CASE THREE:  DIEGO

The learner will: 

1) Describe the characteristics and strengths of individuals with pervasive developmental disorder specifically Asperger’s Syndrome or higher functioning autism.

2) Describe the discrepancy between skill areas for an individual with PDD.

3) Discuss how to formulate questions to request information from parents and how to implement this information into a program.

4) Discuss problem solving and consensus building on teams with differing opinions.

5) Understand disability legislation key points as it relates to least restrictive environment, transition and discipline.

6) Discuss modifications and teaching strategies based upon individual student needs.

7) Become familiar with functional analysis to determine the reasons for behaviors.      (Top)

Diego is a fourteen year old student who participates in the general curriculum at his middle school. Diego received a diagnosis of pervasive developmental disorders - not otherwise specified (PDD-NOS) at the age of five. Prior to Diego’s attendance at preschool, his family did not have concerns about his development. Diego spoke and walked on time but did have difficulties interacting with other children in preschool.

His favorite classes are keyboarding and band. He has played the tuba for approximately two years in the band. Diego has an interest in basketball and enjoys memorizing facts. Up until this year Diego has always enjoyed school, but this year he has begun to complain about getting on the bus in the morning.

Diego has difficulty with comprehension. He does not understand jokes, words that have more than one meaning and when he is being teased. Diego is verbal and can respond to questions that people ask, but does not usually initiate communication unless it is about a topic of interest to him. Diego hears primarily Spanish at home, but uses English predominantly at school. He did not begin to speak English until he was in preschool. He eats alone in the cafeteria, and is generally by himself throughout the day. Diego had sensory integration therapy as a child and his parents feel that as a result, he has more coping strategies when overstimulated. Some of these strategies include putting his head down on his desk, shooting hoops at lunchtime or going for a walk around the track.

Diego is very adept at memorizing names, dates and numbers. He has difficulty responding to questions involving compare and contrast, making inferences, and with more abstract thinking. Diego has difficulty taking notes in class and remembering what the teacher says, and has more success reading instructions. He is very disorganized, and has difficulty completing homework due to his disorganization. At times he is able to complete his homework assignments but often has difficulty with remembering to turn it into his teachers. He often forgets when projects are due, and seems to have the most difficulty with long term projects.      (Top)

The family, David and Luella Garcia, speaks primarily Spanish at home, and although English is also spoken they prefer to receive information in Spanish. They are very unhappy with Diego’s first 9-week progress report because it shows he is failing several classes. They are concerned about Diego’s lack of interest in school this year. Diego has always participated in the general education curriculum and has done well until this year. The family states that they do not see Diego bringing assignments home, and when he does, he does not know what to do with them. They feel that their son will need additional assistance if he is to pass eighth grade. Diego has begun retelling inappropriate, off-colored jokes at home, which is unusual for him. The Garcias do not feel that Diego understands these jokes and wonders what type of peer group he is associating with this year.

Diego has two sisters, Maria and Alice, and a brother, Pedro. Diego is the oldest of the Garcia children. He lives with his parents and an aunt and her daughter. Diego spends his time at home playing basketball, playing hand-held electronic games, and reading basketball statistics in the newspaper and magazines. He loves to watch parades on television so he can see a variety of bands play.       (Top)

The school staff are concerned with Diego’s academic performance this year. He has missed turning in many assignments which has lowered his grade point average. An inclusion specialist monitors Diego’s progress in his various classes. This specialist, Mrs. Travers, makes suggestions to the classroom teachers for curriculum modifications and general ideas such as providing Diego with preferential seating in the classroom. She has also recommended that Diego be allowed to put his head down on his desk when he needs a "break". He receives occupational therapy and speech-language therapy consults. From evaluations done in the past, it has been determined that Diego is English dominant.

His teachers are concerned that social behaviors and interactions are getting in the way of his academic performance. Behaviors include: constant interrupting, inappropriate laughing, and difficulties in group discussions. He is the target of many student pranks. When these occur, he tends to get very angry. His teachers see him as very innocent and feel that the other students’ taunting of Diego leads to his verbal outbursts. Based upon several disciplinary actions in the past, Diego has had a manifestation determination.

Because of Diego’s disorganization and his social difficulties, his teachers feel that he would progress further if he is placed in classes with fewer students.

