancy
(Communication development in child with autism, 2011). Her family had no history of autism.
Her mother had epilepsy and she used to get fits at the time of pregnancy. Her husband is
completely normal person.
Strengths
Autism kids can be exceptionally honest and loyal. Many of the autistic children like to
paint and draw (Mann, 2013). The child whom I have observed was really good at drawing,
colouring and memorizing things. This is her own area of interest and she has been above
average in this field. She has the ability to concentrate on narrow topics of her interest. She
understand songs, conversations in movies and the words. She also displays a variety of
emotions.
Weaknesses
Children with autism have uneven skill set and may find difficulty in doing normal day
work (Chu and Zhang, 2015). The girl I observed had communication problems. She cannot
speak in a clear language. She has problems in understanding the emotional state of others. She
remains dependent on others for every small thing. Her biggest weakness is social interaction. It
is difficult for her to understand the rules and methods of social interaction and she prefers to
remain alone.
Difficulties
She always needs some extra help from her parents and teachers. She has problem in
reading, writing, school work, understanding information and expressing herself (Mann, 2013).
Not only in school but even outside it she has to face lot of problems. She has difficulty in
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making friends and behaving properly in the schools. She has developed a shell around her
because she has limitations in many normal things (Park, Lombardino and Ritter, 2013).
National and international development
There are many organisations in Maldives and in the entire world which are providing
support to people with autism. Autism national fund, International Child Development Centre
(ICDC), National Autistic Society are some national organisations in Maldives which are helping
the people. There many international organisations also like ASD, INCA, Autism Network
International and WHO. The government has also realised the importance of autism child
education and they started many schools to support them (Bobzien and et.al, 2013). The
disability rights, equality and anti-discrimination has given them equal rights in the society.
Autism children are also given speech and language therapies, trainings and psychological
treatments. Parents are also given training and financial support so that proper resources can be
provided to disabled child (Van Naarden Braun and et.al, 2014). Many of the children are given
free medicines, health care facilities and speech therapy in schools. Small children are also given
counselling classes so that they can develop proper communication with others and improve their
interaction. Innovations and technological developments have also helped the disabled children
(Hintermair 2013). The Special Education Schools provides all the necessary support to disabled
children for some extent. The institution like National Autistic Society has many training
courses for the parents whose child is suffering from autism (Theunissen and et.al, 2014). The
national curriculum of Maldives include NCF. It is non discriminatory and it focusses on the
learning and development of autistic child. It ensures that the all the learning needs of the
students are fulfilled. Their talent and aptitudes are properly addressed by the school.
Observation
In the classroom
A child with autism needs constant support from others all the time. She has her own
limitations which makes her different from others. In school, she faces many problems due to her
inability (Jackson and Schatschneider, 2014). The two main observations in the classroom are
that she lacks communication and does not take part in class room activities. The teachers
understand the needs of that particular child. She speaks little and use gestures more to
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communicate. She speaks in a monotonous sound and uses pre learned phrases instead of full
sentences. She seems nervous and scared because her disability (Dragomir and et.al, 2015). She
has no idea about other's personal space and does not interact with people. Her classmates also
find it difficult to communicate with her because of her unusual behaviour.
During my observation I found that the child was very much attracted towards red colour.
I gave her a picture and a colour box but she only took red coloured pencil from it and started
colouring the picture. After few minutes I changed the picture and gave her a banana to colour. I
gave her three different colours like orange, green and yellow. It was shocking for me to see that
she immediately took yellow colour and started to colour the picture with it. She loves going to
school and playground. One day when I was observing her she went to some other class. That
class was earlier used as SEN class. She stayed in that class for about 15 minutes and then started
shouting and running. No one had a clue what she wanted. Her teacher said that the class was
used as SEN class 2 years ago and she still remembers the class.
