Autism Spectrum Disorder Case Study

Based on the case study, Sara has many elements and character traits that can identify with her diagnosis of autism. I do strongly believe Sara diagnosis is appropriate and in line with IDEA definition and the revised criteria for ASD in the DSM-5.

On December 4, 2015 we observed the class for which we developed this response plan. Our main objective was to observe the setup of the classroom as well as the different instructional tools the teacher used to enhance her teaching. In addition, we wanted to see what strategies the teacher implemented to help the ELL and autistic students and see if they were similar to what had in our plan. Upon arriving, we observed that the teacher, Ms. Schmitt, had a large classroom with enough space for groups of students to work together. At the front of the classroom, was the teacher’s desk with a smart board behind it. Several other white boards filled the rest of the wall space. The board on the left was used mostly for instructional purposes while the two on the right were filled with vocabulary and important announcements such as upcoming tests dates. The extra space allowed the teacher to interact with all the students individually. Also, we noted that the teacher had placed the ELL students near the front of the room where she could easily help them or ask them to help each other. The students on the Autism spectrum where located near the back of the classroom where they had more room to work with their aids. However, none of these students were completely isolated from the teacher or rest of the class. Rather all of the students were able to easily interact with one another.

Over the past years, the prevalence of Autism Spectrum Disorders has increased rapidly and so have the development of strategies to help children with ASD to acquire milestones in classroom settings. The prevalence of children being diagnosed with ASD is 1 in 68 children in the United States. The causes of Autism are not well known, however, research studies suggest that causes of ASD may include neurological, heredity and genetic mutations, and environmental influences. Characteristics of children with ASD include lack of delay in spoken language, peer relationships and pretend play; fixation on objects and repetitive use of language are as well characteristics children with Autism may display. Professionally, ASD is characterized as

There is a lack of equal primary and secondary educational opportunities for student with Autism Spectrum Disorder, in the United States. While there are policies in place to ensure the success of as many students as possible, they are limited in the sense that they generalize. They fail to take into account the unique learning styles of individual students. Pouring funding into the educational system for services gear towards student with disabilities, or in this case, students with Autism, neglects to assist students with Autism specifically inside and outside a Special Education classroom or even those in regular classrooms with Individualized Educational Program (IEP). The issue is that students with Autism have

Earlier diagnosis of ASD may allow for more effective intervention strategies that maximise developmental progress and reduce further maldevelopment. Importantly, it should be emphasised that the scope of this essay is limited to an overview of the pertinent neurobiological aspects of ASD, however as ASD is extremely heterogeneous these encompass a diverse group of abnormalities.

“Never underestimate a child with autism. It’s their differences that make them unique and beautiful.” Autism can be defined as a pervasive developmental disorder characterized by severe deficits is social interaction and communication, by an extremely limited range of activities and interests, and often by the presence of repetitive, stereotyped behaviors. Children that are being diagnosed with autism spectrum disorder have increased at a rapid rate in the last decade. Some of the reasons it is becoming more prevalent in society is due to improved diagnoses, broader array of conditions falling within the range of autism, and increased rates of autism in the general population. As a result the number of autistic children in the general classrooms has increased leaving teachers to create strategies that work within their own classrooms to accommodate every student. Teachers are required to prepare students for the classroom with intervention techniques, make specific changes in their classroom based on the students in their class, utilize collaboration among professionals, create supportive interactions among peers, and create a classroom that support student/teacher differences.

Autism affects the individuals’ social interactions and the social construction of the world (National Autistic society, 2015). Children with Autism follow a different developmental pattern from other children and develop at the different rate. It could be understood as a social/psychological disability. Autism Spectrum Disorder (ASD) – is a neurological condition that affects the way a person experiences and interacts with the world. Children with Autism spectrum disorder have problems with communication, imagination and interaction. This disability affects 1 in 100 children. There are around 100.000 children with Autism in the United Kingdom itself. To recognize Autism Spectrum Disorder theory of mind could be used to answer the question how children with Autism can be supported in education. Some of the answers could be Makaton and The Transporter systems.

