Case Study Details:
Age: 10
Diagnosis: Autism Spectrum Disorder Level 2, Generalised Anxiety, Rejection Sensitive Dysphoria (RSD)
Support Ratio: 1:3 (Karate Foundations)
Current Level: Yellow belt Orange Tip (with additional visual supports and adjusted grading criteria)
Student Profile:
Rhea is a friendly student with strong verbal skills and a vivid imagination. She is highly creative and curious, often asking insightful questions between drills. Rhea experiences intense emotional responses to perceived failure or criticism due to RSD, which can cause her to shut down or become tearful. Her anxiety is often social in nature, and she finds group settings challenging, especially when routines change. She prefers to stay near trusted instructors and thrives on predictability. She loves storytelling, animals, and quiet, structured games.
Rhea works well when:
• She has clear routines and advance warning about changes
• Instructions are gentle, encouraging, and framed positively
• She can take part in small-group or individual drills
• There are opportunities for success without direct comparison to peers
• Instructors offer warmth, patience, and validation
Reflections - Engagement & Predictability:
• What are some signs that Rhea is becoming anxious or disengaged?
• How can you prepare Rhea in advance for changes to the usual routine?
• What types of games or drills might help Rhea feel safe while building confidence?
Reflections - Behaviour & Redirection:
• How might Rhea react to feedback or correction during class?
• What are respectful ways to help Rhea recover after an emotional shutdown?
• How can you support her to re-engage if she becomes withdrawn?
Reflections - Instruction, Adaptation & Communication:
• How might you adjust your tone or words when giving Rhea instructions?
• What strategies can make instructions feel safer for someone with RSD?
• How can you use her interests (like storytelling) to support engagement?
Reflections - Motor Skills & Karate Techniques:
• How might Rhea’s anxiety affect her willingness to participate in partner work?
• How can you gently support her to try new techniques without overwhelming her?
Reflections - Personal Support & Growth:
• How might supporting a student with anxiety and RSD affect your own confidence?
• What will you do if you make a mistake and notice Rhea is upset?
