Académique Documents
Professionnel Documents
Culture Documents
ETE 324
Fall 2017
Torrie Haisma
Family Case Study 1
Background Information
This case study was done on the Smith* family and their son, Billy*. Billy was born to
Jane* and John* on September 7, 2012 making him five years old. He lives with his biological
mother and other siblings. His father does not live with them nor does he support them
financially. However, Billy goes to see his father and enjoys spending time with him. Billy has a
speech delay and receives services from a speech pathologist at Valeska Hinton School twice a
week. He is in a normal Pre-K class that has students from three to five years old. His mother is
the main support he receives at home. He keeps his toys upstairs mixed in with those of his
siblings. Billy has a bunk bed and a T.V. in his room. Billy shares a room with his younger
brother. He and his siblings sleep with their mom often. His older sibling received an IEP up
until first grade but did not need any additional services after that. Jane* does house work and
Jane and John did not mention that they had any developmental delays. When Billy was
younger tubes were placed in his ears to deal with drainage problems. Jane is not very involved
with Billy’s education. When questions were asked about his education or social skills, Jane
Our team successfully gathered information and data about the student, Billy. Interviews
with his mom, classroom teacher, and speech pathologist were completed to gain more
information about Billy. Observations were done to gather the information and data needed in
both his home and at school. After meeting with Jane, Billy’s mother, little information was
gathered about the student for the study. Jane did not portray that she knew a lot about Billy’s
Family Case Study 2
education and told us to talk to them directly. This is something that we found concerning. His
teacher was not able to give us his IEP documents because we need permission from Dr. Lee.
Liana, Torrie, Sydney, and Katy made up our team. All of the team members, but Katy, were
able to do the initial interviews with the family and the initial observation of Billy. Liana and
Katy, two of the team members, were able to observe Billy in an educational setting. Liana,
Sydney, and Torrie were able to observe Billy during a few of his speech therapy sessions. He
often slurred the letter “s”, but did not show any other language delays.
While observing Billy in both his home and school environment there were several
developmental domains that stood out. In his classroom, he interacts and socializes with his
classmates during activities, which falls under the social-communication area. During his
interactions with those around him we scored him as a one. This means he inconsistently meets
criterion. He was able to verbalize his needs, wants, and emotions a majority of the time, but the
way in which he did so was extremely inconsistent. He used a combination of gestures, sounds,
On the AEPS, there is a subcategory that ranks a child’s ability to vray voice to impart
meaning. This is something that we felt Billy did not meet this criteria. These abilities are shown
during their play time, he plays with and gets along with his peers both one on one and in small
groups. Billy’s social skills are at the appropriate level for his age. In the classroom, he raises his
hand and waits to be called on by his teacher. He seems to be very well behaved and follow
directions easily. These are skills that would fit appropriately under the language comprehension
For the cognitive domain on the AEPS, Billy scores mainly inconsistent (1). A good
amount of this is due to his speech delay in the phonological awareness and emergent reading
subcategory. One criterion is that his is able to blend single sounds and syllables. While Billy is
able to do so, it is inconsistent due to his current ability to enunciate certain sounds.
Billy exhibited several strengths during the observations. When first meeting with him
and his mother at his home he seemed to be a typically developing five year old. At Billy’s home
and school, Valeska, he was very well behaved and followed instructions from his mother and
teachers well. When interviewing his mother, she seems to be his only support financially.
Although, she did not seem to know a lot about Billy’s education. We asked several questions
that pertained to his education and she never seemed to have a straight-forward answer. Billy
could benefit from his mother, and father if possible, to be more involved in his education. This
would allow him to have more support at home, while supplementing his academics. She should
know more about what Billy is doing in school and the types of services he is receiving.
Descriptions of interventions
Billy is currently attending Valeska Hinton and receiving Speech Therapy twice a week
with a Speech Pathologist, Mrs. Kocher, at the school. His sessions are typically paired with
another student (Libby*) and are 30 minutes in length. Once in the session, Billy had to be
reminded of the structure. Mrs. Kocher pointed to two images on the wall above the table, “First
Work” and “Then Play.” This reminds the students that they will work on an activity first and
1. Mrs. Kocher introduces the activity by talking about the similarities and
differences between Billy and Libby (i.e. boy, girl, both in Ms. Garman’s
class, etc.)
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different item inside (i.e. car vs. bus, pencil or. crayon, sun vs. lamp, etc.)
