Case Study 1

Background Information ( collected from data information form ) :

 Name of the child : Eshaan

 Age: 7 years
 Diagnosis: to be done
 Main Concerns: Limited communication skills, sensory sensitivities, difficulty with
social interactions.
 Suggestions : to be provided

Data Collection Interview:

Special Educator: Can you please describe Eshaan’s daily routine and any challenges you
notice?
Parent: Eshaan has many behavioural and learning issues. Eshaan struggles with attention
and transitions, especially moving from one activity to another. He also avoids eye contact
and often repeats phrases or words. He is also not able to talk in proper sentences or follow
instructions given verbally.

Special Educator : What are main likes and dislikes of your child ?

Parent : He likes to see TV and play in mobiles,

Special Educator: Does Eshaan respond to your verbal instructions well ?

Parent: Only when paired with gestures or visual cues.

Special Educator: Are there specific sensory triggers that seem to bother him?
Parent: Yes, loud noises and bright lights and body touches make him very uncomfortable.

…………….

Assessment and Analysis:

 Observation: Eshaan was observed during playtime. He engaged in repetitive play

patterns (lining up cars) and avoided interactions with peers.
 Poor Eye contact

………

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  Tools Used:

o ADOS-2 (Autism Diagnostic Observation Schedule): Confirmed social

communication challenges and restricted interests.

o Sensory Profile Assessment: Identified hypersensitivity to auditory and

visual stimuli.

Findings: Eshaan exhibits moderate difficulties in expressive communication, sensory

regulation, and social reciprocity.

Plan and Strategies:

1. Communication Strategies:
o Introduce a Picture Exchange Communication System (PECS).
o Pair verbal prompts with visual aids to enhance comprehension.
2. Social Skills Development:
o Engage Eshaan in structured group activities with a peer buddy.
o Use role-playing games to practice turn-taking and greetings.
3. Sensory Regulation:
o Create a "sensory corner" with noise-cancelling headphones and soft lighting.
o Gradually expose him to sensory triggers in a controlled manner
(desensitization).
4. Caretaker Guidelines:
o Follow a consistent daily routine to reduce anxiety.
o Reward positive social behaviors with immediate reinforcement (stickers,
praise).

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 Case Study 2

Background Information:

 Name: Mira
 Age: 9 years
 Diagnosis: to be done
 Main Concerns: Difficulty in reading fluency, spelling, and comprehension.

Data Collection Interview:

Special Educator: What challenges does Mira face at school and at home?
Parent: She finds it hard to read textbooks and often guesses words incorrectly. Homework
takes hours because she struggles to spell and write sentences.

Special Educator: Does she enjoy reading or writing?

Parent: Not really. She gets frustrated quickly and avoids it.

Special Educator: How does she perform in subjects that don’t involve much reading?
Parent: She does well in hands-on activities like science experiments and art.

…….

Assessment and Analysis:

 Observation: Mira reads at a much slower pace than her peers, frequently skipping or
mispronouncing words.

…….

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  Tools Used:
o CTOPP (Comprehensive Test of Phonological Processing): Identified
deficits in phonemic awareness and rapid naming.

o WRAT (Wide Range Achievement Test): Highlighted significant lag in

reading and spelling skills.

Findings: Mira struggles with decoding and phonemic manipulation, ……….

Plan and Strategies:

1. Reading Intervention:
o Use the Orton-Gillingham approach (multisensory reading program).
o Implement decodable texts to build phonemic confidence.
2. Writing Support:
o Introduce assistive technology, such as a speech-to-text app.
o Teach spelling rules through mnemonic devices and multisensory techniques
(e.g., sand tracing).
3. Classroom Accommodations:
o Allow extra time for tests and assignments.
o Provide audio versions of textbooks.
4. Caretaker Guidelines:
o Practice daily phonics games at home.
o Encourage reading for pleasure using audiobooks or high-interest, low-level
texts.

…………..

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 Case Study 3

Background Information:

 Name: LS Prasad
 Age: 8 years
 Diagnosis:
 Main Concerns: Difficulty focusing, impulsivity, and hyperactivity, leading to
academic and behavioral challenges.

Data Collection Interview:

Special Educator: Can you describe Liam’s behavior at school and home?
Parent: He has trouble sitting still and constantly interrupts during class. He gets easily
distracted and forgets his assignments.

Special Educator: How does Liam react to instructions?

Parent: He often ignores them or gets frustrated if they’re too long.

Special Educator: What strategies have you tried so far?

Parent: We’ve tried reward charts, but they don’t seem to work for long.

……….

Assessment and Analysis:

 Observation: LS Prasad exhibited fidgeting, frequent movement, and impulsive

answers during a classroom observation.

…….

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  Tools Used:

o Conners Rating Scales: Revealed significant inattention and hyperactivity

scores.

o BASC-3 (Behavior Assessment System for Children): Highlighted

emotional regulation issues.

Findings: LS Prasad’s impulsivity and hyperactivity interfere with his ability to follow
instructions and complete tasks.

Plan and Strategies:

1. Behavioral Strategies:
o Implement a token economy system with immediate rewards for task
completion.
o Use a visual timer to help him focus on tasks for short, manageable intervals.
2. Classroom Modifications:
o Provide a quiet, distraction-free workspace.
o Break tasks into smaller steps with frequent breaks.
3. Self-Regulation Techniques:
o Teach Liam mindfulness exercises to manage impulsivity.
o Introduce a "fidget toolkit" to channel his energy positively.
4. Caretaker Guidelines:
o Maintain a consistent daily schedule with clear expectations.
o Reinforce positive behaviors at home through praise and tangible rewards.

