Case Studies: Considerations for SOP

Each case study concludes with an example of some of the information included in the Summary of Performance (SOP) for each student. This is not be a complete SOP, but highlights based on the student’s specific needs and the targeted adult outcomes. When reviewing the case studies SOP, consider how the included information might assist a student to understand his or her support needs as well as how an adult agency might use the information to support the new graduate in the community.

Robert

As Robert exited high school, his Summary of Performance included (but was not limited to) the following information:

• Robert is able to work 35 minutes on a vocational assignment given a visual checklist of each step. He will need this same type of support in his job and vocational programs

• While Robert’s ability to complete homework has improved, he still requires reminders from adults in the home to remember to check the assignments and review the quality of his work. Robert should continue work on developing independence in this area. However, until that time, a support person should be identified to help remind/prompt him to check for completion and quality of assignments.

• Robert is able to identify and correct unsafe community situations such as fire, use of equipment and securing a house or apartment. However, Robert does not always recognize dangerous situations involving people’s intentions (such as people asking for money). He will need continued mentoring in this area.

Antonio

As Antonio exited high school, his Summary of Performance included (but was not limited to) the following information:

• Antonio is talented in the area of academics, as indicated in the summary of his academic performance previously noted in the SOP.

• Antonio’s area of interest for college has been narrowed to plastics and polymer manufacturing. He is capable of the coursework but will need continued assistance in organizing and balancing his time for studying, leisure, class, rest, daily living chores, etc.

• Antonio’s interpersonal skills have improved, but it is likely that as he encounters new experiences of college, he will need coaching to determine how to act and react especially in situations involving his peer group.

Carla

As Carla exited high school, her Summary of Performance included (but was not limited to) the following information:

• Carla has shown skill and interest in the areas of clerical work. She has improved her independent work skills using a variety of strategies, especially visual schedules and checklists (with the iPad) and video modeling.

• Carla uses the same visual supports in the home to complete tasks. It will be necessary to continue these supports throughout her adult life and across environments.

• Carla’s coping skills for situations that occur frequently has improved using video modeling and the 5-Point Scale. However, she is less successful coping in novel situations that cause anxiety. Additional strategies should be explored to help her regulate her emotions in these situations.