Reflecting on Jaxon
In the beginning of this module, you were introduced to Jaxon; a 28 month old boy who is being evaluated for Autism Spectrum Disorder.
Based on the information provided in his Case Scenario and milestone charts, what environmental considerations would you think might support his learning and development at this stage in his life? Why do you think that? Pretend that you are BFF’s with Jaxon’s mom and are helping her to choose an early childhood program to send him to.
Using the information provided in Jaxon’s Case Scenario and throughout this module, describe the following in your reflection:
A short summary of your interpretation of Jaxon’s strengths and challenges, as described in his scenario.
What sort of environment you feel would be developmentally appropriate to meet Jaxon’s needs? To support his development? To keep him safe?
What might some of the characteristics of the indoor classroom environment be?
What might some of the characteristics of the outdoor environment be?
Cite your sources that support your ideas and suggestions for Jaxon as if you were having to “sell your ideas and suggestions” to Jaxon’s mother to help her choose.
Be sure to use as many examples as you can, reference indicators of health and safety as well as quality and principles as highlighted by NAEYC and other sources provided in our module. In short, show me what you have learned! Let’s do this for Jaxon!
Aim for one full page, double spaced, typed. Don’t forget to reference your Rubric!
LM07: Case Scenario: 28 Month Old, Jaxon
Meet Jaxon
Jaxon, a 28-month old child, was born full term and healthy. He seemed to be developing typically except for problems with nursing and reflux (spitting up food and liquids after swallowing), which persists.
His parents remember that he seemed to enjoy interactions with them in his early months, although his hands were fisted and he seemed to be very sensitive to touch. By 4 months of age, Jaxon was vocalizing vowel sounds and was visually attentive to people and objects. However, all vocalization ceased at 6 months of age and his parents noted that he wasn’t reaching for objects and he lacked interest on toys.
At about 9 months of age, Jaxon began to exhibit repetitive behaviors, including scratching and flapping his fingers. He became fascinated with water splashing and the movement of shadows. Around the same time, it became clear to his parents that he was not reaching the typical developmental milestones. He could not roll over or sit without assistance.
He began receiving early intervention services when he was 12 months old, when he began sitting with no support. At 17 months he started to “drag” his body across the floor. When he was 21 months old, he began to crawl on his hands and knees. He finally took his first independent steps at 26 months.
Early Intervention and Evaluation
Jaxon is being evaluated for a possible diagnosis of Autism Spectrum Disorder. Prior to 2013, Jaxon might have been diagnosed with Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS).
You might have heard of PDDs that include delays in how a child typically develops, problems with socializing and communicating, trouble when a routine changes, and repetitive movements and behaviors. Sound like Jaxon? It sure does!
However, it’s actually not a term that doctors use anymore.
PDDs are now called Autism Spectrum DisorderLinks to an external site..
The name change came in 2013, when the American Psychiatric Association reclassified not only Pervasive Developmental DisorderLinks to an external site. Not Otherwise Specified (PDD-NOS) but also Autistic Disorder, AspergerLinks to an external site.’s Syndrome, and Childhood Disintegrative Disorder as Autism Spectrum Disorders.Links to an external site.
Symptoms may include problems with using and understanding language; difficulty relating to people, objects, and events; unusual play with toys and other objects; difficulty with changes in routine or familiar surroundings, and repetitive body movements or behavior patterns.
Currently, Jaxon receives intensive early intervention services in his home, including physical therapy (2 hours per week), occupational therapy (3 hours per week), speech therapy (5 hours per week), and special instruction (10 hours per week). But this is currently under re-evaluation.
He seems to learn best when instructions are simple and clear and when food and toys are used as reinforcers. Some of the concerns expressed by his parents at this time include difficulty on becoming satiated when he eats, which leads to temper tantrums when parents determine he has had enough food, and his increasing resistance to demands made of him. In addition, he shows anxiety with unfamiliar people and new situations, making visits with friends very challenging.
At 20 months of age, Jaxon began to vocalize again and now he uses some word approximations (ba for ball, mo for more, etc.), and several functional signs (e. g. “eat,” “all done,” and “my turn”).
Although Jaxon is able to walk independently, safety issues are a concern. His balance is poor and he does not pay attention to where he is walking. He falls frequently and doesn’t consistently put his arms to catch himself. Now that he has more mobility, it has become clear that he has significant motor development deficits. He still cannot climb onto the couch or squat to pick up a toy.
To learn new motor tasks he requires consistent verbal prompts and much repetition. Jaxon’s IFSP team members have agreed to use the same prompting sequence for specific skills, such as learning to back into a chair to sit.
His motor deficits have been significant for Jaxon’s family, as well as his need to be carried much longer than most children. He is not safe with independent mobility, such as walking and going up and down stairs. Jaxon’s inability to run, climb and jump are a barrier for him to engage in play with children of his same age. However, he engages successfully with his younger brother Maddox, who is one.
Adapted from Young Children with Special Needs, Sixth Edition, p.162-163.
