Adaptive Behavior Case Study: Jelly

527 Words2 Pages

In the case of Jelly, there were no concrete cause of autism spectrum disorder, but through observations. As previously stated, Jelly was referred to be evaluated because there were concerns in sensory integration and fine motor skills.
At the age of one and a half, Jelly showed deficits in sensory integration and fine motor skills and was referred. After her first evaluation, she was diagnosed with autistic disorder on the autism spectrum disorder. Jelly demonstrated deficits in fine motor skills, cognition, receptive / expressive language, and self-help skills in her evaluation. It was not listed in Jelly’s IEP, but directly observed, Jelly fidgets, occasionally rocks back and forth, have an unusual attachment to smelling objects, flaps …show more content…

Jelly was at the 25th percentile for grasping. Her grasping abilities was at the average month of 20 – 27. In visual-motor integration, she was at the 2nd percentile, performing at a 19 months. Overall, Jelly had a poor Fine Motor Quotient score at the 5th percentile. There were other assessment and evaluations used for Jelly. The Adaptive Behavior Assessment System II assessed her developmental and adaptive skills. The Differential Ability Scales assessed Jelly’s intellectual abilities. The Battelle Developmental Inventor was used for Jelly’s Pre-Academic and Developmental Skills. A Sensory Profile was also used for sensory processing. After the evaluation from MPS Diagnostic Teacher and SLP, an IEP team was formed. Jelly’s first goals / objective was to improve imitation in her fine motor skills by imitating vertical, horizontal, and circular lines, as well as placing three beads on a string independently. During music or classroom calendar activity, she should imitate clapping and finger play. In class, she was to stay seated or be in her spot for approximately five minutes, and to complete classroom activities with messy media for on minute with no complaints or needing to wash / wipe her hands. Jelly’s second IEP goals / objectives was to improve her fine motor skills by demonstrating a mature pencil grasp to imitate and trace, using her opposite hand to stabilize paper while using her right preference hand to write, and cutting along a 6” line. In her current IEP goals / objectives, it includes the increase and improvement of fine motor skills by using a static tripod pencil grasp to copy from a nearby model, write up to two to three sentences with correct letter formation, as well as size and space legibility on lined paper. During fieldwork, an assessment was used informally with Jelly called the Schoodles. It is a school fine motor assessment that

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