Case Study : High Level Autistic Disorder

1) explain why it is important to recognise that each individual on the autistic spectrum has their own individual abilities, needs, strengths, preferences and interests

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

During the second quarter, Lisa Beresford and I have met weekly or sometime more. Our discussions for this quarter have been focusing on several different topics. First, we have discussed different transition activities and strategies that we can use to help the students to be successful. We have discussed transition plans (IEP portion), for students that want to attend the CTC next year, and also students that are graduating this year.

Parents reported a number of concerns with Lukas behaviors. To illustrate, parents reported that Lukas is verbal and he can talk in full sentences. Despite Lukas’s ability to talk, Lukas has difficulty with greeting unfamiliar people. To illustrate, when initially greeted by the clinical team Lukas made eye-contact with the clinical team and then walked away. Dad told Lukas to respond but, Lukas did not comply. According to dad, Lukas can comply, however his compliance is inconsistent. To illustrate, Lukas can comply with two-step instructions. Dad also reports

I found your family to be very interesting as well as the treatment you suggested. Families of children on the autism spectrum experience strong emotions such as loss and sadness, worries about the ability to cope, and frustration and isolation in settings that appear unresponsive to their needs (Broderick & Blewitt, 2015). The family seems to be having a hard time with Joey being Autistic. I believe that their attitude plays an important role in the way that Joey is developing. The fact that they don’t see him as being normal already says a lot. I believe that some education is needed on the family’s part. Children who have Autism and receive early intervention can do very well. I think that a support group for the family would

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 per week for 120 days.

My vibrant 5-year old boy had begun losing his abilities. Monroe had always excelled with his speech, reading, and understanding of the world around him. He had never struggled to make friends

Kirit is a 6 years old boy who was diagnosed as having autism spectrum disorder. He is raised in a bilingual environment by his mother and grandmother and communicates both in English and Telugu. His grandmother lives with Kirit and takes care of him when a mother is at work. With the beginning of a new school year, his family moved and he began attending a new school. Kirit was placed in a general education class and is transported to school in a special education bus.

The purpose of this paper was to research fully-developed strategies available for educators to utilize who may have the opportunity of working with an Autistic Spectrum Disorder (ASD) student in their general education classroom. It may be as a teacher, an associate, or a paraeducator. With a shift toward inclusive classrooms, it is not uncommon to see special needs students learning alongside their typical peers. ASD students have deficits within four engagement categories -- auditory, visual, social, or physical. They may struggle in one, all, or any combination of the four categories. ASD issues involving auditory engagement can be lessened by the use of cues, prompts, and song transitions. ASD deficits involving visual engagement can be

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

The recent rise in the diagnoses of Autism Spectrum Disorders, or ASDs, is alarming parents and doctors alike, and has also given rise to the question of why the rates of diagnoses are increasing. There are many hypotheses on why the Autism rates have been increasing, and they range from the availability of better medical care and the knowledge of the early warning signs, to what a child eats during its early years and environmental toxins. There are also many who believe that diagnosing a child at an early age is beneficial, and others who believe that an early diagnoses could hinder a child from reaching their full potential due to a ‘label’. Autism Spectrum Disorders are a serious matter, often involving the need for specialized medical

Most Autistic kids have different abilities and have different thing they can not do . It is important to raise awareness for kids with Autism. Most people do not realize how many kids are

Every human being has a different way of perceiving life. Some people love to hang around their pairs, while others just prefer solitude, some are extroverts and enjoy parties and long conversations and others may just stay home playing video games or an instrument without having any additional contact with family or friends. This may be a personality trait but in some cases it might be a biologically different way of functioning.

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.