Pupils with ASC mainly struggles with social understanding, communication, and repetitive routines or behaviours (Hartman, 2013).They all share similar symptoms, but the term spectrum indicate there’s a range of severity levels (Prior et al. 1998) and adequately does the level of support needed (Volkmer, 2008). Pupils with ASC are faced with numerous academic challenges, they may display difficulty with the changes, distractions, and constant interaction on a daily basis, they often experience difficulty in executing and staying on a task (Goodman & William, 2007). It is essential to understand the learning characteristics of autism so that these children have the best chance of support success in the classroom. Temple Grandin, Ph.D., a college

Autism Spectrum Disorder (ASD) is defined as a lifelong developmental condition that affects, among other things, the way an individual relates to his or environment and their interaction with other people. The word ‘spectrum’ is the description of a range of difficulties that people with autism may experience and the degree to which they may be affected. Not everyone with autism have an accompanying learning disability and require continued specialist support because some people with autism may be able to live relatively normal lives. There are main areas of difficulty that are associated with autism people such as difficulty in social communication, social interaction and restricted or repetitive behaviours and interests

According to the CDC, one in sixty-eight children are identified as being affected with autism spectrum disorder also referred to as ASD. It is non- discriminatory in that it occurs in all racial, ethnic and socioeconomic groups. It does, however, occur more often in boys than it does in girls. The statistics are 1 in 42 for boys, whereas the occurrence is 1 in 189 when concerning girls. Dental professionals need to be able to recognize and accommodate the immediate needs of the autistic community as effectively and safely as possible, but in order to do this, awareness of barriers that may be present and the unmet needs of the child when they come in the office as well as how to handle these situations when they are presented must be understood.

Minamata Bay, Japan. In the early 1950s, the Chisso Chemical Company constructed a factory that began expelling large quantities of effluent into the bay. The area's inhabitants soon began witnessing a variety of disturbing events. Seagulls fell from the sky, dead fish washed ashore, and frenzied cats were seen whirling in a mad dance ending in death. Soon thereafter, doctors began seeing patients with a staggering gait, numbness in the hands and feet, and more profound neurological impairments (Baker, 2008).

For chapter seven I chose case study twenty six. The title of this case study is: Modifications for Special Students: Autism Spectrum Disorder. This is a story of a student named Thao, Thao is autistic. The two school teachers decided to split their classes for advanced math and lower level math. Once the classes changed Thao was confused and threw a fit. One student next to him followed in suit and left the teacher confused as to whether he would address the issue or not. In this case study special needs was the main topic of discussion although there are some language barriers due to his disability and from having a different native language.

It is true that a classroom setting represents a lot of diversity and differences among the students. The students can bear distinctions among them regarding their mental and physical endowment. As such, some students have advantages such as increased intelligence while others may suffer impediments in the learning process because of equal shortcomings. Disorders including autism and Asperger’s syndrome have a substantial impact on both the educational and the social experience of students at a school (Sort et al, 2011). Identifying such disorders at an early age will allow both the parents and teachers to put in place necessary measures to ensure that the students enjoy a healthy learning and social experience (Levinger, 2002). Additionally,

Assessment and case planning for children with health issues is a vital tool to safeguard and ensure children development and their future. In this assessment and case-planning summary, I will tackle the case of a 13-year-old male with Autism related problems. His problems included cognitive impairments, behavioral issues, and social relationship problems. All the identifying information about the child and his family in this assessment and case planning report has been changed to avoid confidentiality and privacy violation. When carrying out the assessment, I conducted six interviews with the child, the parents, his siblings, and the caregivers. I also obtained written consent from the boy's parents after elaborating to them, the objective

Visual supports offer a huge success to the children with ASD. Appropriate implementation of visual supports helps the children with ASD to go through the general education curriculum. Therefore, visual supports can be referred to as the lifeline that helps the children get through their ideal classroom environment. They are key to aiding the children with ASD comprehend what is expected of them thus they can function properly. Students can focus o the relevant information. From the video, visual supports that have been included are pictures showing schedules, rules and expected behaviors, turn taking, and waiting. Children with ASD have deficiencies in auditory processing. Therefore, the picture cues and activity schedules with drawings supplement visual for oral directions.