Autisum Spectrum Disorder Case Study

Understand the main characteristics of autistic spectrum conditions 1.1 - Explain why it is important to recognise that each person on the autistic spectrum has their own individual abilities needs strengths gifts and interests.

Unit 9 Project Case Study Tommy R. – High Level Autistic Disorder Danielle Treslan PS520: Neuropsychology Prof: Steve Lazarre 06/11/2015 Tommy R. a Case Study and Neurological Assessment Analysis 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.

Over the past 40 years, the rate at which diagnoses for autism spectrum disorder (ASD) occur has seen a dramatic growth in numbers. With diagnoses for ASD increasing, more siblings are also being found to have grown up with a sister or brother with autism spectrum disorder. Previous studies have shown no consensus on whether or not siblings of persons with ASD are at risk for negative effects. However, patterns of anxiety among these siblings are being examined to see if characteristics of a child with autism spectrum disorder and their parents can predict anxiety. Anxiety disorders are one of the most common psychological disorders found in childhood and research has shown that they can have a negative impact on a child’s current and future development if left untreated (Cartwright-Hatton et al. 2006; Johnson et al. 2000; Visu-Petra et al. 2010; Vitiello and Waslick 2010). About 80% of children with high-functioning autism spectrum disorder have one or more concurrent anxiety disorders (de Bruin et al., 2007). Research suggests that they may be a link between anxiety disorders and impairments in daily living skills (Drahota et al., 2010). Anxiety does not just put children with ASD at risk but also has an impact on family members as well.

Autism Spectrum Disorder (ASD), also referred to as autism, is defined as “a serious neurodevelopmental disorder that impairs a child 's ability to communicate and interact with others. It also includes restricted repetitive behaviors, interests and activities. These issues cause significant impairment in social, occupational and other areas of functioning. Autism spectrum disorder (ASD) is now defined by the American Psychiatric Association 's Diagnosis and Statistical Manual of Mental Disorders (DSM-5) as a single disorder that includes disorders that were previously considered separate — autism, Asperger 's syndrome, childhood disintegrative disorder and pervasive developmental disorder not otherwise specified.” (DSM-5) Autism is

According to Peterson (2013), “Autism Spectrum Disorder (ASD) is a group of neurodevelopmental disorders characterized by difficulties in social interaction and communication, repetitive behaviors, and stereotyped interests and activities” (p. 748). However, symptoms and their severity vary greatly in each child. There are three types that have been identified: Classic Autism, Asperger Syndrome, and Pervasive Developmental Disorders. The cause of autism is unknown. According to Lockwood (2013), “Childhood Autism Risk from Genetics and Environment (CHARGE) studied preschool children with autism and has shown the roles of prenatal vitamins in early pregnancy” (p.748). The findings predict that ASD might be prevented with the intake of folic

A review of the records reveals the member to be a young male with a birth date of 12/25/2004. The member has diagnoses of Autism Spectrum Disorder (ASD) and ADHD (Attention Deficit Hyperactivity Disorder). His provider, Charles Kennedy, Ph.D. has requested MT at the continued rate of 4 hours

Complete write up re Autistic spectrum conditions. Include in this the difficulties that those with these conditions have and the behaviour they may exhibit. How do you support those with Autism, who else may be involved and how do you ensure effective communication with autistic people. Give actual exampls of your support where possible.

Unit 4222-253 Introductory awareness of autistic spectrum conditions Learning Outcome 1 1) describe the types of difficulty that individual with an autistic spectrum condition may have with language and other ways of communicating with others The difficulties may show them self in some or all of the following ways: a delayed or complete lack

Amy Johnson just started first grade. She enjoys going to school because she gets to hang out with her little friends. She loves Ms. Kim, her teacher because she is very nice and lovely. One day Ms. Kim asked the children to get into groups so that can play a spelling game. When Amy was selected to spell “happy”, she completely forgot how to spell it. She was embarrassed. Ms. Kim believed she was just shy to talk in front of her classmates. The next day, Amy was told to read a three-word sentence, but she was not able to carry it out. Amy sometimes turned in her homework incomplete or late. Ms. Kim started to become concerned about Amy because she was showing learning developmental delays. Ms. Kim decided to contact the elementary school social

___ [NAME] reports significant social and functional difficulties. She has been unable to be successful at school after being an excellent high school student. She last tried community college a year ago, would do ok for a week or two and then stop going to classes, have decrease in motivation, retreat to her bed. This has also been a pattern in terms of working.

Her anxiety and depression interfere with her academic and interpersonal functions. She struggles to motivate herself to attend her classes. She is not coping well with her internal struggles. She is

According to the 2014 estimates from the Centers for Disease Control and Prevention (CDC), about 1 in 68 children have been identified as having an autism spectrum disorder (ASD); a rate that has been steadily growing over the past 20 years (National Autism Association, 2015). Increases in reported frequencies for ASD are most likely due to a combination of factors including broader diagnostic criteria and increased awareness as well as a true increase in the number of people with ASD (American Psychiatric Association, 2013). Autism it self does not effect life expectancy and, in general, people with intellectual and developmental disabilities (IDD) can expect to live as long as the non-cognitively impaired population (National Autism Association,

Anna is a beautiful, blue-eyed, red haired little girl. She is full of personality and I have enjoyed the time I have spent with her. Anna is tall for her age. According to the BMI calculator at https://www.bcm.ed (Baylor College of Medicine) Anna has a BMI of 15.9. She falls

Introduction Autism spectrum disorder (ASD) is a pervasive developmental disorder, which is characterized and diagnosed by social interaction and communication impairment and restricted, repetitive patterns of behavior and language.1 It is a debilitating and life-long disorder that affects health, relationships, and learning of affected children.2 It describes a continuum of mixed characteristics on main impairments in social and communicative abilities together with the presence of repetitive behaviors.3 It affects an estimated 1 in 110 children with an increasing incidence.1 Treatments vary in their effectiveness for treating children with ASD. Studies on the gluten-free and/or casein-free (GFCF) dietary intervention, which eliminates all

In the case study, Sara had several issues with social interaction. Sara prefers to read and write her books alone. She doesn’t understand the use of figurative language, and she struggles with recognizing which behaviors will be