Individual Case Study 2

Running: INDIVIDUAL CASE STUDY 2 1

IndividualCase Study 2

IndividualCase Study

Casestudy 2

1)There is no primitive reflex influencing the client. It is evidentthat the client (Mai) does not has normal motor skill as she canjump, climb, swing and ride horses without difficulties.

2)The problems with balance and equilibrium/postural control that Ican see from the case study is that Mia has problems with makingtransitions to different activities due to poor balancing.

3)The sensory system that has an issue in the Mia case is thevestibular sensory system. She cannot maintain a balance. Forexample, her mother named her “irritable little girl because shelacked the ability to maintain a balance. He body aches a lot forcingher to lie down on the floor.

4).The Fetal Alcohol Syndrome has affected her neurodevelopment causingdisorders the auditory and the somatic sensory systems. Mia’s isextremely distractible and irritable. She rocks the rocking chair athome vigorously and has difficulties with transitional changes. Fromthe perspective of providing direct service, plan an OT treatmentsession for the client.

Long term Goal #1 Mia should have a healthy somatic and auditory sense that would help her adapt to changes easily, to tame her extreme emotions and to be disciplined.

Short term Goal #1: To enhance Mia’s disciplined with the readily established activities as well as to make her responsible.

Preparatory activities

Prepare materials with different colors such as marbles, round balls

Prepare class dialogue and interview

Preparing simple puzzles for Mia

Intervention strategy/activity:

She should arrange the materials with the same color putting them together

During the interview I will give her guidance to improve discipline

She does the tests from the simplest to the most complex

Positioning: in a quite classroom or at home

Solving the puzzles helps Mia to build her problem solving skill and reduce stress that causes her irritability.

Arranging the materials with different colors by putting them together helps her improve her sense of responsibility

The dialogue facilitates me to indentify her irritability issues and try to guide her to improve her discipline.

Short term Goal #2: Mia to control her strong emotions and have easy transitional changes to different activities

Preparatory Activities

I prepare coloring lessons

I prepare Food that Mia likes and what she does not like

I prepare fast and slow music

Intervention strategy/Activity:

I play her favorite music that are fast and slow

I give her some incentives in terms of her favorite meal for good behavior and correct bad behavior by offering foods she does not like

I help her in coloring lessons.

Positioning: play ground

Playing for Mia’s music during the therapy aims at controlling her anger and her irritability. When Mia becomes angry I play soft and slow music to sooth her. I play fast music to cheer her up

Giving her incentive for good behavior motivates her to maintain the good behavior. Giving her food, she hates acts as correctional measures to bad behavior.

Helping her in coloring lessons promotes fine motor skills and acts as an encouragement that motivates her from tiring quickly.

5). If Mia is not doing well with the treatment as I thought does wellwould adapt more challenging and complex test and puzzles tostrengthen her problem solving activity. Additionally, I willencourage her to social with her peers. If she does not do well, Iwill recommend a medical therapy for her.

6). Theassertive technology that I may benefit from is the iPad that havepuzzles and marble arrangement. I would share this information withmy clients such as Mia, parents, caregivers and teachers.

7). Since Mia is easily irritable some of the precautions that I shouldbe aware of are the psychical signals for strong emotions. Theprecaution may be useful during the distractible activities andbehaviors that may occur during the therapy sessions (Henderson,2005).

8). Some of the suggestions that I will you give the client’s parents,teachers, job coach, or caregivers for ways they can change theenvironment and manage behavior outside of therapy sessions is toencourage her to socialize with other children. Also give her simplepuzzles and allow her to do her hobbies. This activity will reducestress in her, develop creativity and tame her distractible behaviors

References

Henderson,A., &amp Pehoski, C. (2005).&nbspHandfunction in the child: Foundations of remediation.St. Louis, MO: Mosby.