Case Study Details: Leo
Age: 8
Diagnosis: Autism Spectrum Disorder Level 3 (non-verbal, sensory avoidant) plus Intellectual Disability
Support Ratio: 1:1 (Pre-Karate)
Current Level: Modified Yellow Belt (with additional visual supports and adjusted grading criteria)
Student Profile:
Leo attends karate with the support of a parent and responds best to routines. He enjoys movement-based activities like jumping, stomping, and punching padded targets. However, he becomes distressed by loud noises, crowded environments, or unexpected changes in routine. Leo is non-verbal but uses a few key signs and gestures. He struggles to attend for more than a few minutes at a time unless highly engaged, and he often wanders off or becomes fixated on specific objects (e.g. the fan, a light switch, the edge of the mat).
Leo works well when:
• He is greeted with a predictable warm-up routine
• Visual prompts and gesture-based cues are used (e.g. pointing to the floor, miming a punch)
• His partner models movements clearly and keeps language simple
• He is given "rest breaks" on the edge of the mat
Reflections - Engagement & Predictability:
• What warm-up or karate activities could you use to capture Leo’s interest early in class?
• How can you use routine and structure to help Leo feel safe and engaged?
Reflections - Behaviour & Redirection:
• What signs might tell you that Leo is overstimulated or needs a break?
• What strategies could you use to redirect Leo if he becomes fixated on a non-karate object?
• If Leo walks away from the activity, what would you do first? Who would you check in with?
Reflections - Instruction, Adaptation & Communication:
• Leo is non-verbal. What visual or physical cues could you use to teach a basic technique like a front punch?
• How could you support Leo to understand “stop” or “ready” without using many words?
• How might modelling and mirroring help Leo learn new skills?
Reflections - Motor Skills & Karate Techniques:
• Leo loves stomping and jumping. How could you adapt karate techniques (like kicks or kihon stepping) to build on these strengths?
• What safety considerations would you keep in mind when supporting Leo with physical movement?
Reflections - Personal Support & Growth:
• What would you ask your senior instructor if you weren’t sure how to respond to Leo’s behaviour?
• What did you learn from working with Leo that might help you support another student with different needs?
