Analysis And Synthesis Of The Students At An Elementary School

A lot of people don’t realize the challenges of living with a child who has been diagnose with Autism can be. It is a twenty-four-hour seven day a week job no vacation, no sick time and no pay. From the time the child is diagnosed it is a constant worry especially if the parents don’t know much about the condition. It starts with continuous Doctor visits, social services, and therapy sessions, just to figure out how serious the condition may be and what level of the disability the child has and this is only this beginning. Next, to find the tools the child needs to overcome the disability, like learning development and cognitive process, social skills, comprehension capabilities, and many more depending on the severity of autism.

Marisol’s son Jason had been recommended for services for almost seven months by school teacher and supporting staff. Throughout his year in Pre- K, his teacher documented several incidents which lead her to believe he needed to be evaluated for special education. He was not reaching academic milestones for his age. In response, Marisol felt that she was being pressured into rushing an evaluation and thought her son deserved to meet the milestones at his own pace. Marisol delayed the evaluation process by not submitting necessary consent and paper promptly. When asked what hopes or fears she had about special education, she expressed fears of Jason being treated different not only by teachers and peers, but by relatives and friends. She noted that she also did not feel well- informed on the process of evaluation and allocation of services when asked about what would help calm her fears. Marisol explained that she just needed a meeting where every question she had would be answered with knowledge, exactitude, and expertise. After Jason’s behavior led to a teacher injury, Marisol felt forced to allow the evaluation process to begin. Jason, who is now five years old, was placed in a twelve-to-one Kindergarten setting upon

For the purpose of this paper, I chose to observe my brother Matthew. He is 8 years old and currently in the third grade, with no applicable diagnosis. The setting of this observation was taken place at home on Sunday October 8th, 2017. The start time was precisely at 12:30 pm and extended for about two and a half hours, till 3 pm. The condition of the observation was fairly quiet, only my mother and I were present in the household. There were no distractions and his schedule allowed for him to stay at home due to the weather.

More than two dozen children, all ages, were at the park. The clinical greeted Mikey and he smiled. Mikey was then observed to go around the jungle gym but not on it. He came within one to two feet of other kids but no peer interaction. Mikey did engage in parallel play. Mikey was observed to on jungle gym down the slide down without assistance. The clinical team and mom shouted "Yay, Mikey good job!".

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.

Parents reported a number of concerns with Lukas behaviors. To illustrate, parents reported that Lukas is verbal and he can talk in full sentences. Despite Lukas’s ability to talk, Lukas has difficulty with greeting unfamiliar people. To illustrate, when initially greeted by the clinical team Lukas made eye-contact with the clinical team and then walked away. Dad told Lukas to respond but, Lukas did not comply. According to dad, Lukas can comply, however his compliance is inconsistent. To illustrate, Lukas can comply with two-step instructions. Dad also reports

There has been a significant amount of progress in defining the rights of special education for students over the years. Special education assists students who require guidance as he or she is attempting to learn within a public education environment. The Centers for Disease Control and Prevention estimates that 1 in 68 children are identified with autism, which is also known as autism spectrum disorder (ASD) (“Facts about ASD”). According to Autism Society of Maryland, “Autism is a complex developmental disability’ signs typically appear during early childhood and affect a person’s ability to communicate, and interact with other individuals differently and to varying

Elizabeth CZimbal, resides in a one-story home in Riverside, California. She lives with her biological mother Terese CZimbal and her younger brother, John CZimbal, who is 16 years old. John CZimbal also receives ABA services from Behavioral Autism Therapies(B.A.T.). Elizabeth’s father, John CZimbal II, recently moved out, due to Mr. and Mrs. CZimbal’s separation. Despite their separation, her father is often present during sessions and engages her. In addition, her mother also participates in sessions. Mom reports that Elizabeth gets along with her brother and willing to work with him during sessions. Despite living with her brother, the two have limited interaction. Elizabeth enjoys collecting perfume, putting on make-up

Mental illnesses have been changing how Americans view one another. A major disability that wrecks havoc on citizens and their viewpoints is the list of disorders under the autism spectrum. Many styles of aid are available to these people, most beginning with younger, school age children. However, the question stands whether they actually need all the assistance being thrown at them. While students diagnosed with Autism Spectrum Disorder (ASD) or Asperger’s Syndrome (AS) should be given the help they need to flourish, their needs are different from others with special needs. Furthermore, while their grades are likely maintain a decently high average, they may not manage all too well socially.

