Group 3

Members: Limosnero, Kareen Mae/ Abing, Axel / Secuya, Edgar / Maglangit, Marien

Ates, Christian / Claros, Meljune / Torres, Chrissie / Mantilla, Kevon

Course: BTVTEd-CSS 1A

Date: September 10, 2019

Case Study 1: Atypical Development

a) Determine the Needs:

 What are the red flags in Tom’s case?

The red flags in Tom's case are, namely: she can’t walk or sit up unaided,
she can say one recognizable word which is "juice" but pronounced as
"oos", she doesn't make eye contact, cannot follow simple instructions,
isn't toilet trained and isn't able to feed herself; lastly, since she's only able
to make vocalizations it means that she is not able to communicate well
which makes her cries herself and falls to the floor in order to get access
for food, get a favorite toy, or whenever she wanted to be picked up.

 Can you consider it as typical or atypical?

I/We consider Tom having an atypical development because of the red

flags present towards her behaviors. Considering her age of 4, children
like her should be able to do and follow simple things or instruction, and
yet she couldn’t which leads us to consider her case as atypical.

b.) Things you will consider in creating Tom’s intervention plan (as a teacher
how will you help his condition).

I/We will recommend a speech-language pathologist for Tom for it will

help to improve her speech and language skills. For her parents, I will tell
them to spend a lot of time communication with the child, read to her, talk
to her throughout the day. For her eating problems, I/We would
recommend to create a pleasant atmosphere during meals by establishing
a simple routine and playing soft, calm music. Act as a model for the
children in the group. Sit at the table with them. Prepare everything ahead
of time and set anything to ensure the parent can remain seated. Provide
attractive utensils and dishes that are adapted for children. Be sure to
adapt the request of Tom to their capacities. To help Tom learn how to use
a spoon, a hand should be placed over theirs and draw the spoon up to
their mouth. For her toilet problems, here are some interventions that can
help Tom – first, make her understand and use words about using the
potty; Use words to express the act of using the toilet (“pee”, “poop”, and
“potty”); Ask Tom to let her mom/dad know when a diaper is wet or
soiled; Identify behaviors (“Are you going to poop?”) so that Tom can learn
to recognize the urge to pee and poop; Get a potty chair for Tom so she
can practice sitting on.