3. Billy and Libby are asked to talk about some of the things that are the
same and some things that are different between the two images.
4. Mrs. Kocher asks many questions about the items and follows up with
1. Mrs. Kocher hands Billy and Libby a coloring paper with pictures related
to Halloween on it. She asks the both of them what they see on the paper.
They point out what they see and then describe and color each picture in.
a) Mrs. Kocher has Billy and Libby reach into a bag filled with
“spooky” objects and describe how they feel and look, and what
they do.
the objects were the same type of object, but they had some
them Billy and Libby would have to guess what the costume was of just
a) Throughout the video Mrs. Kocher asked Billy and Libby what
each one was and the different actions they did. So for example,
Libby or both would say “it’s a ghost!” The Pathologist then asked
words for Billy and Libby. I really think that this helped them better
understand the specific things that they went over throughout their time
together.
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Progress of child
In the first visit at his home, Billy seemed to be very quiet and shy. He played with his
toys, along with his younger brother, but seemed to keep to himself more. Although, when
observing Billy at his school he seemed much more outgoing and talkative with his peers and
teachers. When observing Billy in his speech therapy session he participated in each of the
activities, which required him to talk. He had a lot of fun working with his classmate, Libby, and
his speech pathologist. He was not shy at all when answering questions and interacting with the
activities. This could have been based on the environment that he was in; Billy might have felt
more comfortable in the school environment, or it could have been the times that we observed at
and the mood that he was in that day. It was really interesting to see the two different sides of
Billy, and to see the progress he made from our first to last visit.
Summary of report
This report provides background information on Billy and his developmental problem. It
gives a brief discussion on the analysis of Billy and what our group members interpreted from
the observations. Part of the report discusses the different observations that our group member
did and what we learned about Billy. The observations took place in his home and at the learning
center he attends. We were able to retain a lot of information on Billy from these observations.
The report also contains Billy’s IEP documents. Each group member gives their individual
reflection discussing how we felt the project and observations of Billy went. Also included is the
interview questions and brief summaries of our observations, which record the date and time that
first day of for the second day goals for the third day
observation
Arrival Walks in, places Walks in, places backpack in Walks in, responds to
for lunch
Lunch Drinks milk, throws Eats all food, asks about food Drinks milk and eats all
teacher
Circle Picks up book to Picks out book he likes, tell Picks out book he likes,
Time read, puts it away friends about his book and listens to friends explain
when asked, waits for why he likes it why they like a book,
Outside Rides bike and pulls Rides bike and pulls friends Initiates conversations
Play friends around around, asks them if they with friends, rides bike
Clean-Up Throw away all food Throw away all food and Throw away all food
and trash, wash hands trash, wash hands, say thank and trash, wash hands,
Closing Collects things and Collects things and lines up Collects things and lines
lines up at the door, at the door, puts coat on by up at the door, puts coat
needs assistance with himself, says goodbye to on, helps count line
Matrix Reasoning:
Each of the goals in the matrix are designed to expand Billy’s speech skills. The first day,
Billy displayed a lack of social skills. His teacher and her aide all welcome the students to the
classroom and expect the students to respond. Billy did not respond to the teacher or her aide.
During lunch, Billy does not talk with his peers. He focuses on eating his lunch and throws his
food away when he is done. After he throws his food away, he sits down on a carpet and picks
out a book he likes. His friends initiate a conversation with Billy about books but he does not
respond. Throughout the day, Billy would raise his hands and answer questions when called
upon. However, at recess, Billy would not conversate with his peers. Billy often played with
All of the goals in the next two columns enhance Billy’s social skills. On the first day in
the mornings, Billy is to respond to his teacher and her aide in the mornings. During lunch, Billy
asks his teacher what some vegetables and fruit are on his plate. When she responds, he
continues the conversation by telling her he likes what he is eating. He continues eating and does
not talk anymore during lunch. Once he is done, Billy says “thank you” to his teacher for lunch
Family Case Study 10
and throws his trash away. While sitting down on the carpet for circle time, Billy talks with his
friends about things they like. He interjects some, but does not talk much. During circle time
Billy continue to wait to be called on to answer questions. Before recess, Billy does not
participate in counting the line to go outside. He remains quiet and rides his bike with his friends.
He asks a few people if they would like to be driven around but does not hold other
conversations with his friends. Overall, Billy has made some progress when prompted by his
teacher.
