Instructional Day Schedule Case

Please read the scenario and complete the following:

Using the Instructional Day Schedule Case Scenario, develop a schedule for an instructional day. Include the following:

  1. Visual supports
  2. Structured work systems;
  3. Use of child-specific interests;
  4. Methods for monitoring and assessing progress toward individual goals consistent with the data provided; and
  5. Include a copy of one progress-monitoring tool.

For examples of schedules, refer to, Indiana Resource Center for Autism and Pinterest Visual Schedule.

Instructional Day Schedule Case Scenario

Brenda is a six-year old first grade student with autism spectrum disorders who was previously enrolled in the district’s developmental preschool and kindergarten program. Brenda is constantly on the go.  She seeks tactile and motion stimulation.. On the playground, she can be found in the sandbox or at the water play table, when weather permits.

She is a loving child and seeks out hugs, but rarely stays still for more than a few minutes at a time.  She will rub the teacher’s and peers’ arms whenever she gets the opportunity. Also, she will try to touch the legs of staff and particularly likes the feel of certain fabrics. She requires frequent redirection.

In the beginning of the school year, transportation staff reported problems with getting Brenda on the bus and keeping her in her seat.  An assistant had to sit next to her to keep her from getting out of her seat and running on the bus. Her mother provided a transition object (an old, soft blanket with fringe on the end) for Brenda that facilitates the transition from home to the bus.

Transportation staff has reported that she will stay in her seat for the ride home with little supervision as long as she can touch her blanket, which she likes to rub on her arms and face. Upon arrival at school, Brenda has learned to put her blanket in her backpack through reinforcement training of this routine.  Brenda now independently puts her blanket away with one verbal prompt and a picture schedule that provides visual cues for her arrival routine.  She is allowed to get the blanket out right before re-boarding the bus at the end of the day.

Instructional Day Schedule

In the classroom, Brenda does well with independent play in certain centers. She loves the art center and enjoys finger painting and play dough. However, she does not remain on task for very long, even for preferred activities.  Baseline data indicates that Brenda will independently sit for an average of 5 minutes during each of the 15 preferred tabletop activities observed.  Brenda struggles with staying with a group during small group activities and will frequently touch peers and staff, or run around the classroom instead of coming to the table or rug for a group activity.  She needs physical assistance and prompts to come to group.

A cube chair is provided to help define her space. Baseline data for touching during a typical 8-10 minute activity supervised by the teacher is an average of 20 times per activity over a 3-day period. To avoid coming to group for a structured activity, baseline data collected for five activities on three separate days indicates Brenda runs from staff at the beginning of each transition to a structured activity100% of the time.

The occupational therapist and teacher have decided to help Brenda come to group and remain in group, keeping hands to self, by allowing her to use a fidget item of her choice from a sensory box they call, “the Seat Box.”  The Seat Box has five items in it. As long as Brenda is sitting, she can play with items in the Seat Box.  If she leaves the area or touches a peer, the items will be placed back in her sensory box until she sits again or puts her hands on the table or in her lap.

Instructional Day Schedule

Freeman-Brown Private School Case Study

Last Updated on February 10, 2019 by EssayPro