Autism Spectrum Disorders Case Study

Tommy R. is a 6-year-old boy and a kindergarten student in a K-8 combined elementary and junior high school in the San Jose greater metropolitan area. There has been a meeting requested by his educational team and parents to talk about his behavior in school and cognitive abilities in the classroom. School staff have been receiving complaints from Tommy’s teacher and classroom staff about not following direction and non-compliance. Tommy also struggles with completing some classroom tasks as well.

Matthew is a 16-year-old student in the Half Hollow Hills High School West. He is a sophomore placed in Special Class/Life Skill classes with a current classification of Autism. Matthew was diagnosed with Pervasive Developmental Disorder and Attention Deficit Hyperactivity Disorder at 3 years of age. Matthew has received special education services since Kindergarten and was classified in Preschool. Matthew was educated in self-contained classes upon transitioning to elementary school. In the 6th-grade, Matthew transitioned to Career Connection classes to better meet his functional academic and adaptive functioning needs. Currently, Matthew receives Essentials with a behavior consultant once a week for 30 minutes and small group Speech and

In the case of Leigh Scott, she is an experienced teacher who teaches many different levels of history and government. The main problem that she currently faces in the case study is the fact that one student, Aaron, thinks he deserves the same grade as another student, Dale, who has a learning disability. Aaron is not as prepared as Dale, as Leigh describes he “seldom brings materials to class” (Leigh Scott: Case Study, p. 29) nor does he exhibit “teacher-pleasing behaviors” as Dale does (Leigh Scott: Case Study, p. 29). For this reason Aaron received a lower grade than Dale because he did not show as much effort or preparedness in class.

Autism Spectrum Disorder is a range of complex neurodevelopment disorders, characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior. There is more classification of Autism that is based on the severity of symptom. Childhood disintegrative disorder, also known as Heller 's syndrome is a rare condition characterized by a late onset of developmental delays in language, social function, and motor skills. Asperger Syndrome is a developmental disorder related to autism and characterized by higher than average intellectual ability coupled with impaired social skills and restrictive, repetitive patterns of interest and activities. Atypical Autism is the term used when the person has symptoms but don’t have all the symptoms to diagnose Autism. Atypical autism usually differs from autism in terms either of age of onset or of failure to fulfill all three sets of autism diagnostic criteria.

Renoxx Caregivers is committed to providing personalized services and supports to children with Autism in order to promote independence and improve the quality of life for both child and their families. Since 2010, Renoxx Caregivers is a licensed provider for home and community based services under the Maryland Medical Assistance Autism Waiver.

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).

My visual schedule project was made specifically for a young, Latino student of Mexican descent who was diagnosed with having Autism-Spectrum disorder at the age of four (4) years old. The student, male, is currently eight (8) years old and is currently enrolled in a public school where he is now in the third grade. He is a grade level behind intellectually in comparison with his peers and is non-communicative. He also tends to be uncomfortable when it gets too noisy or when he has to do unfamiliar activities. He is slow to or does not reciprocate in relationships and, thus, makes it difficult for his peers to want to interact with him.

Growing up as a sibling to a child with ASD can be tough. The sibling faces the normal everyday pressure of growing up along with stress caused by it. Yet do not get the same support compared to the autistic child. This causes feelings of neglect leading to emotions such as stress, anger, and sadness (wiseGEEK, 2017). The parents may feel overwhelmed by looking after the autistic child in which they forget about the position is puts any siblings of the child in. Eventually, the feeling of neglect can become a permanent issue (Miller-Wilson K, 2017). More attention needs to be put on the autistic child to help with the basic needs such as getting ready in the morning to go out or to get ready for school. The sibling will find these tasks much

The inclusion of individuals with ASD in mainstream classroom settings first began with the introduction of the Education of All Handicapped Children Act of 1975 and later reauthorized as the Individuals with Disabilities Education Act (IDEA) (US Department of Education) in 1990. These laws ensured that all children, no matter their disability were included into general education classrooms, even though they may not have been given the proper learning environment needed to succeed. Inclusion in the education system has created a lot of controversy among teachers, and parents. This controversy represents the decision to incorporate students with Autism Spectrum Disorder (ASD) into mainstream classrooms rather than special learning classrooms no matter their severity on the ASD

I’ve learned so much valuable information about Autism Spectrum Disorder in this topic. According to Davis, White and Ollendick (2014), Autism Spectrum Disorder can comorbid with Intellectual Disability, Attention-Deficit/Hyperactivity Disorder, Oppositional Defiant Disorder and Conduct Disorder, Feeling Disorders, Elimination Disorders, Depressive Disorders, Bipolar and Related Disorders and Suicidality. According to Mattila (2010) comorbidity rates of Autism with other disorders is significantly higher for individuals who are in the 7-12 age range. Simonoff, Pickles, Charman, Chandler, Loucas, and Baird (2008) states that Autism Spectrum Disorders can comorbid to other psychological disorders from 40% to 70%.

Autism first described by psychiatrist Leo Kanner in 1443 in the United State. Autism spectrum Disorder is a developmental condition, which affects individual’s capability to interact with the world and ASD can develop at various ages, some kids may show early signs of ASD while others may develop at ages 15 to 30 months. The signs of Autism spectrum disorder are including difficulty in social interaction and communication and constrained or repetitive behaviour, interests and activities. (Unknown, 2015)

The challenge and possible cause for the variable treatment effects may be due to the broad inclusion of children based on their presence or absence of the disorder (i.e. autism) versus carefully crafting treatment approaches for the different levels of abilities in the children with the same diagnosis.

Developmental disorders are most likely to be diagnosed in children or in adolescents. There is multiple development disorder in children but let’s focus on the diagnoses within autism. Autism involves a wide range of developmental problems, such as language and motor problems, and problems in the social sphere (Glietman et al, 2010). Those that suffer autism also seem to have a lack of emotional intelligence and are likely incapable of understanding the expressions of others. Therefore, they might have trouble expressing their own emotions and have trouble understanding the use of facial expressions. Autism is not a common disorder; it is only affecting 0.1% of the world population, but is far more frequent among boys than girls (Glietman

Joshua is on the higher functioning end of the Autism Spectrum Disorder (ASD). Academically, he is a highly able student. He requires some adjustments to the classroom environment to reduce sensory overload and anxiety. Any unexpected changes in routine or presence of unknown adult in the classroom (eg. student teacher) is known to cause anxiety to Joshua. In this situation, he will start rocking and will not respond to any one. To calm down, he will need to be persistently assured by someone that he has a good rapport with (regular classroom teacher, Special education teacher). He may also need time out.

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