She tries to avoid some of the classroom activities because of his disability. She does not like
these activities and gets very upset when there are changes in the normal routine (Pronk and et.al,
2014). She faces problems in maths and while reading as it is difficult for her to understand all
these things at once. She needs more attention and support to learn. It can be seen from the
observation that the children with autism underperform in their academics. This gives rise to the
second biggest problem of low participation in classroom activities (Nichols, 2015). She prefers
to play with objects rather than with the people. Her behaviour like flapping of hands, playing in
an unimaginative way makes her look different from others. Teachers also believe that these
students are not capable enough to take part in the activities. They do not realise that the disabled
child has only one weakness and he can do other activities just as the other students. Without
proper knowledge and training a teacher cannot help them. They do not communicate because
they cannot understand what teachers are saying (Park, Lombardino and Ritter, 2013). So the
major problems that can be seen in the observation is lack of communication and inability to take
part in the classroom activities.
At public places
Not only in the classrooms but in other place as well they have to face many problems.
They are discriminated by other people and they find it difficult to make friends. She has no
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close friends and she finds difficulty in communicating with others (Spitler, Repetto and
Cavanaugh, 2013).
This inability does not allow her to make friends. Others children are not aware about the
disability of the autistic child. They are too small to understand the feeling of the disabled child.
It can be seen that most of the autistic children don't like school. But the girl I have observed
likes to go to school. She loves to play with toys (Cavanaugh, 2013). Her parents are completely
aware of their child's disability and they don't allow the child to feel nervous about it. But in
school and outside she faces discrimination (Mann, 2013). So it can be observed that outside
school an autistic child faces discrimination and is unable to make new friends.
ACCOMODATIOS AND MODIFICATIONS
Parents can help their child in many ways. At home she is very quiet and happy. She
spends most of her time watching TV. Her parents should create an environment for her so that
she can learn through playing.
Accommodations
 Removing the fluorescents lights from the room as it affects the child.
 Parents can remove the red colour for her room and wardrobe. It will allow her to
concentrate more on other objects in the room.
 Locking the items that you don't want your child to touch or use.
 Develop a room specially for the child. It should not have any distractions and items that
you don't want her to use.
 Include a table and a chair in the room.
 Covering the windows so that the child can focus properly.
 Installing a CCTV or one way mirror to observe the child.
Individual Educational Plan (IEP)
Individual Educational Plan (IEP) is a useful document that is prepared for the child who
needs special education. It acts as guide and a plan for the teachers to evaluate the performance
of the special or disabled child in various activities. The school should wily supportive
environment and other settings. It will allow students to learn and enhance their knowledge.
Schedules and visual activities should be included for the development of autistic child. It also
allows the teacher to assess and track the progress of the disabled students. Different teachers can
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be assigned to the child because it will help her to grow in all activities. The Individual
Educational Plan for the observed child who has autism:
Table 1: Individual Educational Plan (IEP) for Autism child
Sharafuddhin School
Al- Noor Centre
Telephone Number: 6887030
Student Name: Fathmath Sara Anwar Date of Birth:12th April 2005
Age: 11 years
Student ID: Male Female :
Medical Alerts: the child gets seizures very often.
History: Child with autistic
Delayed birth cry
Diabetics
Nonstop crying
Not feeding.
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Learning Delays:
Cognitive
 Can remember numbers.
 Can identify alphabets letters and
numbers.
 Can read alphabet letters and identify
names of the shapes.
 Can read and identifies with
teacher
Speech
 Making sounds such as “ba” “ma” “ca”
and “Aa”
 She is able to make some letters of sound.
 Read some letters.
 Mostly conversations used to repeat
words.
Writing
 Trace vertical lines and horizontal lines.
 Trace the circle.
 Scribbles with pencil and crayon.
 Trace the letters and numbers
Comprehension
 Sometimes says “mom”, “bappa”,
“fen”
 Understand what the teacher tells.
 Cognitive skills were not much able
to the early age.
 Sometimes sings a song.
Special Needs/Disability (as per
circular)
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Date of initial referral: - Date of IEP meeting: -
Date IEP is to be Implemented: - Projected Date of Next Review: -
Strengths and Weaknesses/Current level of the child
ACADEMIC ACHIEVEMENT, FUNCTIONAL PERFORMANCE AND LEARNING
CHARACTERISTICS:
Current levels of knowledge and development in subject and skill areas, including
activities of daily living, level of intellectual functioning, adaptive behavior, expected rate
of progress in acquiring skills and information and learning style.
