Daniel DeFoe

Name: Daniel DeFoe

Age/Grade: 9 years 3 months; entering 4th grade

Parents: Robert and Marsha DeFoe

Condition: Autism/Asperger's Syndrome

Background: Daniel is the third of five children born to Robert and Marsha DeFoe. Daniel and his younger brother and sister, as well as his older brother, all attend the same school. His older sister is in the middle school which adjoins this elementary school campus. Daniel was diagnosed with Autism at the age of three-years-six-months; a little more than three ears later, the diagnosis was amended to Asperger's Syndrome.

In addition to the anticipated language difficulties, Daniel exhibits some stereotypic behaviors -- incessantly "jiggling" his legs, at times rocking his torso, and hunching his shoulders repeatedly. These behaviors seem to occur in times of stress or transition, but do appear other times as well, and seem to be increasing in frequency. Daniel's younger brother is also diagnosed with Attention Deficit Hyperactivity Disorder and receives Ritalin, which appears to help. Daniel's parents asked his doctor to allow them to see if Ritalin might also alleviate some of Daniel's apparently hyperactive behaviors.

Basically, Daniel is successful academically; his reading, spelling, and math skills are excellent. He has been receiving specially designed instruction for written language expression only; however, the IEP Team is concerned about his ability to succeed in the more applied science and social studies content Daniel will encounter in the fourth grade.

Finally, Daniel is a loner, typically staying to himself and communicating only through his siblings.

Comments and Insights

Parents: Daniel is making progress in school and truly, we have very few concerns. We agree that he will need assistance in science and social studies; he has great difficulty working with cause and effect. We need some program for him that lets him see -- in a big way -- the direct results of his actions. We've thought about a pet, but with his brothers' and sisters' allergies and our space limitations, don't think that will work. We are also concerned about Daniel's lack of socialization -- he can answer questions fine, but cannot initiate interactions. Well, let's just take care of science and social studies; we'll have to work on that personal responsibility and social language later.

Special Education Teacher: Daniel responds well to specific skills and questions with absolute answers. He can write directions, but he can't tell a story. His whole world seems to revolve around his house, his school, and the physical daily tasks of his family (e.g., when each one awakens, what they wear, what they eat, times of arrival/departure, sleep habits); but Daniel cannot integrate these observations into conversation. When asked, for instance, "Well, you said your brother wore 'grey jersey sweat pants, a purple stripe, and the number 5 on his shirt,' that sounds like a baseball uniform. What can you tell me about his team? or the game? or. . ." Daniel will not respond to that question, but might report that his brother came home at 7:32 p.m. I know that he has Asperger's Syndrome, but I also understand that experience is one basis for language; I wonder if there might be some recreation or leisure therapy we could begin with Daniel. Then we could link both the science and social studies to some of Daniel's direct lived experiences.

Regular Education Teacher: I agree with [the special education teacher]; Daniel's skills are fine. He completes each assignment quickly, competently, and correctly. . . as long as there is one right answer for each question or task. He struggles with -- and exhibits bizarre behaviors when we engage in -- class discussions or personal stories about real-life experiences. I don't know that the Ritalin is going to make any difference there. I think Daniel is reacting because he is encountering tasks for which he has no skills. You know, I just thought of something, Daniel is a natural mimic -- I wonder if there's some alternative form of communication that Daniel might use when faced with the task of describing an event, or actually interacting. . . I don't know. . .

Speech/Language Pathologist: Daniel needs multiple opportunities to use his language in less formally structured settings. He has excellent speech and can respond to concrete questions, but continues to struggle with conversational language and the appropriate use of first person. He could also benefit, I believe, from recreational or leisure therapy that would give him an opportunity to interact with others, accept responsibilities, and experience multiple transitions -- all connected in some way to the services we provide. Such therapy could enable Daniel to benefit from expressive language therapy and the other special education efforts in written expressive language and in science and social studies.

Daniel: Yes, reading is good to do. Big books are very easy also. Twenty chapters can be read in one week. Easy. Numbers are easy and good, too. Division can go fast; multiplication is needed for division. Clocks help the day go right. Computers are good, too. Social Studies may not be so good. [here, Daniel begins rocking] Daniel has, I. . . have. . . , never been there; never gone places or times to learn. I. . . Daniel. . . may need to see new things. [shoulders shrugging, looking over shoulder] Is the computer ready?