Autism Spectrum Disorder Case Study

There are many different obstacles autism spectrum individuals have to overcome in their daily lives; social insecurities, eye contact, appropriate spatial awareness etc. But in most cases, their biggest hurdle is mostly their communication skills; it’s been shown that communication impairment is at the heart of autism spectrum disorder (ASD) and that children with ASD can show a wide range of communication skills as discussed by Agius and Vance (2015). According to Agius and Vance, there is up to a 30% positive diagnosis of children with ASD who will forever remain nonverbal (no consistent verbal communication). With such a high percentage of ASD children it is recommended that their communication and learning needs are to be addressed by using the Picture Exchange Communication System (PECS), it has been shown as an effective intervention that addresses individuals with ASD and their learning and communication needs (Ogletree, Morrow-Odom, & Westling, 2015). PECS has helped children and young adults with ASD communicate with those around them; their teachers, peers, parents etc.

This paper presents the Picture Exchange Communication System (PECS), which is a behaviorally image based message that was developed in 1985 by Andrew S. Bondy Ph. D and Lori Frost, M.S., CCC/SLP in order to help children under the Autism Spectrum Disorder (ASD) to communicate with their environment. In this work I would like to present to the reader the theory behind this social intervention for children with autism which is Applied Behavior Analysis (ABA), then I want to explain the six phases of PECS, and the application within the classroom settings. At the end, these definitions would help us to better understand concepts and try to apply this technique in our diverse teaching-learning settings in order to help children under the Autism

The effectiveness of using PECS (picture exchange communication system) vs. SGD (speech-generating device) developing communication skills on children with autism in elementary levels.

Autism spectrum disorders include autistic and Asperger's Syndrome (AS), often studied in terms of executive functions, with controversial results (Taddei & Contena, 2013). In this paper, you will learn more about people that are autistic and the best nursing approach to take dealing with autistic persons. Autism is typically detected around age four, but later for minority and low-income children (Cuellar, 2015). Autism's prevalence has also increased, partly due to greater awareness, greater availability of services, and earlier detection, but also due to changes in diagnostic criteria (Cuellar, 2015).

H., Carpenter, M., Le, L., LeBlanc, L. A., & Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: Assessment of PECS acquisition, speech, social‐communicative behavior, and problem behavior. Journal of applied behavior analysis, 35(3), 213-231.

One intervention which has been found to be to beneficial for the improvement of communication skills for individuals with ASDs is video modeling. Prelock and McCauley (2012), defined video modeling as an instructional method used to teach a behavior or a skill from viewing images of a demonstration of the targeted behavior. This intervention can be accomplished through self-modeling or the modeling by others (Prelock & McCauley, 2012).

Autism Spectrum Disorder (ASD) is now described by the continual deficits in social communication, including, non-verbal communication, understanding relationships and the ability to reciprocate communication socially. In addition, the diagnosis of ASD includes the existence of restricted and repetitive behaviors (APA, 2013). The newly revised criterion has changed the way clinicians will have to diagnose individuals with impairments in regards to the aforementioned deficits.

Autism spectrum disorder (ASD) may be portrayed toward critical impairments in social interaction. It also includes restricted repeated behaviors, interests and activities. (Mayo Clinic staff, 2014)

This article contained a great deal of information regarding autism spectrum disorder (ASD) and dental treatment. In order for dental professionals to treat those with autism effectively, they must have knowledge and comfort with what they do. This includes understanding the prevalence of ASD, the signs and symptoms of autism, and being aware of the patients’ needs of every aspect of an appointment.

Everyone is social to a degree, we as human beings need social relationships they are an essential component of our health and well-being. Unfortunately, many children experience difficulties in expressing appropriate interactions and communications with others. When children struggle with using the appropriate social skills, it can lead to various mental distress, social isolation and low self-esteem, and utterly impacting their quality of life (Ware cite). Especially children living with a social behavior deficits which are associated with various psychopathology, for instance Autism Spectrum Disorder (ASD). Developmental disorders are a prevailing and serious concern for many parents and educators in the United States, more so for those suffering with ASD because it is one of the

Effects of the Picture Exchange Communication System (PECS) on Maladaptive Behavior in Children with Autism...

Autism has been associated with a different neurological signs and symptoms and sometimes co-occurs with a diverse group of general medical conditions, including chromosomal and central nervous system abnormalities, among others (Karnes, Stephens & Barry, 2006). The basic symptoms in autism are mostly primary absence in social instincts that is usually seen in early stage in life. Many people with ASD have a combination of strengths and weaknesses that, together, cause a unique range of social skill difficulties (Lubetsky, Handen & McGonigle, 2011). Having troubles with social interaction, there is a failure to develop any type of age-appropriate peer relationship. Individual with autism also struggle with nonverbal behaviour such as eye contact, body postures, gestures, and facial expressions (Karnes, Stephens & Barry, 2006). Mind reading, impairments in processing, and reporting their own feelings, emotions, and communication problems are the psychiatric symptoms substantially contribute to the burden of autism on patients and families (Mazzone & Vitiello,

Data as collected for 18 children diagnosed with Autism Spectrum Disorder ranging from ages 3;0 to 3;11. There were eight males and eight females who participated in the study and each child was match on both gender and severity of autism and randomly placed in the ABA therapy group, the Floortime therapy group, or the control group. Each child received a diagnosis of an ASD using the DSM-V criteria by a qualified, independent Speech-Language Pathologist from the community prior to entry into the study. These children had no prior exposure to therapy programs and did not receive outside services during the enrollment of the study.

Jasmine is an 11.8 years old girl. She was born on January 10, 2001 and the eldest of two siblings. In 2008, because of continued concerns with her being “makulit”, she was brought to Dr. Panlilio, a child neurologist. She was diagnosed with mild epileftiform seizures and was prescribed Keppra 250mg/day. In June 2011, she was brought to another child neurologist, Dr. Lucban for follow up. She was advised to continue medications and take a follow up EEG. She was further referred by her pediatrician to Dr. Mark Reysio Cruz for developmental assessment. The initial impression was Intellectual Disability and he recommended SPED schooling for her. Likewise, because she is of school age, she was also

The scope of this paper will be to explore the relationship between stress and caring for a child who has been diagnosed with Autism Spectrum Disorder (ASD). ASD is a developmental disorder that is diagnosed in the very early years of child's life, usually with observable symptoms before a child is three years of age (Redshaw & Smith, 2013). According to The National Institute of Mental Health (2016), ASD is a common developmental disorder that affects approximately 1 in 68 children. This developmental disorder is classified as being on a large spectrum as the disorder can have different effects on children ranging from mild to more severe impairments in their ability