ASD: A Case Study

Specific data in regards to the individual’s social development and behaviour is collected. Inquiries about core ASD symptoms including, unusual, or repetitive behaviours and social relatedness are done, the family’s input is important.

In my personal story, I reviewed my own experience of being a parent to a child with an ASD diagnosis. As it was demonstrated both from the literature review and though my personal story, it is clear that facing an ASD diagnosis is a big crisis. Part of the crisis relates to the stigma of ASD. Parents face judgment and resentments toward their children from the general public as well as judgment on their parenting style. This judgment comes as a result of the typical appearance of most children with

There is little research to examine experiences and needs of individuals with ASD, or proper and effective support systems such as educational and family support needed for young adults making this transition. Most information that is provided on this topic is based on professional’s experience and knowledge. It is essential more research is provided to develop programs to help individuals transition from secondary education to higher

Research has found that on average 33% of youths in the juvenile justice system are identified as disabled and eligible for special services. However, there has been little research studying the characteristics or prevalence rates of youth with ASD in the criminal justice system. Individuals with autism spectrum disorder (ASD) commonly have impairments in communication, social skills, deficits in abstract thoughts and specific interests that could prevent individuals with ASD from understanding legal and illegal behaviors. It is also suspected that the high rates of psychiatric comorbidity associated with ASD, for example ADHD, may increase the risk of delinquency in youth with ASD.

Kelly is experiencing postconcussive symptoms of irritability and concentration deficits, even though she had no brain trauma. Kelly is at risk environmentally of ASD because she sees her attackers on daily basis at school and if she out in public. Kelly has no cultural experiences related to her diagnosis. She is experiencing several dissociative symptoms such as; nightmares, avoidance of social groups and panic attacks. She is currently not experiencing any somatic symptoms.

Roger Evans is a 5-year-old enrolled in general education kindergarten classes. Roger has been identified as having ASD during a routine check-up at the age of three. Roger’s parents had been unemployed and receiving government aid. Roger’s parents have not been taking advantage of supportive resources. Mr. and Mrs. Evans have not informed the school that Roger has been identified as having ASD. During the first week, Roger’s teacher Ms. Moore observed Roger sporadically sitting by himself during lunch and recess rocking back and forth and hitting himself in the face. Ms. Moore also noticed that Roger was anti-social with his peers. Ms. Moore recorded her observations for two weeks. Roger’s behavior became a daily occurrence. Ms. Moore met with the principal, counselor, special education, and Roger’s parents to discuss her concerns. Roger’s parents admitted that Roger had been identified with ASD and has been fine at home.

Research designs will be a mixed measures design such as a combination of a typical experiment and other forms of non-experimental designs. Procedures will be used in this research will be audio and video recording, audio and video editing, researchers and confederate will observe children and their families, in addition to ask open and closed ended questions to children, parents, teachers, and school administrators. Younger children would benefit from play therapy, whereas older children would benefit from written and spoken journals in addition to additional learning time in respite care. What are the necessary steps, procedures, and funding to help these children, teens, and young adults with ASD to become overachievers in academic, vocational, and professional settings?

To answer this question I found an article to review from the Journal TEACHING Exceptional Children. Two major problems children with ASD face are that fact children with ASD have “persistent deficits in social communication as well as “restricted, repetitive patterns of behavior” affecting both their ability to communicate socially and function in general (p. 147). Another complication for these adolescents is they often have to change location, causing anxiety. This anxiety creates an inability to adapt to change, which is yet another struggle children with ASD experience that children with other disabilities do not experience. Another problem with advancing their IEP is contingent on their ability to express their wants, needs and goals. As this communication is often limited, if available at all, it is particularly challenging to help plan, long term, for children becoming adolescents with ASD.

I agree with you we van see clearly the different way to interact with object and people of an ASD child and a child without ASD. The first child is more interested to interact with a specific object for a long time while the second child wants to interact with a person and respond to social demands.Also, i think that its is important to include ASD children to regular classroom because they can have the opportunity to interact with peers and learn social skills, but the teacher should be capacity to manage a class with a child with special needs. Sometimes when the teacher doesn't have experience with these kind of children, she pay lees attention to the child with special needs because he has different way to learn and interact

For many adults diagnosed with ASD, taking the risk of leaving the security of a parent’s or relative’s home is driven by the desire for independence and involvement in community life. In 2011, the Autistic Self Advancement Network (ASAN), Self-Advocates Becoming Empowered (SABE), and the National Youth Leadership conducted 72 one-on-one interviews to ask persons diagnosed with ASD what they sought in a community. Most interviewees expressed they desired a community that:

Children with ASDs have many listening and attention deficits. Thirty to fifty percent of individuals diagnosed with ASDs are also diagnosed with attention-deficit hyperactive disorder (ADHD), a disorder associated with difficulty sustaining attention, hyperactivity, and impulsive behavior (Leitner 1). Children diagnosed with ASDs, especially if they are diagnosed with ADHD too, are often hyperactive and can run without ever tiring (Furneaux 29). To help children with these deficits, variable-speed tape recorders and personal FM listening systems may be used (Stanberry 2-3). Variable-speed (VSC) tape recorders allow a user to listen to pre-recorded text or to capture spoken language and play it back later (Stanberry 5). The user can than speed

The necessary interventions strategies to complete goals for children with ASD are very important. The purpose of the article is to improve behavior in inclusive school settings, by the use of Self-management (Lynn Koegel, 2011).

Once again as a Teacher’s Assistant, up and coming teacher (one day), and having worked with ASD, I must go back to the words from who I consider and expert about ASD, Temple Grandin. Now not ever child is as Miss Grandin was, or had the resources Miss Grandin had available, but she gives some great insight and suggestions as to what worked for her growing up, that might be tried with other children of ASD. There is the age old saying, “You’ll never know until you try.” Miss Grandin specifies in conducting rules for a child of ASD to follow, just as you would a “normal” child. For teachers to be firm with the rules, but gentle as well. Not all children like Miss Grandin are visual thinkers, or think in pictures as she does. However, a practice developed in 1984 by Lori Frost and

A total of 32 high school students with ASD and 32 of their peers from two racially and ethnically diverse urban school districts will participate. Half the participants will attend the Metropolitan Nashville Public Schools (student population of 75,000) and half will attend the Allentown (PA) School District (student population of 18,500). Students

ASD has been divided into three different groupings which include communications, socialization, and restrictive and repetitive patterns which are tied to particular behaviors as well as the interests of the students (Colarusso et al., 2013). According to Colarusso et al. (2013) a diagnosis of ASD is typically completed by someone in the medical field or a team from a health stand point. The standards followed to get the diagnosis comes from the Diagnostic and Statistical Manual of Mental Disorders (DSM) (Colarusso et al., 2013).