Autism Intervention Scenario

The first three years of a child’s life is the most important and central time for the brain’s development. Autism is a disorder that can be diagnosed during the infant or toddler stage. Children can be diagnosed with autism by having different impairments such as social interaction, pattern of behavior, eye contact and speech impairment. Having the child being diagnosed with ASD can change a parent’s life view. Parents can learn different things in order to help their child. Parents will be provided by health providers different treatment, different placement in education and knowing about the different risk factor to make a difference for their autistic child now and in the future.

The study consisted of three children and their caregivers. The participants were Sam a 4-year-old boy, Myron an 11-year-old boy, and Robin a 7-year-old girl. For each child a primary caregiver was selected, and then they selected two additional secondary caregivers. Each of these caregivers would participate in training sessions, which were conducted in the children’s homes. The training sessions with Sam’s caregivers were conducted in his bedroom, training sessions with Myron’s caregivers were conducted in the living room, and training sessions with Robin’s caregivers were conducted in the kitchen, all of which contained a table and chairs.

The child that I chose to do my discussion over is a 15-year-old boy with autism. He was the first one that I connected with my first day at Boshears. He is non-verbal, but can mimic words that he hears; when I was helping him brush his teeth, he kept saying, “Brush my teeth,” and once we were finished he was saying, “Good job.” All the times that I have been with him, he shows me a very sweet side, but the teacher and aides were telling me that he can get kind of violent and throw chairs and stuff around the room. He listens and understands what I tell him or ask him to do, and if he wants something and doesn’t know how to ask, he will take you to what he wants and put your hand on whatever it may be. He loves ranch, so at lunch on the first

I conducted my Performance Management project at The Scott Center for Autism Treatment and Research located in Melbourne, Florida. The Scott Center provides ABA services that are evidence-based, ongoing trainings for future clinicians, and research opportunities for staff and students. Moreover, the Scott Center are involved in ongoing research with children and adults with autism and other developmental disabilities. For my project, my focus is on a team that has four other registered behavior technicians. This team works with the same client and are assigned different shifts (morning or afternoon) to work with that client. This team is supervised by a case manager who is a board certified behavior analyst.

Individuals with autism demonstrate delays or deficits in social interaction and behaviours. Autism is apparent from early childhood, but can emerge in early adulthood. It is associated with a wide range of possible causes, but genetic factors are the main causes. Children with autism have impairments in cognition, language delays, and lack of or poor social interactions. Lack of communication may force these children to adopt repetitive behaviours such as self-inflicted injuries and violence. The teaching process requires interventions that address the repetitive behaviours, skill development, and play

There is a multitude of different intervention techniques to help children Autism Spectrum Disorders (ASD) such as Applied Behavior Analysis (ABA) and other language therapy strategies. ABA therapy is using Skinner’s behaviorism theories in order to improve human behavior (Axelrod, McElrath and Wine 2012). A language therapy that can be used was Developmental Individual Difference, Directed Relationship Based Model (DIR). DIR consisted of a speech language pathologist following the lead of the child who has ASD. Incidental Teaching is having a natural environment, activities that interest the client and have meaningful reinforcement when a client is making interactions with the clinician and materials. Natural Environment is teaching the

All in all, it can be concluded that children and youth diagnosed with autism spectrum disorder have a neurodevelopmental disorder that impedes on their ability to communicate effectively, form relationships with others, as well as have restricted and repetitive behaviors. Typically, an early diagnosis is recommended for these children in order to begin early intervention, which thus will result in the successful outcomes for mastering life skills, along with functionality. It has been suggested that Applied Behavioral Analysis, Intense Behavioral Intervention, and Cognitive Behavioral Therapy are the most effective and common interventions that help treat targeted skill areas through program plans that adhere to a child’s individual based

Through assessment, the child more often than not will be observed in the classroom as it is a natural setting for the student. During this developmental age, interventions are focused towards the child’s success in the educational setting (Stoddart, 2005). It is important to find the right classroom fit for each child as bullying is an issue that could come about from the child’s characteristics that come along with Asperger Syndrome (Stoddart, 2005). Eleven is the average age of diagnosis for Asperger Syndrome. Although eleven is the average, many characteristics can be noticeable during the infancy and early childhood years (Stoddart, 2005).

