z-Perez+Case+Study

Perez Case Study

= CASE STUDY =


 * __Background__:** Miguel Perez is a 6 old first grade student at North Lakes Elementary School in Your Town, CT. He is new to the school having moved over the summer from New York. He has a younger brother and an older sister. Miguel was delivered at full term and the product of an uncomplicated pregnancy and delivery. Mrs. Perez reports that the family immigrated to the United States when Miguel was 3 from Mexico City. They spent two years on Long Island and relocated to Your Town over the summer. Mrs. Perez is employed at the local hospital and Mr. Perez has recently moved back to Mexico. Although Spanish was Miguel’s first language, his command of English is “perfect”. In fact, Mrs. Perez reports that the children speak English at home to each other and they only speak Spanish to her. She finds learning the English language more difficult. Mrs. Perez reports that Miguel was a very active child and he did not like to sleep. He never liked being read to or held. He had too much energy and wanted to play. Miguel had some favorite toys and unless he is allowed to play with them, he will have a “temper tantrum”. He loves to play video games and will spend hours playing but he often gets very frustrated. He has good eye contact and loves to make up his own jokes. Miguel suffered from a series of ear infections and at the age of 4 had his tonsils and adenoids removed. Tubes were placed in his ears and he now only has occasional ear infections. Speech was delayed and but Mrs. Perez feels it is because of the move and he started to learn a second language. Miguel did not attend pre-school but went to a neighborhood woman from Mexico who cared for many of the children in her home. There is a no history of learning disabilities or ADHD in the family however Mrs. Perez reported that her husband had difficulty in school. Mrs. Perez reports that the transition to first grade and the new area has been very difficult for Miguel. He is suddenly unhappy at school and does not appear to be making friends. Mrs. Perez is concerned. She does not know why he can’t simply remember what he is taught. The teacher also has some concerns with his academic progress. After completing 6 weeks of early intervention and receiving general education support through the school’s RTI program, the early intervention team requested an IEP meeting (PPT). Mrs. Perez did not return the school’s phone calls or respond to the IEP meeting invitation until the message was left in Spanish. Initially, Mrs. Perez did not wish to attend but finally acquiesced. Although she appeared very nervous, she did participate and the team requested the following evaluations: cognitive, academic, speech and language, social functioning, occupational therapy and physical therapy.


 * __Results of Cognitive Testing:__** Miguel shows average IQ. Both his verbal and perceptual IQ are 100. Memory is also within the average range. All cognitive measures are solidly average.


 * __Classroom Teacher reports:__**
 * Miguel has difficulty focusing on task and often needs redirection
 * He has difficulty following directions
 * He often copies answers from other children.
 * Has difficulty with peer relations
 * Has difficulty with all his academic subjects


 * __Results of Academic Testing__**__:__
 * __Reading__: Miguel has only 5 sight words and does not know his alphabet sounds. He is unable to read any words. His reading score places him at the pre-primer level.
 * __Writing__: Miguel appears to scribble and can write only 13 of the alphabet letters. (6) of the 13 letters are backwards.
 * __Math__: Miguel does not have one-to-one correspondence. When writing numbers, several of them are backwards.


 * __Results of Speech/Language Testing__**__:__

__Speech Testing:__ Miguel has numerous articulation errors. He substitutes:
 * /f/ or sound for a /th/ as in “fum” for “thumb”
 * /d/ sound for a /th/ as in “dis” for “this”)
 * /w/ sound for a /r/ as in “wabbit” for “rabbit”
 * /w/ sound for /l/ as in “wike” for ‘like”
 * /ch/ sound for /sh/ as in “chip” for “ship”

__Language Testing:__
 * Directions- Miguel only understands 1 step directions. He is very good at watching the other children and doing what they do but when asked to do something he has difficulty.
 * Narrative skills (the ability to tell a story) Miguel was shown a picture of a space ship with astronauts working on it. He was asked to tell a story about the picture His language sample or story: //“In space, there is a mercy shower that had hit the ship and men were fixed. They were hits and sat and starting to break and smash ship up and on the meters smashed two cords and floated away and one tried to help because the ship was on top. And the spacemen that’s all tha end.”.//
 * Expressive Vocabulary testing shows a standard score of 72 (average range is 85-115)

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 * __Results of Occupational Therapy Testing/Observation:__**
 * Miguel had difficulty holding a pencil; he will grasp it very tightly using whole hand. Consequently, he fatigues when writing. Miguel cannot write on a line.
 * Miguel difficulty with fine motor tasks such as buttoning, zipping, and fastening clothes
 * Messy eater. Food often falls out of his mouth. He often has food left on his face and he appears not to realize it.
 * Often has to be told to wipe his nose as he appears not to notice if it is running.
 * __Results of Physical Therapy Testing/Observations:__**
 * Good gross motor skills; jumping, catching a ball, jumping jacks, climbing steps etc.
 * Miguel seems to be very sure as to how to move body during movement, for example, stepping over something
 * He has difficulty learning exercise or dance steps in PE/recess


 * __Results of Social Observation:__**
 * Students report that Miguel is a “baby” because he talks funny. He is good at PE but when he makes a mistake or if he cannot do the dances he gets mad and hits people. No one wants to be his partner in PE.
 * Observations show that Miguel plays alone at recess. When he asked to join a game the other students say the game was “full” and there was no room for him. He often will just “barge” into the group and take over or become aggressive. Students complain that Miguel is “too bossy” and “always has to have his way”.
 * Observations at lunch show that Miguel does not interact with the other students at his lunch table. When the other students were questioned, they admitted that Miguel is “gross” when he eats.