ACADEMIC ACHIEVEMENT
 Can say the alphabet letters.
 Can say some numbers.
 Can show the some sensory organs.
FUNCTIONAL PERFORMANCE
Cannot speak because she is an autistic child.
LEARNING CHARACTERISTICS
The child used to learn using the pictures and real objects. Sometimes she points out the
picture to show what she wants.
PSYCHO SOCIAL DEVELOPMENT:
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Student’s relationships with peers and adults, feelings about self and social adjustment to
school and community environments.
Can play with students at time allocated.
During field trips she uses to play and enjoy with peers.
PHYSICAL DEVELOPMENT:
Student’s motor development and physical skills or limitations that relate to the learning
process.
 Engage in a simple ball with others.
 Yoga exercise.
 Cannot catch the ball properly.
 Cannot jump with both legs lifting up.
MANAGEMENT NEEDS:
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The amount of environmental modifications and human or material resources are
required to enable the student to benefit from instruction. Management needs are
determined in accordance with the factors identified in the areas of academic achievement,
functional performance and learning characteristics, psycho social development and
physical development.
 Needs speech therapists.
 Need occupation therapist.
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TRANSITIONAL PLAN
Each student should have goal(s) based upon age appropriate transition assessments relating to
training, education, employment and, when appropriate, independent living skills.
Transition from Home to school: straight from home to school.
Transition from Foundation stage to key stage 1: -
Training: -
Employment: -
Independent Living Skills (when appropriate): put on shoes on her own
Self-grooming
MEASURABLE ANNUAL GOALS
For students with various disabilities annual goal(s) should be set in the ‘IEP meeting’. Based on
the severity of the disability the type and number of goals could vary.
Annual Goal: What the student will be expected to be able to do by the end of the year in
which the IEP is in effect.
Evaluative Criteria: How well and over what period of time the student must demonstrate
performance in order to consider the annual goal to have been met.
Procedures to Evaluate Goal: The method that will be used to measure progress and
determine if the student has met the annual goal.
Evaluation Schedule: The dates or intervals of time by which evaluation procedures will be
used to measure the student’s progress.
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ANNUAL GOAL:
 Speech therapy
 To increase attention concentration.
 To increase eye contact
 Able to identify and copy first three letters alphabets.
Evaluative Criteria: By oral
Observing
Procedures to Evaluate
Goal:
At least read simple words eg: mamma bappa
To achieve first 3 letters.
Evaluation Schedule: Twice a week
(Add additional annual goals as appropriate)
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RECOMMENDED SPECIAL EDUCATION PROGRAMS AND SERVICES
SPECIAL EDUCATION PROGRAM/SERVICES
Frequency Duration Location Initiation
Date
Speech development
activity
Daily 20minutes Classroom
Social development activity Twice a
week
30 minutes Classroom
Attention concentration
activity
Four times a
week
20 minutes Classroom
Increase eye contact
activity
Twice a
week
20 minutes Classroom
Reading skills Daily 20 minutes Classroom
Interaction Daily In
playground
SPECIAL TRANSPORTATION NEEDS:
-
TESTING/ASSESSMENT ACCOMMODATIONS:
TESTING ACCOMMODATION CONDITIONS SPECIFICATIONS
-
-
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-
PARTICIPATION IN SCHOOL EXAMS/ASSESSMENTS
-
PARTICIPATION IN NATIONAL EXAMS/ASSESSMENTS
-
REPORTING PROGRESS TO PARENTS
Identify when periodic reports on the progress the student is making toward meeting the
annual goals will be provided to the student’s parents:
 Parents can have a daily note informing students of the days lesson if there is any
major concern
 Teachers can inform the parents about the progress of the student weekly.
 Term reports can be communicated at the end of the term.
 Scheduled parent teachers meet periodically.
 Improvements and problems should be communicated to the parents.
 Monthly reports of academic performance should be given to the parents.
IEP COMMITTEE PARTICIPANTS
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Name Professional Title Signature
Long and short-term goals
It can be seen from the observed child that there are many areas which needs
improvement. Lack of training and planning has made it difficult for these students to
communicate and interact with others. This has ultimately affected their academic performance.
