Convincing Features
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Sarah’s teacher has noted several challenges in her classroom performance. Sarah has difficulty focusing on tasks, struggles with motor coordination (e.g., holding a pencil), and shows delays in language comprehension. She also faces challenges in social interactions, preferring solitary activities over group play. To better understand Sarah’s needs and develop appropriate interventions, the school has requested a multidisciplinary evaluation.
Sarah has undergone evaluations with an occupational therapist and a speech-language pathologist. These assessments highlight motor delays consistent with dyspraxia and communication challenges. She also exhibits traits associated with ADHD, such as impulsivity and inattention, which affect her ability to participate in group activities. Additionally, Sarah has been referred for a psychological evaluation to rule out Autism Spectrum Disorder (ASD).
Sarah was born full term via Caesarean section due to labor complications. At birth, she experienced mild jaundice that resolved with light therapy. Her medical history is otherwise unremarkable, with no significant illnesses, hospitalizations, or physical injuries reported. During her first year, she experienced occasional ear infections, which resolved without long-term effects.
Sarah’s evaluations reveal:
Sarah’s difficulties are consistent with:
Goals:
The primary objectives are to improve Sarah’s motor coordination, language development, and social skills while addressing her sensory sensitivities and attention challenges.
Interventions:
Motor Skills:
a) Occupational Therapy: Activities like threading beads, using adaptive tools, and simple crafts to develop fine motor coordination.
b) Play-Based Therapy: Structured play activities to encourage climbing, balancing, and gross motor development.
Language Development:
a) Speech Therapy: Weekly sessions to enhance her understanding and use of language.
b) Visual Supports: Use of picture cards, social stories, and visual schedules to aid comprehension and communication.
Attention and Behavior:
a) Classroom Strategies: Simplify tasks into smaller, manageable steps and use visual or auditory cues to signal transitions.
b) Positive Reinforcement: Implement reward systems for task completion and appropriate classroom behavior.
Social Interaction:
a) Peer-Mediated Interventions: Assign a peer buddy to help model social skills and encourage interaction.
b) Small Group Activities: Gradual introduction to group play with adult support to foster confidence and participation.
Sensory Sensitivities:
a) Sensory Diet: Incorporate calming activities like weighted blankets, fidget tools, and access to quiet zones.
b) Gradual Exposure: Slowly introduce Sarah to new sensory experiences in a supportive, controlled environment.
Objective:
Your task is to develop an action plan for Sarah based on the case study provided. Use evidence-based strategies and approaches to address her challenges, drawing on knowledge gained during the lectures.
Assignment Overview:
Plagiarism and Use of AI Tools:
All submissions must be the original work of the participant. Plagiarism or reliance on AI tools beyond 20% research purposes will result in penalties, which may include mark deductions or a failing grade. Submissions must demonstrate your understanding and critical thinking.
General Guidelines:
| No. | Section | Marks |
|---|---|---|
| 1. | Introduction to Neurodevelopmental Disorders | 10% |
| 2. | Comorbidity Analysis | 5% |
| 3. | Student Profile | 10% |
| 4. | Challenges Faced by Sarah | 10% |
| 5. | Selected Strategies | 10% |
| 6. | Incorporating Differentiated Work | 5% |
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