Autism Case Study

“Work to view my autism as a different ability rather than a disability. Look past what you may see as limitations and see the gifts autism has given me…Be my advocate, be my friend, and we’ll see just how far we can go” –Ellen Botbohm, author of Ten Things Every Child with Autism Wishes You Knew.

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.

Originally, I was drawn to speech pathology after my sister’s diagnosis of Autism at the age of three. Watching Diane struggle with language development and acquisition while other children seemed to grasp these skills naturally is what initially sparked my interest in helping families like my own. At the start of my junior year, I set out to obtain experiences working with different populations. Toward the latter half of junior year, I became involved as a clerical volunteer at the Sacramento Scottish Rite Childhood Language Center. By senior year, I was balancing a full course load alongside three volunteer experiences. In addition to Scottish Rite Childhood Language Center, I divided my time between tutoring at a neighboring elementary school in the Twin Rivers School District and serving as an intern at the Autism Center for Excellence (ACE). During my undergraduate experience, I welcomed the opportunity to work with students that struggled with literacy, language, and pragmatic skills. After graduation, it was my goal to obtain additional experience in the field as a speech-language pathology assistant.

The Safeguarding Adults Board asked Margaret Flynn to say what should be done to make sure that patients aren’t hurt like this again. She said that the best place to care for people with learning disabilities and autism is in their homes and communities where they are known. When people go into hospitals for assessment and treatment, there are risks: they may get hurt, they may be there for a long time and they may lose touch with people who matter to them. There should be better ways of checking hospitals for adults with learning disabilities and autism to make sure that patients are safe.

Just imagine your child was diagnosed of having autism. The realization of your child perhaps being autistic may be lurid. You now know that your child will be found with many challenges, and may have a severe difficulty making sense of the world. Autism is an illness that can affect your communication, socialization, intelligence, and you may act in many unusual behaviors. To try to help an autistic child is being very courageous. Having a child, who is autistic, will be a struggle throughout both of your lives. There’s one charity that has supported and has raised a lot of money for research, families, and hope for a cure.

The organization I chose is the Jane Justin: School of Autism. It is located on 1300 W Lancaster Ave, Fort Worth, TX 76102.

Please accept this cover letter and attached résumé in consideration for the position of Instructor Therapist at Quinte Assessment & Treatment Group Inc. I believe that my education, experience, and passion for learning and working in the field of autism intervention make me an excellent candidate for this position.

Proset Autism is the organization with whom I did my placement. Proset is a new organization that offers adaptive tennis programs to children and adolescents with special needs. Their programs are designed to fit the needs of the various types of disabilities and limitations of these children and teenagers. I worked with children ages 7-9 for one hour twice a week at Hampstead elementary and Parkdale elementary; I worked with children with ASD and children with ADHD. The program consisted of routine and structured activities and tasks that allowed the children to increase their physical activity and reduce negative behaviours (inattentiveness, hyperactivity, lack of concentration, verbal outburst, temper tantrums, anxiety etc..). Each

Readers are taught how to use ABA to teach speech and language, social, motor, and adaptive skills through a system of repetition, reward, and goal adjustment. The author also discusses what families should consider before choosing any treatment method for their child with autism, and specifically what key elements an IBI program should have. The curriculum, professional roles, parent involvement, inclusion, and pros and cons of a home based versus center based program are all covered. Staff training….. Characteristics of characteristics of children with autism.

When President Paino first approached Dean Gooch and the provost with the idea, Gooch saw the need for this clinic based on how many people with autism utilize the oncampus speech and hearing clinic. Gooch said President Paino “is very intent on seeing this

To address the perpetual need for widespread public awareness and core education on various Autism Spectrum Disorders (ASD), it is important to provide the normally-born people with training and education to help them support individuals born with an ASD and how not to treat them.

I went the morgan center 3 times this year.The students have autism. There are many types of autism. Severe autism means a student is very limited in verbal communication,action and making successful relationship with people. Moderate Students can communicate verbally and autistic speak,read and write make they can make friends and play with other.

Autism Speaks. (2012). The Federal Response to Autism. Retrieved June 17, 2012, from HYPERLINK "http://www.autismspeaks.org" http://www.autismspeaks.org.

The TEACCH programme has advantages such as supporting autistic adults in the employment sector. There are employment support models that include

Abilities First cares for all people, disabilities or not. When I had first entered the parking lot Abilities First just looked like a small building, without much use until I took a tour with Pam. As Pam and I walked through the building she explained what each room was devoted towards. When you walk into the building there is the front desk in the middle of two hallways. At the front desk is where the volunteers sign in. Then we went to the right side of the building, down the hallway. The right side of the hallway was the daycare rooms, the first rooms being older children in the back of the hallway, being infants. On the left side was the offices of the daycare program directors. Then we passed through the doors at the end of the daycare hallway. We walked around the corner into the nursing office. Then down the hall, passing the cafeteria/kitchen on the left and a sitting area. Then we reached the residential rooms. Before the tour I was not aware that people had lived at Abilities First. As we kept walking Pam pointed out the autism classroom and the offices for therapy. After my tour with Pam I realized that Abilities First is much larger than it looks. Abilities First accommodates many people with and without