Autism and autism spectrum disorders (ASD) are terms used for a gathering of complex issue of mental health. These issues are described by troubles in social association, verbal and nonverbal correspondence, and redundant conduct. ASD occurs in all racial, ethnic, and socioeconomic groups, but is almost five times more common among boys than among girls. CDC estimates that about 1 in 68 children have been identified with autism spectrum disorder (ASD) (Centers for Disease Control and Prevention [CDC], 2015). The signs and indications of autism shift generally, as do its belongings. . Some children may have slight imbalances, while others have more barriers to defeat. A child with ASD may be unresponsive to individuals or concentrate eagerly on one thing to the avoidance of others for long periods of time. Unemotional reaction towards their name being called and providing no eye contact with others can also be

First off there is something that needs to be made clear and that is what non-verbal is defined as: “Without the spoken word: includes gestures, facial expressions, and body positions (known collectively as “body language”), as well as unspoken understandings and presuppositions, and cultural and environmental conditions that may affect any encounter between people” (Dictonary.com). This is important to comprehend to understand the importance of other forms of communication, such as sign language. The article Auditory-Motor Mapping Training as an Intervention to Facilitate Speech Output in Non- Verbal Children with Autism: A Proof of Concept study, written by Catherine Y. Wan and many others, talks about how “communication deficits represent

The best point in time of diagnosing an Autism in a children is, when they are at the age of 15-18 month year old (Elder, 2012). Due to the empirical of identifying the accurate symptoms of ASD in adulthood stage, childhood age around 15-18 month old is the best point in time to properly diagnose ASD in children (Elder, 2012). Diagnosing an Autism in a child at this specific point in time is beneficial of analyzing proper symptoms and Pintpointing specific behavior associated with diagnosis of an ASD (Elder, 2012). According to the study, doctors and physicians will not fully diagnose ASD in children who are premature and did not reached the desired age around 18 month old. The symptoms may vary as the child reaches that desired age range of 18 month old

I have a little boy I work with who is 8 years old who has Autism Spectrum Disorder. He is semi high functioning but becomes agitated very easy. He can read some words but shows most of his strengths in Math. He has difficulty staying on task and lacks motivation in doing his schoolwork. He becomes angry if the day is not organized and routines are not followed. He is very anxious and unorganized as well. There are many assistive technologies that could be used to help this student.

During the summer, I went to do my hair in my Aunt best friend hair salon. Around seven in the morning, my uncle dropped me at her house. He had to go to work. She told me to wait in her living room. During the time of waiting, her son came in the room. I greeted him, he did not answer. His lack of response did not surprised me because it’s not a requirement to talk with everybody. Later in the hair salon, my aunt best friend mentioned to her friend that her son was autism. At this moment, I understood why he did not answer me. According to NINDS(National institute of neurological Disorder and Stroke), “ Autism spectrum disorder (ASD) is a range of complex neurodevelopment

Françis is a four year-old boy. When he was a baby, he almost never stopped crying and rarely found comfort in his parents’ arms. His parents reported that he had been slow to reach age appropriate milestones (e.g., speaking his first words by 12 months and using at least two word phrases by 15 months) but they had always assumed that he was just shy or a late-bloomer. Instead, Françis seemed to take little interest in talking and preferred to be in his own world. When he did speak, the words he used often did not have the same meanings that he meant them to, making the listener have to figure out exactly what Françis wanted. When others would talk it became apparent that he seemed to rarely listen to what they were saying. He refused to look at family members, family friends, children his own age, and especially strangers in the eyes; if someone initiated eye contact, he would immediately look away.

design. The design offers the flexibility to relate an ontology to changing user perspectives when assessing and selecting an ontology. It also provides for feedback to enable users determine requirements for improving on existing models. The framework shall help to elicit new requirements for iteratively and incrementally extending and modifying existing biomedical ontologies to suit changing user needs and accommodate new types of data. This shall facilitate extending and modifying existing ontology for reuse and avoid the huge effort of starting or building entirely new ontologies in terms of time, effort and domain specific knowledge. The model design is flexible, generic and can be applied to evaluations in other domains with dynamic environments.