AUTISM SPECTRUM DISORDER ASSIGMENT- MAGGIE LAMM

.docx

School

Liberty University *

*We aren’t endorsed by this school

Course

519

Subject

Psychology

Date

Dec 6, 2023

Type

docx

Pages

Uploaded by magslamm

AUTISM SPECTRUM DISORDER ASSIGNMENT 1 Autism Spectrum Disorder Assignment Maggie Lamm Liberty University- EDSP 519

AUTISM SPECTRUM DISORDER ASSIGNMENT 2 O NLINE L EARNING M ODULES : A UTISM S PECTRUM D ISORDER Q UESTIONS Part I 1. Identify the two major characteristics of ASD. For each characteristic, provide at least two examples of how a child with ASD might display them. A. One characteristic of ASD is a child with social communication/ social interaction delays. A lot of the time a child with ASD will communicate only when they initiate the interaction and when it is to get something that they want. They can be outspoken and tend to not pick up on social ques from their peers. Sometimes they struggle to communicate their needs and wants appropriately. B. Another characteristic of ASD is Restricted, Repetitive Patterns of Behavior/ Interests/ Activities. This can mean throwing tantrums when asked to participate in a non-preferred activity. Also fixating on certain things or subjects and aren’t able to stop acting out or talking about the subject without completing everything they know about that subject. Children with ASD may also throw tantrums when they aren’t able to communicate what they need or something they may want. They may also have certain behaviors such as flapping or rocking back and forth as a form of comfort. 2. Watch the video of a mother interacting with her twins, Nathan and Benjamin. a. Identify the twin who demonstrates early warning signs of ASD and describe the warning signs. b. Compare the behavior of the twin who demonstrates early warning signs of ASD to that of his brother. After watching the video of a mother interacting with her twins, Nathan and Benjamin, the twin showing early signs of ASD is Nathan. He did not show signs of visual contact with his mother while she is trying to interact with him during their playtime. He also played how he wanted to play and showed no interest in what she was doing. He is continually trying to leave the play area because he does not have any interest in socializing with his mother. He lacks vocalizing skills with his mother as well.

AUTISM SPECTRUM DISORDER ASSIGNMENT 3 One-way Benjamin is playing different than his brother is that he is actively engaged with his mother. He seeks visual contact with is mother while playing and has social interactions with her. He seems happy and enjoys playing with her the entire time. 3. There are two ways that children can be identified as having ASD. a. Compare and contrast the two methods of identification. b. Explain why having both diagnoses is important for a child and her or his family. The two ways children can be identified as having ASD are through a medical diagnosis and educational determination. Medical diagnosis is made by a medical professional such as a physician or psychologist and is based on criteria mentioned in the DSM-5. The educational determination can be made by the schools multidisciplinary team which includes interviews with the family members, review of medical records, behavior observations, and assessments. Both diagnoses are important to have because they allow more services to by given to the child and help those services be available to them. When both of those teams work together it ensures that the child is receiving exactly what they need. 4. Pick one of the scenarios below and answer the questions. a. Would this child or student have an IFSP team or an IEP team? Explain. b. Who are the required members of this team? c. Identify at least two additional team members that might be on this team and explain why? i. Scenario Option 2: David This is David, a 2½-year-old with autism spectrum disorder and intellectual disabilities. He is not interested in other children, and he does not play with toys as they were designed to be played with. For example, instead of pushing toy cars around on the floor, he flips them over and spins their wheels. On the other hand, David loves to play in the water and listen to music. At night, he remains awake for extended periods, something that is exhausting for his parents. Mealtimes are a struggle as well. David eats only a few specific foods and avoids others with textures or consistencies he doesn’t like. He is non-verbal and lacks a systematic way to let his teachers and parents know what he wants. Often, when he is not successful at communicating what he wants, David throws himself on the floor, hits his parents, and throws objects. He has recently been

AUTISM SPECTRUM DISORDER ASSIGNMENT 4 introduced to the Picture Exchange Communication System, often referred to as PECS, but has not yet learned enough to communicate his needs. Because David is 2½-years-old, he would need and IFSP implemented. His team would consist of his parents, the service coordinator, and two additional professionals that can include a psychologist or primary physician, speech and language pathologist, and other professionals that can help and assist David and his parents. The two additional team members I would include a speech and language pathologist and a nutritionist or food therapy professional. The reason I would include a speech and language pathologist is because he struggles with communicating. He is considered non-verbal and needs assistance in learning different ways he can communicate with others. The speech therapist can also help with introducing him to the PECS and encourage use of that. I included the nutritionist because mealtimes are difficult for him and his parents. He is not willing to try different foods and avoids different textures or consistencies. The nutritionist or food therapist will help in exploring different foods with different textures and will also give the parents some strategies that may make mealtime not as stressful or difficult. 5. Cherith is a single parent of six-year-old twins who have ASD. Both have cognitive impairments, language deficits, and behavior issues. Additionally, one child requires almost total assistance for daily living skills in areas such as feeding, dressing, and toileting, and the mom reports that the other child does not sleep. Both children receive services and supports in school and in clinic settings. Identify and explain four struggles or difficulties this mom might face. There are several struggles or difficulties that this mom might face, especially having two children with ASD. One thing she may experience is high stress levels, working with two different children that both have different behavior issues. She may also suffer from high fatigue levels. Being a single mom, she is having to do everything by herself and that can be extremely exhausting. Children with ASD require a lot of attention and many children with ASD having sleep difficulties, so they may not be sleeping either. Another struggle Cherith may have is financial burdens. The cost or certain therapies or services can be extremely expensive and aren’t always covered by insurance. Lastly, she must learn about all the new roles she has to play as a parent of a child with ASD. This includes advocating for her children, case manager, and medical expert. She must learn as much as she can about ASD so that she can properly advocate for her children and make sure they are receiving the services and therapies that are needed. 6. Recall Jaquese from the Challenge. Jaquese is a ten-year-old student in an inclusive fourth-grade classroom. Jaquese loves mathematics and science and is above grade level in both subjects. Because of this, his teachers have a hard time keeping him engaged during mathematics and science instruction. On the other hand, Jaquese has difficulty with reading and writing. He also struggles with reading comprehension, both when a story is read to him and when he reads it independently. He’s obsessed with superheroes and will often quote and act out scenes from their comic books or films. This is often frustrating for the teacher because no matter how she tries to distract him from his

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)

Psychology

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:PEARSON

Cognitive Psychology

Psychology

ISBN:9781337408271

Author:Goldstein, E. Bruce.

Publisher:Cengage Learning,

Introduction to Psychology: Gateways to Mind and ...

Psychology

ISBN:9781337565691

Author:Dennis Coon, John O. Mitterer, Tanya S. Martini

Publisher:Cengage Learning

Psychology in Your Life (Second Edition)

Psychology

ISBN:9780393265156

Author:Sarah Grison, Michael Gazzaniga

Publisher:W. W. Norton & Company

Cognitive Psychology: Connecting Mind, Research a...

Psychology

ISBN:9781285763880

Author:E. Bruce Goldstein

Publisher:Cengage Learning

Theories of Personality (MindTap Course List)

Psychology

ISBN:9781305652958

Author:Duane P. Schultz, Sydney Ellen Schultz

Publisher:Cengage Learning

SEE MORE TEXTBOOKS

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning