SPED/500 Version 2 / 1
University of Phoenix Material
Johnny Smith Case Study
Name: Johnny Smith
Gender: Male
DOB: 10/11/98
Age: 11
Grade: 5
Caregivers: Johnny’s parents, Wendy and Joe
Current Eligibility: Autism
Health History
Johnny has been diagnosed with autism and seizure disorder. He has not had a seizure in three years. Currently, he is not on any medication. Johnny is usually healthy.
Background
Johnny has received early intervention services. He has received occupational therapy, physical therapy, speech-language and developmental therapy, behavior services, and nutrition therapy services.
Academics
Johnny has received special education services in the public schools since the age of 3. He was in a blended early childhood classroom for two years. In grades K–3, he received resource services at his school. As the work became harder, Johnny struggled more. Frustration and aggressive behaviors emerged due to the work becoming more difficult. In fourth grade, the individualized education program (IEP) team determined that it would be in Johnny’s best interest to receive all academics in a self-contained classroom. His behavior and academics improved.
Johnny is currently in the fifth grade. He receives special education services for all academics in a self-contained classroom with one special education teacher and one paraprofessional. Johnny’s teacher reports that he can be a very caring and sweet boy. Johnny participates in class when he wants. He follows directions about 85% of the time. His academic strengths include: reading fluency and vocabulary, spelling, and grammar.
His current grades are:
Reading: 86%
English: 84%
Math: Unknown
Wechsler Individual Achievement Test – Second Edition (WIAT– II)
Word Reading, SS, 93
Reading Comprehension, SS, 94
Numerical Operations, SS, 80
Math Reasoning, SS, 81
Spelling, SS, 93
Written Expression, SS, 89
Wechsler Intelligence Scale for Children – Fourth Edition (WISC– IV)
Verbal Comprehension (VCI), SS, 87, Low Average
Perceptual Reasoning (PRI), SS, 110, High Average
Working Memory (WMI), SS, 80, Low Average
Processing Speed (PSI), SS, 78, Borderline
Full Scale (FSIQ), SS, 87, Low Average
Communication
Johnny’s speech, fluency, and articulation skills are within normal ranges. His language skills are below expectancy, as seen on the following standardized tests:
Test of Language Development – Intermediate: 4
Listening Index Score: 78
Organizing Index Score: 78
Speaking Index Score: 86
Grammar Index Score: 84
Semantic Index Score: 73
Spoken Language Index Score: 76
The WORD-R Test
Associations, SS, 75
Synonyms, SS, 76
Semantic Absurdities, SS, 87
Antonyms, SS, 72
Definitions, SS, 108
Multiple Definitions, SS, 102
Total Test Standard Score: 83
Motor Abilities
Occupational Therapy Assessment
Sensory Profile School Companion
Registration: Probable Difference
Seeking: Typical Performance
Sensitivity: Typical Performance
Avoiding: Probable Difference
Johnny’s probable differences in the areas of registering and avoiding are improved by simple sensory strategies that the teacher implements in the classroom on a daily basis, such as use of a Sissel® seat.
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