Running Head: Module 2, Topic 1 Bobby Case Study Analysis and Synthesis

Module 2, Topic 1 Bobby Case Study Analysis and Synthesis

Or

A Real-World Application: Understanding the Individuals With Disabilities

Education Improvement Act and the DSM-V Through Case Study

David J. Szumlanski
University of Kansas, Summer A 2016
Professor: Matthew Ramsey, PhD

Module 2, Topic 1 Bobby Case Study Analysis and Synthesis

Bobby Gibsons case study is an important one in that it is representative of so

many students. Bobby has normal to above average intellectual abilities, and yet he
struggles in some specific ways. His case represents a realistic and typical challenge
for education professionals in that his behaviors and patterns may fall nicely into a
definition provided by the DSM-V, but less clearly into a category within the IDEIA
(Individuals with Disabilities Education Improvement Act) definition structure. He would
benefit from supports to ensure success in school, but getting him those services could
require finding some wiggle room in any gray areas of the IDEIA definition structure.
First of all, the case study mentions that Bobby is receiving services (2 hours per
day), with the reasoning withheld. Some possibilities are that he may have been
identified as having a specific learning disability, or he may be identified as having
Autism Spectrum Disorder, or he may have failed RTI or CI3T screening procedures in
previous years, flagging him as academically at risk.
In light of the IDEIA criteria for Emotional, Behavioral, and Social Disorders, we
see evidence that Bobby is struggling to build satisfactory relationships with peers and
teachers (more commonly with peers), and he has an inability to learn despite having
average to above average intellectual abilities (sensory and health factors are not
discussed in the study). He also has demonstrated inappropriate behavior in becoming
verbally abusive toward peers and confrontation toward teachers. The magnitude of
these behaviors does not seem to meet the requirements of acute and chronic, though
the relationships and academic failure may be enough to procure services for him. If
the team could produce any specific data regarding the frequency of peer interaction in
comparison with his same-aged peers, it would be possible, but quite difficult.

Module 2, Topic 1 Bobby Case Study Analysis and Synthesis

The IDEIA classification of autism is quite vague, and even for someone who
displays characteristics often associated with autism, it is difficult to know whether
services are warranted. Even autism has been changed to Autism Spectrum Disorder,
and the IDEIA definition does not reflect this. Still, because of his difficulty adjusting to
change (when his father leaves), his incessant talking about odd topics (astronomy,
math, computers, and programming), his difficulty with social interaction (never
particularly social even as a young child, difficulty working in groups, and immaturity for
his age), Autism is the most likely venue for him to receive additional services (OHI
seems inappropriate because no other health issue is mentioned, and particularly
because he is doing well in math).
The trouble with this classification is proving, as per the definition, that Bobbys
disability significantly affects communication and socially interaction, and that those
factors are what adversely affect his educational performance. If Bobby has not been
diagnosed with autism spectrum disorder, I personally dont know how the school
system goes about determining that. The stereotypical movements are not evident in
the case study, and it will be a hard sell. The team would need to collect specific data
regarding his communication and social skills.
This is a tough case because although the team needs to get data in order to
provide services, they also may see the necessity of providing additional behavioral
supports, organization strategies, and more intensive social skills instruction, which
could skew the very data that could help to identify his specific needs. This young man
will be in 10th grade next year, and if he is to have a good shot at college admission, we

