Case Study

CASE STUDY
JOHN RICK CORPUZ
I. INTRODUCTION
Every child is special.
This maxim is anchored on the study of children with learning disabilities and
exceptionalities. Since they are special, they need special attention and care to
address the learning disabilities they have. Thus, careful observation has to be
made so as to have a comprehensive understanding on their situation to have a
suitable intervention in achieving goals that they may have.
John Rick Corpuz is a Grade 10 student at Batac National High School
Poblacion
Campus.
He has neurodevelopmental
disorder,
attention
deficit
hyperactivity disorder and oppositional defiant disorder. He has been emotionally

affected in his early history due to physical abuse. In terms of behaviour, John
Rick sometimes uses inappropriate language and at times becomes physically
aggressive towards adults.
He was also slow to reach developmental milestones in terms of fine motor
and communication development. He has a long-standing history of academic
difficulties.
His teachers note the following challenges: 1, problems tracking
assignments and handing in work; 2, illegible handwriting; 3, weak math skills;

and 4, very variable attention. John Rick has several, rather narrow, and deep
interests, and has trouble connecting with fellow students. The main reasons
for referral are difficulties he is having understanding readings especially when
they require reading between the lines to understand what the author is
inferring. His teachers describe John Rick as getting lost in details, and not
seeing how data points fit together to form the big picture. This problem
regularly pops up in his expository writing. Despite all of these obstacles, John
Rick is slowly making progress at school.
In Math, John Rick is able to recite the formulas needed of at that level, but is
unable to apply those to daily work. In his Science class, he is able to correctly
respond to factual questions but has not been able to connect interrelated units
and information. His English teachers have noticed that John Rick turns in lengthy
papers that follow the correct format but have very limited content.
II. Strategies
Upon looking into the characteristics of the John Rick, I researched over the
internet on what specific learning disability he might have and I found out to be
Non-Verbal Learning Disability. The Learning Disabilities Association of America
defined Non-Verbal Learning Disability (NVD or NVLD), as a disorder which is usually
characterized by a significant discrepancy between higher verbal skills and weaker
motor, visual-spatial and social skills. Uncontented of what I have researched, I
asked some Special Education Teachers in the adjacent school of my workplace and
they validated the contents of my readings as well as my observations.
Since, Nonverbal Learning Disability refers to a subtype of learning-disabled
children who have outstanding deficits in:
Interpersonal relationships
Visual spatial organization
Organization and planning skills
Flexible concept formation
Study skills
Specific academic areas
Social judgement
The students with NLD is often confused, overwhelmed and anxious as he/she
has such difficulty understanding the world around them. They are often
perfectionists because there are no shades of gray...just black and white. They are
eager to please but need to know and understand the rules and expectations of
each school setting and situation.
The following are suggested strategies to be used:
Use rubric scoring tools that list the criteria for each task assigned
Use Strategic Seating
Unimodal Instruction is important for the NLD student
Ensure that the student is not just Parroting VS Learning
Frontloading is essential
Cooperative Learning works well as the student is able to 'discuss' and use
words to understand the new material

Be very careful with the amount of Visual Processing required of students
with NLD
Graphic organizers are an excellent way to present information so the student
can
both process and remember.
Before using the abovementioned strategies, careful study has been made by
the observer to ensure quality results. At first I introduced the things I wanted to use
with the learner and the parents so as to have a guide in doing so. I explained the
learner how the strategies will work. I also asked the help of other teachers about
the behavior and response of John Rick in their classes so as to authentic answers.
Using all the strategies mentioned are difficult at first because the learner is not
that responsive. He tends not to participate. He is so reluctant and sometimes shy
and sometimes unpredictable. I introduced rubrics and used frequently so the
student's assignment
routine becomes a routine. I used good one to provide a variety of models or
exemplars so the student knows the difference between poor, acceptable and
excellent work. Everyday I always provide the rubric with the model so the student
can grasp expectations.
I employed also Strategic Seating. I placed him near my table so that that
extra verbal instructions can be easily dispensed without the child "standing out".
And it worked.
Though it was something hard to do, I also used unimodal instruction. I
prepared individualized education plan for him so that he can learn at his own phase
followed by guided instruction for him to master certain routines.
At first, I was so passive if the strategies I employed would be effective

because these are new to me. However, with the help of my colleagues I was able
to execute them properly if not perfectly.
With those strategies used, he should be able to:
remember details of what he read
behave properly during class discussions
participate actively in class activities
With the strategies given, I should be able to:
observe objectively on the behavior of John Rick
enumerate the pros and cons of the strategies used
come up with a plan in observing John Rick
IV. Challenge Encountered