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 Case Study 4

Background Information:

 Name: Arjun
 Age: 5 years
 Location: Bengaluru, India
 Diagnosis: ??
 Main Concerns: Delayed speech, repetitive behaviors, and difficulty interacting with
peers.

Data Collection Interview:

Special Educator: Can you describe Arjun’s behavior at home?

Parent: Arjun likes to spin objects, lines up his toys, and avoids eye contact. He doesn’t
respond when called by his name and has difficulty expressing his needs.

Special Educator: How does he behave in social situations?

Parent: He prefers playing alone and gets upset when others try to join in.

Special Educator: Are there any activities or situations that upset him?
Parent: He becomes anxious in noisy environments and dislikes being touched unexpectedly.

…………..

Assessment and Analysis:

 Observation: Arjun was observed at a playgroup. He avoided interacting with peers

and showed repetitive hand-flapping when excited.

……….

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  Tools Used:

o Indian Scale for Assessment of Autism (ISAA): Scored in the moderate

range, indicating significant challenges in communication and social skills.

o Sensory Profile: Highlighted hypersensitivity to tactile and auditory stimuli.

Findings: Arjun displays deficits in social reciprocity, limited verbal communication, and
sensory sensitivities typical of autism.

Plan and Strategies:

1. Communication Support:
o Use AAC (Augmentative and Alternative Communication) methods like
picture cards and simple gestures.
o Enroll Arjun in speech therapy with a focus on functional language skills.
2. Social Interaction Skills:
o Arrange structured play sessions with one or two peers.
o Use storytelling with visual aids to teach social behaviors.
3. Sensory Regulation:
o Introduce calming activities like squeezing a stress ball or playing with clay.
o Create a quiet, low-stimulus space at home for self-regulation.
4. Caretaker Guidelines:
o Follow a structured daily schedule with visual supports.
o Celebrate small milestones to encourage Arjun’s progress.

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 Case Study 5

Background Information:

 Name: Teera
 Age: 8 years
 Location: Mumbai, India
 Diagnosis:
 Main Concerns: Difficulty with reading fluency, spelling, and academic performance
in English.

Data Collection Interview:

Special Educator: What challenges does Meera face in school?

Parent: She struggles to read and write in English. She gets upset when asked to read aloud
and frequently reverses letters like “b” and “d.”

Special Educator: How is her performance in other subjects?

Parent: She does well in oral math problems and enjoys drawing.

Special Educator: Have you noticed any specific patterns in her difficulties?
Parent: She often misses syllables in long words and mixes up similar-sounding ones.

……..

Assessment and Analysis:

 Observation: Teera hesitated to read aloud and made frequent errors while
attempting to decode words.

…..

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  Tools Used:

o DST-J (Dyslexia Screening Test – Junior): Highlighted phonological

processing deficits.

o CBSE Reading Fluency Test: Revealed significant difficulty in decoding

English words.

Findings: Meera has trouble with phonological awareness, decoding, and spelling,
characteristic of dyslexia.

…….

Plan and Strategies:

1. Language Support:
o Use phonics-based approaches like Jolly Phonics or Alphablocks.
o Provide Meera with bilingual reading materials (English and Hindi/Marathi) to
build confidence.
2. Multisensory Techniques:
o Engage her in kinesthetic activities like writing letters in sand or tracing them
in the air.
o Use rhymes and songs to improve phonemic awareness.
3. Classroom Accommodations:
o Allow oral responses instead of written ones for assignments.
o Provide access to audiobooks and text-to-speech tools.
4. Caretaker Guidelines:
o Encourage 15 minutes of reading practice daily using high-interest, low-level
books.
o Reinforce her achievements to build self-esteem.

……

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 Case Study 6

Background Information:

 Name: Kabir
 Age: 7 years
 Location: Delhi, India
 Diagnosis :
 Main Concerns: Inattention, impulsivity, and disruptive behavior in class.

Data Collection Interview:

Special Educator: Can you describe Kabir’s typical day?

Parent: He’s very active and gets bored quickly. He often starts a task but leaves it
incomplete.

Special Educator: How does he behave in school?

Parent: His teacher says he interrupts the class, gets out of his seat frequently, and forgets to
bring his homework.

Special Educator: What strategies have you tried to help him focus?
Parent: We’ve tried scolding him, but it doesn’t seem to work.

…….

Assessment and Analysis:

 Observation: Kabir was observed during a classroom activity. He struggled to stay

seated, frequently interrupted the teacher, and worked on tasks inconsistently.

……

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  Tools Used:

o Conners’ Parent and Teacher Rating Scales: Confirmed high scores for
hyperactivity and impulsivity.

o NEPSY-II: Highlighted difficulties with attention and executive functioning.

Findings: Kabir exhibits significant inattention, impulsivity, and difficulty with task
completion.
…………….

Plan and Strategies:

1. Behavioral Interventions:
o Use a reward chart for completing small tasks (e.g., stickers for finishing
homework).
o Set clear rules with visual reminders (e.g., “Raise your hand before
speaking”).
2. Classroom Modifications:
o Seat Kabir near the teacher to minimize distractions.
o Break assignments into smaller, manageable tasks with frequent breaks.
3. Self-Regulation Techniques:
o Teach deep breathing exercises for calming down.
o Provide fidget toys to channel his energy positively.
4. Caretaker Guidelines:
o Maintain a consistent daily routine with clear expectations.
o Encourage physical activities like yoga or sports to help him burn off excess
energy.

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