Module 2, Topic 1 Bobby Case Study Analysis and Synthesis

need to get interventions in place immediately. Though there isnt a clear path, I would
advocate for pursuing the gray area in the Autism criteria to secure additional services.
Regarding the DSM-V definitions, it becomes clear that Bobby does not
satisfactorily meet the requirements for ADHD, and does not meet requirements within
the category of Disruptive, Impulse-Control, and Conduct Disorders. The Autism
criteria, however, are quite detailed and clear, and he fits more nicely into the categories
listed within the DSM-V.
The first category of diagnostic criteria refers to persistent deficits in social
communication and interaction across multiple contexts, and allows both current
manifestations as well as those determined by history. It appears that an individual
must meet all three criteria listed, but I am not absolutely sure. The first deals with
deficits in social-emotional reciprocity, and cites failure of normal back-and-forth
conversation and reduced sharing of interests. Bobby has historically displayed both
of these, as evidenced by his difficulty interacting with peers, lack of interest in
socialization, and his focused attention to specific topics (math, astronomy, computers,
and programming). The second criterion deals with nonverbal communicative
behaviors in a social context. These are clearly laid out in the DSM-V, and I would be
surprised if Bobby hasnt ever had problems with these in the past. Specific categorical
examples are included, such as abnormalities in eye contact and body language and
poorly integrated verbal and non-verbal communication. Though not mentioned in the
case study, additional anecdotal data would not be difficult for parents and siblings to
produce given such specificity within this criterion. The third criterion in this category
deals with deficits in developing, maintaining, and understanding relationships. Bobbys

Module 2, Topic 1 Bobby Case Study Analysis and Synthesis

case study includes substantial evidence of this. Regarding adjusting behavior to suit
various social contexts, he has a difficult time with group work with peers resulting in a
pattern of verbally aggressive behavior when his interest in girls is not well received.
Absence of interest in peers is also mentioned, and Bobbys case study cited this in
multiple settings at school. The family input provided fewer examples, but it was clear
that even from a young age he did not show interest in peer interaction.
The second category of criteria deals with restricted, repetitive patters of
behavior, interests, or activities, and the person must exhibit criteria for at least two of
the four subcategories. The case study does not reveal any repetitive motor
movements, nor does it illuminate any uncharacteristic responses to sensory input. It
does, however, reveal that Bobby prefers, to some extent, a good deal of routine. His
mother reports that he has difficulty getting settled when his father returns to his
deployment. We would need to examine the extent and magnitude of this response in
comparison to other peers in a similar situation, as this may be difficult for anyone. This
subcategory is further supported by the case study in that Bobby requests to work with
the para-educator, even requesting to do the work in English (spelling, comprehension,
etc.) that he did not do in the classroom. (The two-hour per day resource room setting
may be good for him academically, as it provides a great deal of needed consistency
and lack of transitions, though professionals may eventually consider a small-group
context in order to work on social skills.) Bobby also shows evidence in a second
subcategory: highly restricted, fixated interests in intensity or focus. The four primary
topics of interest, as noted by his family and school professionals, include math,

Module 2, Topic 1 Bobby Case Study Analysis and Synthesis

astronomy, computers, and programming. Criteria for both subcategories are met by
current patterns of behavior, and may be further substantiated by Bobbys history.
From the DSM-V definition criteria, it becomes clear that Bobbys current and
historical patterns are congruous with the subcategories necessary for diagnosis.
Again, I do not know how a school system recommends (or if it is legal to recommend)
testing for Autism Spectrum Disorder, though Bobby would certainly benefit from an
official diagnosis. It is likely that diagnosticians would find that he is in need of supports
(or even substantial supports), given the explanations provided. The team would also
specify such things as whether he has an intellectual impairment, other medical
conditions or environmental factors, or mental/behavioral disorders or conditions. This
would be optimally helpful in further determining the need for additional services such
as language therapy, behavioral supports, etc.
In general, the IDEIA definition may not get Bobby the services he needs. If he
does receive services, it will be the result of education professionals working through
the gray area of the definition, and could possibly even lead to academic supports and
behavioral interventions and labels that are unwarranted in lieu of the probability of
Autism Spectrum Disorder. In stark contrast, the DSM-V clearly provides criteria and
subcategories with examples. In this context, it becomes quite clear that he is in need
of some supports for this disorder supports that, hopefully, will help to get him back on
track academically while providing insight into the types of social, environmental, and
behavioral supports that best fit his individual needs.