Rebecca Carreon

SERP301c
Mulholland
Benchmark Part 1
September 15, 2016
Background
My case study Ryland (his chosen pseudonym) is a five-year-old
kindergartener that lives in a group home. The details as to why this is
the case have not been divulged to me but I know him and his mom
are on track to being reunited within the next six months. Ryland loves
ninjas and singing songs, he has been diagnosed with ADHD,
Coordination Disorder and Sensory Integration disorder. He also wears
glasses, is lactose intolerant, and has a mosquito allergy. On his IEP his
category of eligibility is Developmental Delay. He gets pulled out a
couple of times a week for speech, OT, and academic help from the
special education teacher.

Research
I decided to focus on his category of eligibility, ADHD and
sensory integration disorder. On his IEP his category of eligibility is
developmental delay, according to the Encyclopedia of Childrens
Health, a child falls under this category if there are certain
developmental milestones that he/she is not hitting on time and this is
covered under IDEA. From what Ive read on his present levels on his
IEP, his delays are in speech, pragmatics, and some fine motor

difficulties. Ryland does not have global delay, which refers to a lag in
all areas of development.
From his medical history, I learned that he has been diagnosed
with ADHD, which falls under the IDEA in the Other Health
Impairment category. ADHD or Attention Deficit Hyperactivity
Disorder is a condition that makes siting still, focus, and attentiveness
difficult for an individual. There is no known cause of ADHD yet but
medical professionals are attributing it to the inadequate number of
neurotransmitters in the diagnosed individuals brain. This is very
evident in Rylands behavior in class. When he becomes disruptive or
too restless while sitting on the rug after multiple reminders, he is able
to choose a table work or sit on a chair to listen. We are also using a
color card system where we track his behavior with different colors
that he sees and he understands what he needs to progress to a higher
color or what actions constitute going backwards. These strategies
have been working although some days are harder than others. What
has also helped him focus is knowing that he is part of my homework
and he wants the information I report to be positive information.
Lastly, Ryland has also been diagnosed with Sensory Integration
Disorder where an individuals brain processes sensory information in a
dysfunctional way that causes distress and anxiety. His IEP goals do
not include anything about this disorder and I have not observed any
obvious sensorial difficulties with Ryland during his day-to-day

operation. I will reach out to the occupational therapist to find out if

this is something they are working on.

Goals & Accommodations

Phonology/Sound Production
o When shown a picture Ryland will produce the target
sound(s) in an intelligible phrase 18/20 opportunities.
Pragmatics/ Expressive Language
o When communicating with peers and/or adults, Ryland will
express comments and questions that are on the topic over
4-5 conversational turns 7/10 opportunities
o When reviewing a story, Ryland will answer wh-questions
related to elements of narrative structure (such as
beginning/middle/end, characters, actions, sequence,

setting), 8/10 opportunities

Occupational Therapy Attention to Task
o Given normal classroom distractions, Ryland will complete
an adult directed task lasting 5 minutes with less that 3

verbal redirections 3 or 5 trials.

Occupational Therapy Fine Motor Skills
o Given four 3 high geometric shapes, Ryland will
independently cut within 1/4 of the cutting line 4 out 5

trials.
Self help Participation
o When engaged in a preferred and non-preferred activity,
Ryland will use organizational strategies and 1-2 reminders
from support staff to begin the activity, understand what to

do, complete the activity, and clean up 4 out of 5

opportunities
Self help Attention and Engagement
o Given a small group activity, Ryland will attend and
engages using organizational strategies to stay on task for
up to 10 minutes with one redirection from an adult 4 out

of 5 opportunities
Self help Safety
o When walking on campus, walking from one activity to
another, Ryland will stay with the group with one reminder

100% of the time.

Self help Classroom Routines
o Given the general classroom routines, Ryland will use
organizational strategies and teacher cues, such as stop,
look and listen to know what is expected. He will follow

classroom routines 4 out of 5 opportunities.

Self help Self-regulation
o When Ryland is frustrated, he will use self-calming
strategies to regulate his emotions 4 out of 5 times over
the course of a quarter of a school year.

Accommodations:

Allow provisions for physical movement (distribute

materials, run errands, etc.)
o Given Rylands level of activity, he may need
movement breaks and choices such as standing at a

table instead of sitting.

Provide accurate, prior information about expectations.

o Ryland will use a notebook with specific

organizational strategies to help him negotiate

classroom expectations.
Use graphic organizers
o Ryland will use a notebook with a variety of
organizational strategies to meet his specific needs
and to help him regulate his behavior and follow

classroom routines.
Repeat instructions/directions
o Ryland will need cues and repeated instructions
when given learning tasks.

Works Cited
"Center for Parent Information and Resources." Center for Parent
Information and Resources. N.p., n.d. Web. 17 Sept. 2016.
Child's, By Evaluating a. "Developmental Delay." Developmental Delay.
N.p., n.d. Web. 17 Sept. 2016.
Zimmer, Michelle, et al. "Sensory integration therapies for children with
developmental and behavioral disorders." Pediatrics 129.6 (2012):
1186-1189.