In every activity done, there are always challenges encountered varying from
simple to complex. The first challenge I encountered was the participation of
John Rick and his parents. It took a while for us to set goals and to convene since
we have different time schedules. John Rick was so passive at the beginning of
the process and it is somewhat difficult to convince him. He wanted not to
participate since he was not at ease that time and that he thought he could be a
subject of bullying. However, this was addressed properly. I was challenge also to
introduce strategies which are new to me, so I researched on the whereabouts of
the child. I have to ask people around him just to be sure that the information
gathered are real and authentic. A lot of conversation has been made so that
everything would be smooth. Routine activities were employed so as John Rick
can do sequential activities.
V. Outcome
After the interventions have been made, the following outcomes has been
recorded:
Though rubrics were made, John Rick has a slow improvement. He has still
a problem in mastering routine activities. But there was a difference in
behavior.
John Rick is distracted when it comes to independent learning. However,

he was able to participate in group activities yet shy to give his ideas.
Perhaps this is due to his behavior towards adults but he was able to
adapt the environment.
He is able to work in a friendly and quiet environment.
The use of rubrics in mastering routine problems gave a significant difference

on the practice of John Rick. It somehow helps John Rick to remember facts and
sequences and even write them, however, comprehension is still a problem.
The use of unimodal instruction allows John Rick to learn at his own phase so
as not to be disturbed by the other classmates. He was properly guided by his
teachers since his seat is located near the teachers table. The use of graphic
organizers had helped him look into the connections of objects and events.
In the course of observing John Rick I learned the following:
Rehearse getting from place to place
Minimize transitions and give several verbal cues before transition
Avoid assuming the student will automatically generalize instructions

or concepts
Verbally point out similarities, differences and connections; number

and present instructions in sequence;
Simplify and break down abstract concepts, explain metaphors,

nuances and multiple meanings in reading material
Answer the students questions when possible, but let them know a
specific number (three vs. a few) and that you can answer three more
at recess, or after school
Allow the child to abstain from participating in activities at signs of

overload
Thoroughly prepare the child in advance for field trips, or other

changes, regardless of how minimal
Implement a modified schedule or creative programming
Never assume child understands something because he or she can

parrot back what youve just said
Offer added verbal explanations when the child seems lost or registers
confusion
Benchmark
Not
Address
ed
Minimal
Progress
Using word structures to decode text
Using punctuation, titles, headings, and

pictures to increase comprehension
Using self-correction strategies to improve

comprehension
Orally reads grade level text fluently 90 wpm

with 90% decoding accuracy
Reads high frequency words from 2nd grade list
Emergin
g
Makes inferences about the outcomes of

stories
Identifies basic story elements (plot, character,
setting)
Mastere
d
x
x
Summarizes text
Connects information in text read in class with

other people or students own experiences
Reads a wide variety of print materials
1. Classroom Achievement
3. Information Processing
The child has a severe delay in classroom

achievement.
The child has information processing deficit

that is linked to the childs achievement
delay(s) and areas of significant discrepancy.
Yes
No
If yes, there is a severe delay in the following

area(s):
Oral Expression
Yes
No
If yes, there is an information processing deficit

in the following area(s):
Listening Comprehension
Storage
Basic Reading Skill
Organization
Reading Comprehension
Acquisition
Written Expression
Retrieval
Mathematical Calculation
Expression
Mathematical Reasoning
Manipulation
Data used to support determination:
2. Significant Discrepancy
The child has a significant discrepancy between
ability and achievement.
Yes
How is the information processing deficit linked

to the classroom achievement delay and the
significant discrepancy?
No*
If yes, there is a significant discrepancy in the

following area(s):
Oral Expression
Listening Comprehension
Basic Reading Skill
Reading Comprehension
Written Expression
Mathematical Calculation
Mathematical Reasoning
4. Exclusions
The childs classroom achievement delay(s)
and significant discrepancy is primarily due
to*:
Environmental, cultural, or economic
disadvantage
Limited English proficiency
Insufficient instruction in reading or
mathematics
Data used to make determination
Other disability
___________________________
If the regression formula was not used to make

this determination, reason why the formula could
not be used and documentation of significant
discrepancy
5. An IEP team participant other than the

classroom teacher conducted an
observation of the student.
Yes
Other Comments
No

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CASE STUDY

JOHN RICK CORPUZ

hyperactivity disorder and oppositional defiant disorder. He has been emotionally

His teachers note the following challenges: 1, problems tracking

assignments and handing in work; 2, illegible handwriting; 3, weak math skills;

The following are suggested strategies to be used:

words to understand the new material

At first, I was so passive if the strategies I employed would be effective

With those strategies used, he should be able to:

remember details of what he read

behave properly during class discussions

participate actively in class activities

With the strategies given, I should be able to:

observe objectively on the behavior of John Rick

enumerate the pros and cons of the strategies used

come up with a plan in observing John Rick

IV. Challenge Encountered

John Rick is distracted when it comes to independent learning. However,

He is able to work in a friendly and quiet environment.

The use of rubrics in mastering routine problems gave a significant difference

Rehearse getting from place to place

Minimize transitions and give several verbal cues before transition

Avoid assuming the student will automatically generalize instructions

Verbally point out similarities, differences and connections; number

Simplify and break down abstract concepts, explain metaphors,

Allow the child to abstain from participating in activities at signs of

Thoroughly prepare the child in advance for field trips, or other

Implement a modified schedule or creative programming

Never assume child understands something because he or she can

Using word structures to decode text

Using punctuation, titles, headings, and

Using self-correction strategies to improve

Orally reads grade level text fluently 90 wpm

Reads high frequency words from 2nd grade list

Makes inferences about the outcomes of

Connects information in text read in class with

Reads a wide variety of print materials

The child has a severe delay in classroom

The child has information processing deficit

If yes, there is a severe delay in the following

If yes, there is an information processing deficit

Basic Reading Skill

Data used to support determination:

How is the information processing deficit linked

If yes, there is a significant discrepancy in the

Data used to make determination

If the regression formula was not used to make

5. An IEP team participant other than the

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