On the third day, Billy made more changes to his social behavior. Billy entered the
classroom and responded to his teacher and her aide. During lunch, Billy talked with his friends
about the food they were eating and asked if they liked it or not. Billy would respond
appropriately when his classmates gave him an answer. During circle time, Billy waited to be
called on and offered more information about the subject to his teacher. He helped count the line
to and from recess and held long conversations with his friends and the observers. Billy has
Records of observations/interviews
Date: 9/23
Duration: 30 minutes
Meeting summary: Our group went to Billy’s family home to meet and have a short
introductory meeting him and his mom. Upon arriving, there were children playing outside their
house and the house next door, we later found out these children were Billy’s siblings and
cousins. Once inside, we were greeted by his mom and a couple other family members. She
invited us to have a seat in the living room and we began our parent interview and observations
of Billy and his family. During the interview, Billy and the other children we playing inside and
outside the house, freely moving from one area to another. They had a variety of toys (play
trucks, blocks, bikes, etc.) and were constantly shifting from one toy to another. Billy’s mom sat
across from us as we asked questions about her family life, living situation, and information
about Billy. She encouraged Billy to play near by so that we could observe him and ask
questions, when needed. Billy was very quiet as he played but we could tell by his facial
expressions that he was listening pretty closely as we talked with his mom. A few times, he
asked for assistance with his toys. For example, he asked his mom for help putting on a tool belt.
This was done more through sounds/noises rather than speaking with actual words.
Family Case Study 12
Date: 10/19
Duration: 75 minutes
Meeting summary: Billy arrived at school before Liana and I got to the classroom. His things
were already hung up by the time we got there. Billy washed his hands and sat down to eat
lunch. He drank his milk very fast but did not eat any food. After he cleaned off his plate he sat
down on the circle rug and grabbed a book. His friends gathered around him and told them about
their books. He sat and listened to them quietly, never taking his eyes off them or the books they
were explaining. Once they got done explaining the books, Billy picked out all of the Clifford
books and began identifying them one by one. He placed them on the ground and spread them
out on the rug in front of him. Before Billy got the chance to read the books, circle time ended
and it was time for the stretching song. The songs today from Go Noodle were Banana, Banana,
Meatball and Pizza Man. These songs promote body awareness, gross motor skills, call and
repeat, coordination, guided dance, and math skills. After the stretching songs it was time for the
kids to play outside. Once the kids got their coats on, got in line, and went outside, they began
playing with the bikes and playground equipment.Billy rode a two person bike the whole time.
He enjoyed riding around and taking other children with him. The bike he was riding had pedals
in the front seat only, so Billy was always peddling. If children were running around without a
bike, Billy would call them over so he could pull them around. He looked like he had fun the
whole time and was talking and laughing with his friends. Liana and I asked his teacher about
how he is doing developmentally and she replied that although his skills are below average, he is
Date: 10/19
Duration: 15 minutes
Meeting summary: Billy’s speech therapy session was combined with that of another student in
his regular classroom. The pathologist came to pick him and the other student up from class and
they walked to her office together. While walking she was asking them questions about their day
thus far and began to introduce what they were going to do for their session. Once they arrived in
the office, each child sat down and waited for instruction. They were going to work on
comparing and contrasting items on a worksheet. After they talked about each item, they were
able to color it using paint markers. The pathologist made sure to ask many open-ended
Date: 10/30
Duration: 45 minutes
Meeting summary: Billy was late to school today. When he entered the classroom he
immediately put his backpack and jacket in his side of the coat rack.Billy had trouble taking his
sweatshirt off. He struggled to get it over his head for about ten minutes before he finally got it
off. After he got his jacket down he washed his hands and sat down to eat his lunch. Lunch
today was mini corn dogs, carrot slices, applesauce, and salad. Billy only ate his corn dogs,
Family Case Study 14
which is more than he ate on Thursday. After lunch, the kids sit down on the circle rug and pick
a book to read. Billy picked a book about clocks today. He flipped through the pages multiple
times before beginning to read. Once circle time was over, the students described what they are
going to be for Halloween. Billy is going to be Spiderman. After the children shared their
costumes, it was time for the children to listen to their stretch song. The teacher finds songs on
Go Noodle. The songs today were Hello! and Bones, Bones. These songs promote guided dance,
cross lateral skills, gross motor skills, body awareness, coordination, class routines, and science
skills. The children love the songs. They dance along to the routines and sing the words if they
know them. Billy stands in the front of the class and participates to the best of his ability.
