Below is a case study of Qamaniq: Qamaniq is a four-year-old male child born on

Below is a case study of Qamaniq: Qamaniq is a four-year-old male child born on March 3, 2016. He has an amazing smile and is happiest when listening to music or reading books. Qamaniq is quiet, timid and retreats from too much noise and stimulation. Qamaniq has a diagnosis of Autism Spectrum Disorder. The following professionals follow him: Developmental Paediatrician, Occupational Therapist, Developmental Interventionist, Speech Language Pathologist and a Psychologist. He attends preschool three mornings a week with 15 other children and two teachers. Qamaniq has a two year old sister, Akpa. His parents (Mom- Kelly and Dad- Pauloosie) have recently divorced. Qamaniq lives with his mother and has limited contact with his father. Qamaniq met his developmental milestones appropriately. He said his first words at 12 months but only used these words once or twice and never used them again. Qamaniq will occasionally echo short phrases he has heard from his favourite movie. Qamaniq continues to have limited verbal expressive language abilities and uses primarily gestures to express himself. Such gestures include; occasionally leading an adult to what he wants and covering his ears, to loud noises and startling sounds. Qamaniq expresses frustration through crying, physical tantrums or excited behaviour such as running aimlessly. Qamaniq does not respond to his name when called and has difficulty filtering out meaningful noise (voice/words) from irrelevant environmental noises. Qamaniq has difficulty following directions unless he is physically guided through the task over repeated occasions or visually shown with picture cues. Qamaniq can recognize and match familiar picture cards that represent real objects/actions Qamaniq is always on the move and is quite physically active and loves to climb. Although physically active, Qamaniq’s movements can be awkward and clumsy. He moves quickly and is not aware of safety. He is unsteady on uneven ground and bumps his arms and legs on furniture. Qamaniq engages in excessive movement, toe running and hand flapping as a response to sensory overload and needs to have movements redirected. One of Qamaniq’s favourite outdoor activities involves the throwing or rocks up into the air in order to watch them fall to the ground. This poses a threat to his peers and himself. Qamaniq has difficulty learning new physical tasks and needs to be guided through the sequence of movements. It is important to note that Qamaniq has no concept of safety and will dart out on the street and climb too high on furniture and outdoor play equipment. He will hold a teacher’s hand during group walks. Fine motor activities are challenging for Qamaniq. He uses a fisted grasp with markers and crayons. He will scribble spontaneously, can complete insert puzzles, 10-12 block towers and rotate his wrist to turn knobs. Qamaniq has difficulty with fine motor tasks such as stringing beads, lacing cards, using scissors, and imitating simple drawings. It should be noted that Qamaniq has some tactile sensitivities and does not like sticky or slimy textures. Qamaniq understands and chooses cause and effect toys and music toys. He also can attend to familiar repetitive tasks such as stacking blocks or fill and dump play, for five minute periods. Qamaniq enjoys books and will sometimes point to familiar pictures within a book when requested by an adult. He has good visual memory and can match shapes and colors. Qamaniq has difficulty attending to the most relevant parts of a task and has difficulty problem solving through new tasks, thus becoming frustrated easily. Qamaniq like sand and water but becomes upset if his clothes become wet. Qamaniq easily becomes overwhelmed by sensory stimulation such as loud sounds and high activity level. During these times he may attempt to avoid or escape confusion. As well, Qamaniq has difficulty with transition times and will become visibly upset in response to new contexts. He will run to seek refuge as he covers his ears and vocalizes. If the transition is extremely busy he will also react by pulling whatever he can get his hands on on top of his body as he curls up on the floor. During this time, teachers are struggling as they are trying to support the entire class in transition while trying to keep Qamaniq calm. Teachers are becoming frustrated with the lack of support from their director as she tells them ,”they are at ratio and she has faith they can make it work”. Presently, teachers have decided to ignore Qamaniq during transition times to see if his behaviour will change. Qamaniq engages primarily in solitary play. He avoids other children and does not like to be too physically close. Qamaniq will go to a familiar adult and guide him/her to a toy or activity for help. However he has difficulty establishing and maintaining joint attention with an adult and prefers to focus on the toy/object. Although Qamaniq has very limited eye contact, he will engage in eye contact with familiar adults during rough and tumble play which is a favourite of his. Qamaniq has difficulty with imitation and is not able to consistently imitate actions to familiar songs. Qamaniq separates from his mother without difficulty. He will seek out hugs and loves a firm bear hug. When he becomes over stimulated he has difficulty calming himself. His emotions can change quickly and without notice. Qamaniq does not understand social rules and routines and needs to have things visually explained in concrete terms. Strategies that are effective for him are, hand over hand, picture sequences and social stories. Qamaniq wears pull-ups. He stays dry for up to two hours and will indicate when he has had a bowel movement in his pull-up. He does not indicate when he needs to go to the bathroom but will have inconsistent success voiding in the toilet. Qamaniq will wet his hands independently but resists having slippery soap to wash his hands. Qamaniq self feeds with his fingers and can drink independently with a cup. He has a limited diet and likes only bland crispy food. This diet can be further limited as he will sniff food and avoid eating it on the basis of smell. Qamaniq will assist with tidy up and knows where toys and furniture go in the room. He insists on the placement of toys on the shelf and becomes upset when toys are changed to a new shelf. He displays upset by vocalizing and pacing. Please develop a Developmental Service Plan for Qamaniq, including all 5 areas of accomplishment. Each area of accomplishment must include 1 strength, 1 related goal, and 1 related explanation of why that goal is important. The 5 areas of accomplishment are: communication, problem solving/cognitive, personal & emotional, Gross motor, fine motor. How I Understand You and Talk to Others (Communication) What I can already do (my strengths): My next goal(s): Why this is important: Develop a Routine Based Plan based on Qamaniq’s goals from the DSP with 2 Routines developed and each Routine having 2 areas of accomplishment (i.e., goals from the Developmental Service Plan) while not repeating any of the domains. Each area of accomplishment must include 2 specific, related strategies to help Qaminiq meet the goals you have set. Strategies should be play based and developmentally appropriate, also relevant to the goal being worked towards. Do all team members understand what to do within the routine? What Opportunities do we have to work on my goals? (A Routine Based Plan) Routine My goal How you can help me reach my goal (Strategies/Activities) (Routine 1) (Area 1) (strategy 1) (strategy 2) (Area 2) (strategy 1) (strategy 2) (Routine 1) (Area 3) (strategy 1) (strategy 2) (Area 4) (strategy 1) (strategy 2) Goals and accomplishments should be SMART, reflective of child’s areas for growth and related to area of development. From an Early Childhood Educator’s perspective, how will Qamaniq’s family be included in the process of developing and implementing the Development Service Plan and Routine Based Plan?

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