It would be better for the parents and the teachers to develop short and long term plans for them
(Pronk and et.al, 2014). This will not only give them direction but it will also help in tracking the
progress of the autistic child. The long term goals can be to improve the communication,
interaction and ability to socialize with others. These are the basic requirements for the disabled
person (Dragomir and et.al, 2015). The short term goals should be to increase his ability to read,
write and understand things. Encouraging them to make new friends and participate in the
various activities of the school. All the basics which would help them to grow should be taught. .
It will make it easier for them to communicate in a better way (Bobzien and et.al, 2013).
Furthermore, the short term goals should also include the use of diagrams, charts, pictures, social
stories, PECS,computers and audio-visual technique so that her academic performance improves.
These short and long term goals can be very beneficial for the development of an autism child.
This will allow her to develop and grow like the children of her age. It will also guide the parents
in tracking the progress of the child.
CONCLUSION
People with disability have to face many difficulties in their life like discrimination,
communication problems, difficulties in making new friends etc. The child whom I observed was
dependent on others for everything. She needs constant help form others. She likes drawing and
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painting objects. She found difficulty in communicating with others. She has also received many
therapies from the school. It has improved her understanding and communication skills.
Maldives has launched Special Education Needs (SEN) program to provide education to disable
children. It understands the various needs of a disabled child and has specialists who help them.
Individual Educational Plan (IEP) can be very useful as it allows the management of the school
to help them in a better way and it will ensure the child is progressing in the right direction.
There should an IEP plan for the observed child which takes into consideration her basic needs.
This will help her to grow and learn new things. She has shown improvements in her behaviour
and her academic performance has also improved.
Recommendation
The parents of an autistic child have to understand their needs and requirements. They
have to take proper training and counselling to take care of their disabled child. It would be
better to choose a school which has either Special Education Needs (SEN) facility or has
specialised people to take care of the autistic child (Theunissen and et.al, 2014). The teachers
have to understand all the basic needs of the child and make sure that they are given more
attention than a normal person. It is also essential that the classmates are also taught with skills
and techniques to talk to the disabled child. In this way she will not feel isolated and it will boost
her confidence (Bobzien and et.al, 2013). Their teachers have to give them training and support
so that they learn new things easily. They should keep a track on the progress of the child
regularly and can have some short counselling sessions to understand them in a better way. It
should be ensured that they are not getting discriminated in the class, playground or in other
activity. The parents should look for signs in their child like difficulties in learning, reading,
avoiding school, showing poor judgement etc (Van Naarden Braun and et.al, 2014). This can be
a signal that the child is not getting proper support from the school. The biggest problems are
communication, discrimination and interaction. If the teachers and parents can work on this issue
then the child can grow and progress in all the fields. These are common problems which are
faced by disabled students everywhere. It is important for the school and teachers to adopt
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different methods of teaching. A speech therapist can help teachers to communicate properly
with the disabled student (Erickson and Larwin, 2016). Not only the autistic child but all the
students should be given training. This will make the disabled child more interactive and his
communication will improve. All the other students will also understand the need of the disabled
child and will stop discriminating them. The teachers should also encourage them to perform and
take part in other activities of the school. Some of the recommendations which can be useful for
teaching a disabled child are:
 Repeating the instructions
 Use visual methods to teach like daily schedules, PECS computers etc
 Use Social stories
 During extra-curricular activities
 Allow participation of autistic child
 Proper attention should be given to the child in breaks and in playground.
 Use videos, audio and diagrams to teach.
 Keep the front seats reserved for the autistic child (Park, Lombardino and Ritter, 2013).
 Breaking up the information into small portions for better understanding
 Reward good behavior.
 Teaching other students how to interact with the disabled student (Hintermair 2013).
 Encouraging them to take part in the school activities
 Designing activities for their involvement
 Stick to a schedule.
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REFERENCES
Books and journals
Bobzien, J. and et.al. (2013). An observational study of social communication skills in eight
preschoolers with and without hearing loss during cooperative play. Early Childhood
Education Journal. 41(5). pp.339-346.
