Rica M.

As-ason BS PSYCH 3

I. Identifying Information
Name: Jankó
Date of Birth: N/A
Age: 10
Address: Hungary
Grade Level: Fourth Grade
School Address: N/A

II. Presenting Problem

Jankó is a ten-year-old male child who has dyslexia. Due to his delayed necessary intervention, he is “at risk” and had
developed severe implications.

III. History
A. Family History
Jankó's mother is a kinesiologist. She is aware that her son Jankó suffers from actual learning disorders and
consequently holds herself responsible for his current situation. She blames herself for not taking the appropriate process to
ensure that his son receives the assistance he needed. She also blames herself, claiming that she had learning difficulties as a
child, which she believes contributed to Jankó's learning difficulties.
 Jankó’s father is a chemical engineer. His wife thinks that their son Jankó inherited dyslexia from him because he
never liked to read. However, he does not believe Jankó suffers from actual learning disorders. He believed that if Jankó
focused on his academics and gave them more attention, he would not have any learning difficulties.

B. Developmental History
Jankó was a sensitive and self-reliant child who possesses many skills and talents. At a young age, he was able to act,
dance, and entertain people. With children, he was adaptable and never domineering. Jankó, however, also had some
behavioral problems. He doesn't get much sleep and cries a lot. He also tends to defy his parents' requests as he seemed to
want the exact opposite of what they wanted for him.
Jankó's development was adequate, although uneven. His gross motor abilities were always excellent, but he lacked
fine motor skills due to his lack of interest in fine motor activities. He learned to walk before he was one year old and moved
quite skilfully from an early age. At the age of 4 or 5, he learned to ski and bike. And now, at the age of ten, he has mastered
snowboarding.
Jankó said his first words at the age of one. After that, he then became friendly and talkative. He got along well with
the children of their family friends, but he preferred more being with adults.

C. Psychological History
Jankó was a poor student who struggled throughout his school. During his first grade, his peers bullied and physically
abused him because he was behind in learning and could never do anything like them, which caused him to become anxious
and begin hiding from them out of fear. This bully and abuse he experienced persisted until his fourth grade, causing him to
wet his bed frequently and develop severe allergies and asthma attacks, which his specialist diagnosed as psychosomatic.
IV. Treatment Plan

Areas Baseline Goals and Objectives Strategies and

Techniques
Behavior  Tends to sleep very little and cry  To be able to get enough sleep at  Positive
excessively night and to minimize crying Reinforcement
 May resist following his parent’s excessively  Modeling
requests as he seemed to want the  To be able to follow parent’s requests  Reward System
exact opposite of whatever his  To be able to concentrate on the tasks  Praises and
parents wanted given by his teacher Affirmations
 Has difficulty concentrating on the  To avoid misbehaving at school and  Prompting and
tasks given by his teacher physically harming and humiliating his Fading
 Tends to misbehave at school and brother at times when he is relieving  Extinction
physically harms and humiliates his his tension and stress  Shaping
brother as his way of releasing  To be able to pay attention to any  Routine Schedule
tension from school and the stress topic presented to him
imposed by expectations he cannot  To avoid being frustrated when he
meet does not know how to do the task or
 Has difficulty paying attention, homework assigned by his teacher
especially if he isn't interested in the  To be able to complete his homework
topic. alone
  Tends to get frustrated when he
does not know how to do the task or
homework given by his teacher
 Unable to complete his homework
on his own
Fine Motor Skills  Has difficulty writing letters correctly  To be able to write letters correctly  Drills on writing
letters
 Positive
Reinforcement
 Praises and
Affirmations
 Reward System
Social Skills  Tends to be unsocialized when he is  To be able to socialize with peers  Positive
with his peers. effectively and establish positive Reinforcement
 Has difficulty in making friends relationships with them  Social Stories
 Pretend Play
 Video Modeling
 Peer-Mediated
Social Skills
Training
 Positive Phrases
Cognitive Skills  He was very slow and couldn't read  To be able to read sentences properly  Positive
sentences properly  To minimize making errors or mixing Reinforcement
 Tends to make many form errors and up letters in his writing  Praises and
mix up letters (e.g., -, ty-gy-ny, b-d,  To be able to remember letters and Affirmations
sz-zs-cs) in his writing due to his words  Rehearsals
confusion of visual and phonetic  To be able to comprehend math,  Picture Exchange
similarities particularly in the area of counting Communication
 Deficient verbal memory  To be able to comprehend and apply Systems
 Shows math difficulties, particularly the concept of spatial orientation to  Reward System
in the area of counting himself  Scaffolding
 Has significant difficulty with spatial
orientation

Reference
Gyarmathy E. (2011) Jankó. A Case Study of Dyslexia in Hungary. In (Eds) Anderson,
P.L, Meier-Hedde, R. International Case Studies. Routledge, New York. 147-162.