Praxis as a Framework for Intervention: The Case of Alan

Abstract

This article presents the case of Alan, a six-year-old boy with autism spectrum condition (ASC), global developmental delay, possible attention-deficit hyperactivity disorder (ADHD), and intellectual difficulties, examined through the framework of praxis. Praxis, the ability to conceptualize, plan, and execute purposeful actions, is explored in two domains: basic core skills (Praxis I) and socio-emotional and behavioral praxis (Praxis III), while excluding advanced academic praxis (Praxis II). Alan has a history of limited gains in occupational and speech therapy but has made gradual progress in an early intervention program, particularly in problem-solving, fine motor abilities, balance, and social awareness, though communication remains a key challenge. He demonstrates difficulties with sensory processing, motor planning, and adapting to new routines, yet responds well to structure and familiar cues. Intervention strategies include sensory diets, visual supports such as PECS, role-play with picture cards and video modeling, handwriting practice, and functional math activities. Emotional regulation can be supported with Zones of Regulation visuals, fidget tools, and positive reinforcement. This article highlights the importance of individualized, flexible approaches and family-school collaboration to enhance Alan’s developmental progress and daily functioning.