Cavanaugh, E.M. (2013). The Critical Role of Leadership: A Gadamerian Investigation of the
Sustainment Phenomenon Experienced by Effective Midterm Special Education
Teachers. ProQuest LLC.
Chu, Y.A. and Zhang, L.C. (2015). Are our Special Education Students Ready for Work? An
Investigation of the Teaching of Job-related Social Skills in Northern
Taiwan. International Journal of Disability, Development and Education. 62(6). pp.628-
643.
Dragomir, C. and et.al. (2015). Letter to the Editor: Detection of the GJB2 gene mutations in two
children with hearing impairment. Revista Romana de Medicina de Laborator. 23(4).
pp.495-499.
Erickson, M.J. and Larwin, K.H. (2016). The Potential Impact of Online/Distance Education for
Students with Disabilities in Higher Education: Results from a Meta-Analytic Investigation
and Existing Research.International Journal of Evaluation and Research in Education
(IJERE).5(1). pp.76-81.
Hintermair, M. (2013). Executive functions and behavioral problems in deaf and hard-of-hearing
students at general and special schools. Journal of deaf studies and deaf education. 18(3).
pp.344-359.
Jackson, C.W. and Schatschneider, C. (2014). Rate of language growth in children with hearing
loss in an auditory-verbal early intervention program.American annals of the deaf. 158(5).
pp.539-554.
Mann, K. (2013). An investigation of the effective use of Question-Answer Relationship (QAR)
Strategy and Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next) Testing.
Nichols, J.A. (2015). Elementary twice-exceptional students: An investigation of the number of
school days until identification based upon teacher-type and student ethnicity (Doctoral
dissertation, REGENT UNIVERSITY).
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Park, J., Lombardino, L.J. and Ritter, M. (2013). Phonology matters: A comprehensive
investigation of reading and spelling skills of school-age children with mild to moderate
sensorineural hearing loss. American Annals of the Deaf. 158(1). pp.20-40.
Pronk, M. and et.al. (2014). Hearing Loss in Older Persons Does the Rate of Decline Affect
Psychosocial Health?. Journal of aging and health, p.0898264314529329.
Spitler, C., Repetto, J. and Cavanaugh, C. (2013). Investigation of a special education program in
a public cyber charter school. American Journal of Distance Education. 27(1). pp.4-15.
Theunissen, S.C. and et.al. (2014). Self-esteem in hearing-impaired children: The influence of
communication, education, and audiological characteristics. PloS one. 9(4). p.e94521.
Tomlinson, S. (2012). A Sociology of Special Education (RLE Edu M). Routledge.
Van Naarden Braun, K. and et.al. (2014). Trends in the prevalence of autism spectrum disorder,
cerebral palsy, hearing loss, intellectual disability, and vision impairment, metropolitan
atlanta, 1991-2010.PloS one. 10(4). pp.e0124120-e0124120.
Online
Children with special educational needs and disabilities. (2016). [Online] Available through: <
https://www.gov.uk/children-with-special-educational-needs/extra-SEN-help>. [Accessed
on 18th April 2016].
Communication development in child with autism. (2011). [Online] Available through: <
http://www.hanen.org/About-Us/What-We-Do/Early-Childhood-Autism.aspx. [Accessed on 18th
April 2016].
Children’s Hospital of Orange County (2014). High Risk Pregnancy:
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http://www.choc.org/healthlibrary/topic.cfm?PageID=P02474>. [Accessed on
18th April 2016].
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APPENDIX
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Social story of autistic children
I will stop yelling at other people because it makes my friends sad. I will tell my
mother about the problem and she will help me to solve the issue. It will makes my
friends happy and my mother will help me to control this habit.
I will stop putting fingers in my mouth. It makes my friends and parents
uncomfortable. It is bad habit to put fingers in mouth in front of others. If I stop
doing it then my friends won’t feel uncomfortable with me and It will allow me to
make more friends.
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Assessment interview
APPENDIX C
FUNCTIONAL ASSESSMENT INTERVIEW FORM
INTERVIEW (S) _____________________________________________
DATE (S) 19/4/2016
STUDENT : Sara Anwar
RESPONDENT _____________________________________
1. Describe the behavior of concern
She yells and get angry in small things. She wants everything that has been asked by her.
