Case Study

DEVON MAULDIN

Client Demographics

Male
15 years old
Caucasian
8th grade
Child of military family

Client Background

Diagnosed with:

Mild Autism
ADHD
Asperger's

Child of divorce since age 7

Dad has full primary custody of client

Step-parents involved on both biological parents behalf
No custodial rights awarded to either step-parent

Theory Explanation
Psychosocial Theory:
This client is a product of divorce from a young age.
The divorce occurred when the student was between

the ages of 5 and 11, during stage 4 of the

psychosocial theory industry vs. Inferiority.
Due to this, the student likely received conflicting
encouragement from both parents and developed
little skills on confidence within their own ability
which has made tasks now seem difficult and goals
unattainable.

Theory Explanation Cont.

Through observation it is apparent that with our client

being the oldest of all his siblings and going through this
process it was likely to impact him negatively.
Biological mother appears to be harboring a lot of
encouragement for student. However, primary custody has
always been awarded to father.
Father seems to have less encouraging insistence for
student and this could have caused the student to miss
core developments during his childhood.
For Example: Little encouragement from parents could
result in a doubt of ones abilities to be successful and
carry out tasks to completion.

Problem statement
Biological father and step-mother believe student is

in need of alternative placement in a smaller class

setting so that he can better focus on school work
and assignments.
Biological mother and step-father do not believe the

student is in need of alternative placement and that

he will function better in a regular classroom.

Conceptual Framework

Focus on the Strengths Perspective

Working with the client where they are at and facilitating

success through encouragement.

Client strengths and Limitations

Limitations

Strengths
Likes to engage with peers

Cannot stay on task

Likes to engage with teachers

High number of suspensions

Highly intelligent

within the last 2 years of

school.

Good attendance
Social skills
Science

3 suspensions 2013-2014
1 suspension this 2014-2015

English and writing skills

Mathematics

Assessment Goals
Fundamental goals:

Student will be refocused when becoming off task, and will remain in
normal classroom.

To improve work completion, student will obtain signature on agenda

upon the exit of every class per subject teacher.

Math goal:

Student will improve math skills with independent work with EC teacher
for 30 minutes each math class

English goal:

By re-evaluation of this students IEP he will be able to formulate a

cohesive grammatically efficient paragraph.

Interventions
Timeframes

Interventions
Math goal:
Student will improve math skills
with independent work with EC
professional for 30 minutes each
math class
English goal:
By re-evaluation of this
students IEP he will be able to
formulate a cohesive
grammatically efficient
paragraph. Per independent
work with EC professional.

Improvement shown in

Mathematics will be reevaluated in 90 days:

December 17th, 2014

English improvements

will be re-evaluated in 90
days:

December 17th, 2014

Individualized Education Program (IEP)

Student evaluation areas include:
Educational: Assessments are needed to measure

academic achievement and special abilities

Adaptive Behavior: Functional behavior that is

needed to meet the natural social demands in ones

environment, including daily living and self help
skills.

IEP Team
Principal

Parent

Special Education teacher

Step-parents

Regular Education teacher

School Psychologist

EC director

DSS- Social Worker

Social Worker

Autism Society

Assistant Principal

Representative

Behavior analyst

Biases and Value differences

As a social worker we are trained to put aside personal

biases to establish the best way to serve the client.

Our personal values have no active role in what

intervention we choose to implement for our clients.

However, we do take an interest and role in what the client

is going through and it was visible to me of how the

parents divorce and re-marriage effected him, it was not
my place to impose my thoughts.

Life Experiences
The students experience with the divorce of his

parents played a big part in what he is going through

at the later stages in life.
The conflicting opinions of the two parents on the

students education now also has an impact on how

the student views himself as a learner.
The student also has been diagnosed with ADHD,

Autism and Asperger's since he was in 5th grade.

Staff Recommendations
Staff recommends regular classroom placements for

student.

Staff recommends EC professional pull out student for

30 minutes of additional help during the students math

class and ELA class.

Staff recommends re-evaluation after 90 days to assure

interventions put in place are being effective.

Staff recommends AIG testing for student for the subject

of science.

Further Research
Within a school setting students who have diagnosed

disorders that may inhibit their ability to learn in a

normal setting must have an IEP in place for their
learning accommodations.
Each case is evaluated on an individual basis and

interventions are put in place to meet the needs of

that student.

Social Work Implications

Core Competencies

Practice Behaviors

1.1, 1.2, 1.3, 1.4, 1.5, 1.6

2.1, 2.2, 2.3, 2.4

3
4
5
6
7
8
10

3.1, 3.2, 3.3

4.2, 4.3
5.1
6.2
7.1, 7.2
8.1, 8.2
10. 1, 10.2, 10.3, 10.4, 10.5,

10.6, 10.7, 10.8, 10.10, 10.11