1A) What characteristics of a pervasive developmental disorder do you find in Diego; what are Diego’s strengths?

1B) Discuss which pervasive developmental disorder best describes Diego.

2) Describe the discrepancies in Diego’s skill levels.

3) From what you know about Diego, what factors need to be considered in planning for Diego’s education? How do we obtain this information?

a) From Diego’s family’s perspective?

b) From Diego’s perspective?

c) From the school’s perspective?

4) The family’s perspective and the school’s perspective are obviously very different. Use the problem solving chart to assist in resolving differences.

5) Discuss teaching strategies for individuals with Asperger’s or high functioning autism. Do these techniques differ from those developed for students with autism or with another developmental disability?

6) What further information as a team would you need to assist in the development of Diego’s instructional plan?     (Top)

In order to discuss these issues, a staffing has been called. The inclusion specialist, Mrs. Travers, several of Diego’s teachers, and the family are in attendance. The Spanish teacher in the school has been called upon to provide language interpretation for the family.

The teachers are asking for additional support from the inclusion specialist. Diego’s U. S. History teacher, Mr. Lopez, asks the team to discuss his placement. Mr. Lopez has compiled observations of Diego and feels that the information will assist in modifying his curriculum so that Diego will be successful.

7) Review the information completed by Mr. Lopez. Based upon these observations, what are some of the modifications and supports that you would make for Diego?

8) Using these modifications and supports, develop a system for Diego which will keep his homework organized.

Mrs. Travers has observed Diego in the classroom specifically to complete a functional analysis of his behavior. The target behavior observed was his inappropriate laughter. Several of Diego’s teachers describe his laughter as disruptive, intentional and at times manipulative.

The parents really want Diego to remain in his regular education classes. They feel with some help and support, he could be successful.

9) Review the functional analysis of behavior (ABC Behavior Chart) completed by Mr. Travis regarding Diego’s inappropriate laughter in class. Based upon your review, what modifications would you suggest in regards to Diego’s inappropriate laughter in class.

10) What are the next steps?     (Top)

Student: Diego Garcia

Teacher: Mr. Lopez

Diego is in my class one hour each day from 7:30 a.m.-8:30 a.m. The class is US History and involves individual and group work. The morning announcements for the school also happen after 7:35 a.m.

Diego seems to have a difficult time with the announcements. He frequently talks during them and continues to laugh through messages. He has a difficult time regaining focus afterwards.

I have learned that if I sit down with Diego and show him on paper my expectations for my class, he has less difficulty interacting.

If Diego is occupied with a specific task during announcements, he is not as disruptive.

One of Diego’s behaviors that is disruptive is that he laughs at odd times and when things are not funny. He also tells the same jokes over and over again.

It seems to me that Diego acts out more inappropriately in group projects or presentations.

Diego has received SLP consultation and counseling in the past. It seemed that stories about certain situations helped him.

Sometimes when the class has assignments in silent reading and writing, Diego mumbles jokes and laughs out loud and has difficulty staying focussed on tasks.

Diego seems to have a difficult time during the announcements. He frequently does not listen, will talk through the announcement and will laugh inappropriately through the messages. Regaining focus after the announcement seems difficult for Diego.

If I give Diego a specific task during the announcements he is not as disruptive. Group projects seem particularly difficult for Diego. He tends to laugh inappropriately or will tell the same joke over and over again to the members of his group. Although the students tolerate Diego, they will at times lose patience with him, especially when he prevents them from completing assignments.

Diego has a difficult time with seat work as well. He often mumbles, laughs out loud or attempts to question other students. Again, this at times makes it difficult for others to focus.

The other difficult area for Diego is getting his assignments turned in on time. I am not certain if he is using his locker because he typically comes to my class with a bulging backpack containing several books and loose papers. I require the students to keep a notebook of their completed US History sheets and any homework they do in my class. Colored pencils, looseleaf paper, and a pen are the only supplies I require; Diego does not ever seem to have what he needs. So far, Diego has received "Fs" on his notebook checks because I cannot find any of his work although he states that he has done the assignments.

Diego does best if I sit with him during part of the class and review in writing the assignments for that day. I am not always able to do this, however, given the needs of the rest of the class.

Diego has received consultation in the past from the SLP at school. I know the SLP used "social stories" with Diego and felt that they were a useful tool for him.    (Top)

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