Asd Case Study

(The Summary of Best Practices for Autism disorders, page 37 of Evidence-Based Practices for Children and Adolescents with Autism Spectrum Children’s Mental Health Government Ontario has a good chart with a breakdown of the different tests) A Parental Stress Index (PSI-SF) and Family Crisis Oriented Personal Evaluation (F-Copes) may also be done should it be felt it is necessary. As this is multidisciplinary team the tests will be conducted by the individuals then combine and assessed by the authorized person who will refer to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) to make the diagnosis. This breaks down the signs and symptoms of ASD into categories and also states how many of these must be present in each category to confirm a diagnosis. Once a diagnosis of autism has been established, a severity rating is also determined by DSM-5 criteria. A report is then typically written and the parents are apprised of the results. The process may take months, many parents are confused and overwhelmed by the process and the number of people involved can be a source of stress for the family. A single person who co-ordinates the process and acts as a primary contact is helpful, as is receiving written information in

And there are a few reasons for ASD, yet the vast majority of them are not known yet. There are some symptoms that can easily recognize in kids with autism, as a consequence this will help to begin the treatment early. Parents usually are attention of the sings in the first two years of their child’s life. Autism appears to be occurring more much than was the case in

Many of you have probably wondered. Is there a cure for ASD? Can you recover from ASD? “You cannot recover from autism, but you can improve”(Wiseman 41). Professionals believe that once a child has been diagnosed with an ASD it can’t fully recover. This does not mean that the person cannot improve; just that ASD is a lifelong diagnosis. You can’t fully recover, but you can work hard to be almost completely normal. Usually, the cure begins with a lot of expert advice. You should also spend more time with your child. Jacob’s mom was told that her kid would never be able to even tie his shoes, but she worked with him numerous hours in order to achieve that long desired goal. You can also work with your kid. Everything is possible through God. You should always pray and ask God for advice. The recovery process won’t be easy. In fact, it will be horrible. But it is not impossible. There have been multiple stories of kids with autism that have not

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.

One form of treatment for ASD is medication. There is no form of medication that can cure ASD or treat the core symptoms, but there is medication that can help those with ASD function better. For example, the medication can help things such as managing the high energy level, inability to focus, and depression. Medication can affect children in different ways, so while this is one form of treatment, it must be closely monitored by a health professional.

Studies has shown that as an individual diagnosed with ASD grows they have an significantly increased risk of developing medical and psychiatric disorders which is contributed from the biological make-up of the individual (perkins et al, 2012) including dyslipidaemia gastrointestinal problem epilepsy hearing and visual impairments asthma hypertension heart disease, cancer, and osteoporosis. and autoimmune conditions throughout a varied age group (Croen et al, 2014).

According to the National Institute of Mental Health (2017), ASD is a group of developmental disorders that impacts 1 in 68 children and includes “a spectrum” of symptoms, skills, and levels of disability. Individuals with ASD may face challenges with social skills, repetitive behaviors, language and communication, and learn differently than

High levels of stress were also indicated in the family groups in the study. The hope is that the results can now be used in therapeutic and educational practices in order to benefit both the families involved and the individuals diagnosed with ASD.

One of the biggest reasons is that only 3% of children are identified as having ASD outside of the school and its many resources. This means that 97% of children are identified either by schools and their staff or through the assistance of schools with other outside sources. (Brock, Jimerson, and Hanson, 2006) Furthermore, the reasons for identification are even more important. Many children who suffer from ASD without diagnose create a large financial burden for their families without access to the many resources that exist to support these families. The primary method for identifying a child with autism is by using the Diagnostic and Statistic Manual for Mental Disorders (DSM-5). The DSM-5 identifies four key components of the diagnosis criteria. These are: persistent deficits in social communication and social interaction across contexts that are not accounted for by general developmental delays; restricted or repetitive patterns of behavior, interests, or activities; symptoms must be present in early childhood (but may not become fully manifested until social demands exceed limited capacities); and symptoms together limit and impair everyday functioning. (American Psychiatric Association, 2013) However the DSM-5 is not without a level of controversy. It’s important to note that these changes will likely preclude some children from being diagnosed with ASD, even though, they exhibit ASD qualities. For

Researchers found that these diagnoses were not always applied accurately across different settings. Under the DSM-5, individuals with ASD have to show symptoms from early childhood. It is an important change from DSM-IV criteria, which was geared toward identifying school-aged children with autism-related disorders, but was not as useful in diagnosing younger children (American Psychiatric Association, 2013).

Not everything that I’ve discovered about ASD is for all children. Because each child is his or her own person, every child is different and every child is special in his or her own way. There’s a saying, “If you see one child with ASD, then you’ve seen only one child with ASD. Meaning, every ASD child is different from that of any other child with ASD even with different situations. So everything explained here are just the basics should help you assess your approach.

The first treatment would make sure that the parents know what their looking for in their development of the child. Show them how to monitor their child’s growth level physically and mentally even if it’s good or bad. The typical development in children gives a generic picture of progress compared to same-age peers if your kids play with others with ASD. Some of the training giving to the parents or caregivers might be much needed for the kids’ well-being.

Defining and understanding autism is not only difficult for ordinary people, it is very much a work in progress for the medical community, since research still has a long way to go. Autism itself is a wide umbrella term that encompasses vastly different combinations of symptoms, from mild to severe, which why it is more accurately called Autism Spectrum Disorder (ASD).

Individuals with ASD who enter secondary school will have access to regular school curriculum rather than special courses. However teachers may notice that these adolescents are unprepared to adapt to the education that is being provided nor are they able to meet state criteria. This paper, will present and will show difficulties yet while associated with learning how knowledgeable one with ASD can have an impact on academic performance and the families of adolescents with ASD. It will also present institutions that have successfully improved academic standards out of the population of adolescents with ASD. Repetitive behaviors at twelve months were shown to be similar to cognitive and symptomatic status at a thirty-six month result. Stating

The main ways in which ASD can be observed fall under 3 specific areas of difficulty;