Date: 10/30
Duration: 30 minutes
Meeting summary: Billy and one of his classmate’s worked with their speech pathologist on a
few fun and interactive Halloween related activities. They followed the pathologists instruction
very well. Each activity really emphasized describing words. They first analyzed and described
what they saw on the coloring page that they were given. Then they reached into a bag and
pulled out different objects; they described them based on how they looked and felt. The last
activity was watching a movie where Billy and Libby described the Halloween characters in it.
During each activity the Pathologist helped Billy and Libby through them by prompting them
with questions. At the end of the session Billy and Libby received a Halloween sticker for being
so cooperative.
Family Case Study 15
Date: 11/30
Duration: 30 minutes
Meeting Summary: Billy and his classmate that also gets the speech therapy at the same time,
worked on activities regarding Christmas. The speech pathologist asked Billy and the other
student if they knew what holiday was coming up and what we do to celebrate this holiday. They
began by pulling a card out of a bucket that had pictures of presents on them. The students were
to name the present and describe it. The speech pathologist also asked more in depth questions
like what the present looks like or what it does. The next activity consisted of the speech
pathologist describing a present and Billy and the other student had to say what the present was.
She would say things like the color, what it looked like and how you play with it. The therapy
session ended with the speech pathologist letting the students have some fun. She handed them a
laminated picture of a gingerbread house and let them decorate it with pictures of candy,
Meeting log
11/28 Class Checked in with Dr. Lee and Katy, Liana, 4:30 - 7
got the whole class period to Torrie
work. Completed IEP and
AEPS.
1. “Could you tell us about Billy?” (Age, physical characteristics, special need)
Billy is one of the best kids I have, he is the most laid back and has no problem sitting
and watching TV. He loves the toys that other peers do not like. Would enjoy putting an
old clock back together for example. Most of the time he understands her but sometimes
she has to repeat or say it differently. For the most part, he is really smart but he chooses
Family Case Study 17
to ignore certain people. When he was a baby he was delayed at everything: sitting up,
2. “Could you tell us about how you felt as a family when you found out about Billy’s
I wasn’t bothered in any way because I know all kids are different and learn at their own
pace. I believe that Billy and our family will be okay in the end, no matter the hardships
we face.
All of his services came to our home. They started physical therapy first because he was
delayed, then came the speech services but before that he learned sign language and he
really enjoyed that. He was probably around 6 months old when he first started physical
therapy. He’s had about 4 or 5 therapists for different reasons. They worked with him
alone and I would normally sit back and watch except for when he was learning sign
4. “Were there any indicators of Billy having ___________ before he was born?” **Be
5. “Could you tell us about the program Billy is in right now and what types of
Billy still receives. I don’t know if its everyday or once a week. Sessions are on hold
because the school is on three week break. Resume when they go back to school
No. My other two kids were at school. Both other kids had services as well and they
would sometimes join and all do services together. I liked Brandon having time just with
the therapist. My oldest plays football Monday-Thursday. When all of the kids go to
school I go to work. I have to be done with work in time to take my oldest to practice
every day and he has a game every Saturday so I don’t have a lot of time to myself.
I’m sure he has kids that he picked out and likes to play with but he is usually kept to
himself.
9. Is Billy’s program designed specifically for him or are there supports for you as
well?
Billy knows his dad and likes to go see him, he actually asks to go see him quite often.
He doesn’t really support Billy in any way but if I ask him to help or attend an event he
may or may not come but Billy knows to not be upset if he doesn’t show up. There are
Financially I don’t get any assistance from him. Billy and the youngest child have the
same dad. Two oldest have a different dad but same as each other.
Personal assistant for doors. CNA work and work for handicap. I do pretty much
everything for them if they are not able to move. I do things like cooking,
Family Case Study 19
cleaning, lifting them, dress them, run errands for them, and I help them fill out
paperwork by writing for them. I work Friday, Saturday, and Sunday evenings and I am
Conclusion
Throughout this case study we were able to view Billy in his home and school setting.
His teacher, Ms. Garman, did not see Billy’s speech delay as an issue. She reported that although
he is developing slowly, he is still hitting the developmental milestones appropriate for his age.
Liana noted that Billy only had trouble with slurring the letter “s”. Billy didn’t appear to have
any social anxieties or issues communicating his wants and needs to the teachers and his friends.
Ms. Garman also noted that Billy follows directions very well when he is asked to do something.
As a group we agree that Billy should continue to see his speech pathologist and work on further