11 Chapter 11: Case Studies: Children
Chapter Outline
- Introduction
- Case 1: Matthew—Early Intervention, Multiple Disabilities
- Background Information
- Intervention Plan
Environmental Coordination and Participation
- Assessment: Postimplantation
- Psychosocial and Counseling Aspects Assessment and Intervention Postdiagnosis of
- Autism Spectrum Disorder
- Communication Rehabilitation Adjustment
- Summary
- Case 2: Annie—Routes to Spoken Language Following Cochlear Implantation
- Background Information
- Aural Rehabilitation Plan: Preimplantation
- Aural Rehabilitation Plan: Postimplantation
- Intervention Outcomes
- Summary
- Case 3: Amber—Issues Affecting Educational Placement
- Background Information
- Assessment Findings
- Recommendations for Management
- Follow-up Assessment
- Case 4 Greg – Late Identification of Child Who is Hard of Hearing
- Background Information
- Communication Assessment
- Management
- Intervention Outcomes
- Summary
- Case 5: Sam – Differential Diagnosis Through Professional Teamwork: A Tol for Solving Complex Intervention Problems
Supplemental Learning Activities
- Repetitive movements with objects and lack of sharing of interest or enjoyment are two behaviors that are described by Amy Wetherby as “red flags” for Autism Spectrum Disorder (ASD) (see https://firstwords.fsu.edu/pdf/checklist.pdf). Joey’s mother aptly described her son as socially isolated, preferring to be “in his own world.” The family had learned to sign fluently to their son, but few rewards for this effort were forthcoming. Joey’s communication remained extremely delayed in comparison to that of his peers at school. The parents faith- fully implemented full-time hearing aid use, which they reported resulted in exacerbation of negative behaviors and self-stimulatory vocalizations. During the initial parent interview, Joey was allowed to play in an attractive playroom with numerous developmentally appropriate toys. Joey spent the entire period fixating on the lights in the room and did not become involved with the toys or individuals present. He demonstrated lack of appropriate gaze for social interaction. He did not point to direct others’ attention and he rarely showed objects to others for the purpose of commenting or sharing the experience. These behaviors are also considered “red flags” for ASD
- Dr. Amy Wetherby’s research has focused on the early identification of children with autism. As shown in Case 1, this can be a difficult diagnosis when a child has combined challenges of deafness and autism. Review the characteristics in Dr. Wetherby’s table as found on the text website. Determine how many of these characteristics were observed in Joey. https://firstwords.fsu.edu/pdf/checklist.pdf
- Several of the case studies in this chapter demonstrate the key role of a trans- disciplinary process when children present with complex and/or multiple challenges. It is helpful to understand what perspectives and areas of specialization these professionals can bring to the team. Look at the list of professionals on the text website. You may look up their professional organizations to aid your understanding of their potential roles.
- Review the special needs section on the following website: www.raisingdeafkids.org/special. These are conditions that may coexist in a child with hearing loss.
Websites
For information on working with deaf and hard of hearing children who have additional disabilities (http://www.raisingdeafkids.org/special/)