Mrs. Hilary Tunstall led an informative discussion about Autism and Applied Behavioral Analysis (ABA). After graduating college, Mrs. Tunstall previous worked as a teacher’s assistant in self-contained classroom for children with autism. She then attended ECU and earned her MA/CAS in School Psychology, and she worked as a school psychologist for 5 years. About 2 years ago, Mrs. Tunstall joined Priorities ABA in eastern North Carolina. She obtained her Board Certified Behavior Analysis (BCBA) and is now a Behavioral Consultant. Mrs. Tunstall brings a unique perspective to the Priorities ABA; her school psychology background enables her to help parents understand IEPs and assist parents with the advocating for their child’s needs in the school.

The case vignette that was assessed was about elementary school student named Charlie. Charlie’s biological factors include being 6 years old, African American, and male. It is unclear if Charlie was premature, and if his mother, Eloise, was taking prenatal care during the pregnancy, which are also a part of Charlie’s biological factors. In regards to the psychological facts, Charlie appears to be having challenges interacting with the other children. Additionally, he becomes easily irritated and distracted, cries when someone tries to correct his behavior, and constantly has tantrums. His usual bedtime and mealtime routine have changed since his mother is not always available to attend. The social factors consist of his mother, step-father, aunt, and newborn sister. Additionally, moving in with his Aunt Eleanor and his school are social factors. Due to his mother, Eloise, having depression, she was in psychiatric hospitalization for a while. After her release, Charlie moved with his aunt in order for Eloise to spend time trying to recover from her depression. Ever since he moved with Aunt Eleanor, Charlie’s developmental factors have changed. Prior to moving with his aunt, Charlie was an actively involved child who was extremely social and reached his developmental milestones at an expected rate, as well as possessing amazing language and social skills.

clinical team greeted Oscar and his mother at the door. His mother directed the team and Oscar to the family room. The clinical team engaged Oscar with a puzzle and a rubix cube. Oscar put the puzzle pieces in his mouth and the clinical team blocked and redirected him, mom added that Oscar mouths small objects. The clinical team probed various skills with Oscar. Based on direct observation Oscar displays difficulty with one-step instructions (i.e. “Give me.” (2x), “Stand up,” (2x) and “Come here”); on four out of five of the one-step instructions he required one to two prompts. Oscar did comply with “Come here.” Ms. Moran reports that when Oscar is hungry he will pull her arm and guide her to the stove. Oscar was also observed to not turn his head to sound and look when his name was called. Oscar did not look when his mother or the clinical team called him. Oscar was not able to imitate simple sounds such as “Ma” “Ba”, and “Da.” Oscar was observed to not know his body parts, such as nose, eyes, and head, each time he needed physical prompting. Finally, Mom reports that Oscar understands simple functions such as a bathroom is for toileting & bathing; the table is for eating; and the TV is for

earlier clinical interviews include the risk of leading the child to views he does not possess due to

Scenario given in the first article is concerned with an autism student who is 12 years old named Maria. Maria is able to read but have problems in reading comprehension. Maria’s individualized education program (IEP) goal is to participate in academic discussions with same-age peers in the general education classroom. Her special education teacher visited in the class and saw Maria was working on word searches at the back of the classroom while others student were engaged in a whole class discussion. When the teacher ask her why she was in the back of the room, the general education teacher explained that Maria got very anxious during their discussions, but calmed down quickly when completing the

Autism is a complex disability, as the way it manifests in each child differs in severity across numerous characteristics. Children diagnosed with autism qualify to receive special services and a “free, appropriate public education in the least restrictive environment” under the federal legislation, Individuals with Disabilities Education Act (Hunt & Marshall, 2012, p. 15). Autism was added to IDEA in 1990 as a new disability category. The legislation defines autism as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects a child’s educational performance” (Hunt & Marshall, 2012, p. 301). The “Rules for the Provision of Special Education” from the State Superintendent of Public Instruction of Washington state also outlines eligibility and individualized education programs for children diagnosed with autism (Rules for the Provision of Special Education, p. 11 & 46). Furthermore, the DSM diagnoses autism when a child shows “qualitative impairments” in social interaction, communication, and “restricted repetitive and stereotyped patterns of behavior, interests and activities” (Hunt & Marshall, 2012, p. 302).