SPD-515 Instructional Day Schedule Case Scenario
Brenda is a six-year old first grade student with autism spectrum disorders who was previously
enrolled in the district’s developmental preschool and kindergarten program. Brenda is
constantly on the go. She seeks tactile and motion stimulation.. On the playground, she can be
found in the sandbox or at the water play table, when weather permits. She is a loving child
and seeks out hugs, but rarely stays still for more than a few minutes at a time. She will rub the
teacher’s and peers’ arms whenever she gets the opportunity. She also will try to touch the legs
of staff and particularly likes the feel of certain fabrics. She requires frequent redirection.
In the beginning of the school year, transportation staff reported problems with getting Brenda
on the bus and keeping her in her seat. An assistant had to sit next to her to keep her from
getting out of her seat and running on the bus. Her mother provided a transition object (an old,
soft blanket with fringe on the end) for Brenda that facilitates the transition from home to the
bus. Transportation staff has reported that she will stay in her seat for the ride home with little
supervision as long as she can touch her blanket, which she likes to rub on her arms and face.
Upon arrival at school, Brenda has learned to put her blanket in her backpack through
reinforcement training of this routine. Brenda now independently puts her blanket away with
one verbal prompt and a picture schedule that provides visual cues for her arrival routine. She
is allowed to get the blanket out right before re-boarding the bus at the end of the day.
In the classroom, Brenda does well with independent play in certain centers. She loves the art
center and enjoys finger painting and play dough. However, she does not remain on task for
very long, even for preferred activities. Baseline data indicates that Brenda will independently
sit for an average of 5 minutes during each of the 15 preferred tabletop activities
observed. Brenda struggles with staying with a group during small group activities and will
frequently touch peers and staff, or run around the classroom instead of coming to the table or
rug for a group activity. She needs physical assistance and prompts to come to group. A cube
chair is provided to help define her space. Baseline data for touching during a typical 8-10
minute activity supervised by the teacher is an average of 20 times per activity over a 3-day
period. To avoid coming to group for a structured activity, baseline data collected for five
activities on three separate days indicates Brenda runs from staff at the beginning of each
transition to a structured activity 100% of the time. The occupational therapist and teacher
have decided to help Brenda come to group and remain in group, keeping hands to self, by
allowing her to use a fidget item of her choice from a sensory box they call, "the Seat Box.” The
Seat Box has five items in it. As long as Brenda is sitting, she can play with items in the Seat
Box. If she leaves the area or touches a peer, the items will be placed back in her sensory box
until she sits again or puts her hands on the table or in her lap.
© 2014. Grand Canyon University. All Rights Reserved.
Purchase answer to see full