Case Study #1Regina Regina is a three and a half-year-old, Hispanic child. She is the


Case Study #1

Regina

Regina is a three and a half-year-old, Hispanic child. She is the first born of two children of professional parents. She was referred by her pediatrician due to uneven development and atypical behavior. According to her parents, Regina’s delivery was difficult and she needed oxygen at birth. Her physical appearance, motor development, and self help skills were all age appropriate, but her parents have been uneasy for quite some time about Regina’s lack of response to social contact and usual baby games. Their fears are recently increasing due to comparisons with their second child (Chris, who is two years and five months old), who, unlike Regina enjoyed social communication from early infancy.

Regina appears to be self-sufficient and aloof from others. She does not greet her parents in the mornings or evenings when they pick her up from daycare. She has been in daycare for three months, but continues to scream for up to an hour after drop off each morning. The daycare Director has recently requested her parents consider another program given the program’s limited resources meeting Regina’s needs and little progress helping her adapt to the classroom system. Regina shows little to no interest in other children and ignores her younger brother. Her babbling had no conversational intonation. At age three, she could understand simple one-step instructions. Her speech consisted of repeating some words and phrases she’d heard in the past, with the speaker’s accent and intonation. She could use one to two word phrases to indicate simple needs. For example, if she said, “Do you want a drink?” she meant she was thirsty. She did not communicate by facial expression or use gesture or mime, except for pulling someone along and placing their hand on an object she wanted.

Regina appears to be fascinated by window blinds, and stares at them or attempts to touch or open/close them any opportunity she gets. She usually puts her face up close to the blinds and smiles, laughs, flaps her hands, jumps up and down and appears giddy whenever she is able to do this. She displays similar behavior while listening to music, which she has liked since infancy. She is intensely attached to a hair brush, which she holds in her hand, day and night, but never used to brush her hair or in any other way. She does not play with any toys other than jigsaw puzzles, which she is able to assemble rapidly with one hand (while holding the hair brush in the other) even if the picture side is hidden. From age two, she collects kitchen utensils and arranges these in rows (always from right to left, always starting with a fork and ending with a spoon) all over the floor of the house. These activities, together with occasional aimless running around, constitute her whole repertoire of spontaneous activity.

Regina’s intense resistance to any attempt to remove her hair brush, collect the kitchen utensils, or prevent her from touching window blinds results in what her parents call “meltdowns,” during which Regina engages in screaming, kicking, and biting herself or others for up to an hour. The only way to stop these tantrums is to allow her to continue what she was doing or playing music has also worked on occasion.

Share This Post

Email
WhatsApp
Facebook
Twitter
LinkedIn
Pinterest
Reddit

Order a Similar Paper and get 15% Discount on your First Order

Related Questions

Resume making services significantly improve job prospects by creating professional, polished, and tailored resumes that align with industry standards

Resume making services significantly improve job prospects by creating professional, polished, and tailored resumes that align with industry standards and recruiter expectations. These services use expert writers who understand what hiring managers look for, ensuring that your resume highlights your skills, accomplishments, and experience in a compelling way. They also

Module 7- Differentiated Support – Specially Designed Instruction (SDI) SummaryAfter reading about  Specially Designed Instruction

Module 7- Differentiated Support – Specially Designed Instruction (SDI) Summary After reading about  Specially Designed Instruction  Download Specially Designed Instruction(UFT) and  SDI Lesson Planning Modified Tool  Download SDI Lesson Planning Modified Tool, consider how would you integrate accommodations and plan supports for children  (e.g., children with varied learning needs or

 Discuss the definition of collaboration, best practices of collaboration between schools and families, best practices of collaboration among school

  Discuss the definition of collaboration, best practices of collaboration between schools and families, best practices of collaboration among school personnel, and best practices of collaboration among schools and communities.  How might collaboration be important in the special education processes mentioned in chapter 2  Barringer, M. D., Pohlman, C., &

Hide Assignment InformationTurnitinThis assignment will be submitted to Turnitin.Instructions In this assignment, you will review an existing Family

Hide Assignment InformationTurnitin™This assignment will be submitted to Turnitin™.Instructions In this assignment, you will review an existing Family Life Education Program (not an organization, website, etc.). Please read the directions carefully as well as review the grading below. Select a program focused on family life education (exclude marriage and parenting as