2. How often does the behavior occur? It seems like everyday
It occurs every day.
How does it last? Not long I keep my eyes on her and stop her before it gets out of hand
She starts to throw things and causes injuries to herself.
How intense is the behavior? I don’t think she has drawn blood but she hits and kicks so
hard I bet she bruises her own brother.
She starts to cry
3. What is happening when the behavior occurs?
It mostly occurs in front of the parents.
4. When/ where is the behavior most/ least likely to occur? It happens everyday
5. With whom the behavior most likely to occur?
With parents and friends.
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MARIYAM REYSHMA/2263

ABC FUNCTIONAL
ASSESSMENT CHART
CHILD’S NAME:
GENERAL CONTEXT Involvement in the classroom activity
OBSERVER DATE AND TIME:
26/4/2016
Antecedent Behavior Consequence
The teacher asked the child to take
part in the reading activity of the
class.
She refused and ran The teacher tried to convince
her but she kept on saying on.
She started crying.
Questionnaire
 How and when did you came to know that the child has autism?
Autism was detected in her when she was a child. Her teachers and many other people said that
she was not normal. She used to shout for every small thing. Even if she wanted to drink water
she would not say anything and just shout at others.
 What kinds of food she likes?
Earlier she used to eat only corn flakes but now she likes to eat lot of sweet foods.
 Does your child likes going to the school?
Yes, she loves to go to school. She will cry and get angry if she is not allowed to go to school.
She likes to play alone in school as well as at home.
 Is she happy or tries to avoid school every time?
No, she never makes excuses to avoid school. She loves to play in the playground and wants to
be there every time. One day when I was observing her she went to some other class. That class
was earlier used as SEN class. She stayed in that class for about 15 minutes and then started
shouting and running. No one has a clue what she wanted to say. Her teacher said that the class
was used as SEN class 4 years ago and she remembers the class. That day she went into the class
with the help of other kids. No one in the school would laugh at the disabled child except other
SEN students.
 How is her academic performance?
Her academic performance is good. Now she is able to read few words on the television but she
rarely speaks. She only says few words.
 Does she like to go out and play?
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Yes, she loves to go out especially in parks and wanted to stay there every time. If she is given a
task for example riding a bicycle. She wants to ride it all day long and never come back to her
home. She wants a chocolate or some sweets whenever she goes out of the house.
 How well can she communicate?
She tries to sing songs and she speaks only few words. She never looks in the eye of other people
whenever she shouts or mumbles. If she wants something she will only look at that object and
nothing else.
 How many friends your child has?
She likes to play with friends but she feels that other kids might get hurt or get angry with her.
So she wants to remain calm and play alone.
 Is she creative and wants to learn more?
She like to colour objects and draw pictures. She tries to fill the gaps before she is colouring. She
always prefer red colour. But red was not sharpened to so she used orange to colour apple and
yellow for banana. I showed her some pictures of sense organs and asked her to show those
parts. She would point at her mother's eye when asked for eyes or any others organs.
 Is she progressing at school?
Yes but at a slow pace.
 In which year she was registered?
In 2010 when she was 6 years old.
 Is she having any eye problem?
No eye problem at all
Help given to the child
Yes, even though they don't have any speech therapists but still they give her some
lessons. It is for the same reason that she speaks few words. SEN teachers have also
recommended the parents to say the name of the object before giving it to her. If she is given
spoon then the parents should tell her that it is a spoon.
Activities carried out with the child She was given a visual schedule for her daily day to day activities. It had pictures,
symbols and drawings for the activities of the entire day. All the activities are marked the
chart once they are completed.
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 She was given a writing task which she could not perform well because of her inability to
control the movements of her hands. She was given a plane activity to check her judgement and skills. She was also given things to write. She found it difficult to form the correct shape of different alphabets. Her drawing and paintings were good and she took lot of interest in it. Her communication and interaction was not good. She would leave her toys and other favourite objects. She became very nervous in front of strangers Her memory was quite good as she had no problems in remembering various objects and
that too in the correct sequence during an activity.
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