Ilm Case Study Child

“Work to view my autism as a different ability rather than a disability. Look past what you may see as limitations and see the gifts autism has given me…Be my advocate, be my friend, and we’ll see just how far we can go” –Ellen Botbohm, author of Ten Things Every Child with Autism Wishes You Knew.

This developmental disability has some range of conditions which can be challenging. There is to say that there is not just one kind of autism, they exist many types, and each one of them are because of environmental influences and genetic heritage or combinations, (Benaroch, R, 2016). They are some remarkable facts about whom have this disorder; an estimated 50,000 teens with autism become adults, around one third of the people with autism remain nonverbal and almost one third possess intellectual disability, Autism Speaks (2017). Since nowadays they are so many people dealing and taking care of kids with autism disorder it is of great importance for us, their families, to count with society's

The method describes the participants as two children diagnosed with autism and had language skills that were appropriate for the Social Stories intervention. The participants were in two different general education kindergarten classrooms, full-time at a public elementary school. The fist participant, Matt, was a 6-year-old Asian American boy who had a teaching assistant assigned to his classroom and the second participant, Ted, was a 5-year-old Caucasian boy who had a teaching assistant assigned to accompany throughout the school day. The participants received training sessions one to four times per-week that were conducted in private rooms for 10 to 20 minutes in the morning before class at each participant’s school. The participants only read Social Stories that only pertained to their individual targeted behaviors for intervention. The stories used had no pictures, only large text on white paper. The participants were read one story per

The story “let me hear your voice” is told from the perspective of Catherine Maurice and the challenges she faced to help her children overcome autism. Catherine has three children, her first child was Daniel who was nurotypical and is considered a “normal” child. Her second and third children were Anne-Marie and Michel respectively, and they were both born with autism. Anne-Marie is described as having a “delicate face, with porcelain skin and faint roses in the cheeks and framed by wispy brown curls” (Maurice, 1993). Anne-Marie was reported as shy and introverted when she was about 13 months but ahead of other children her age. She would play in one spot for hours and never really crawled around but could say simple sentences like “hi daddy” when she was only 15 months. She would cry a lot and did not like unexpected events or to be away from her mother for too long. Anne-Marie began to regress a little later in the story; she didn’t really speak as much anymore but could repeat things that Catherine said like “car” and “cookie”. Anne-Maries tantrums grew worse as well and would sometimes bang her head on the floor when she was particularly moody. She was cared for by her mother Catherine, her father Marc, and her nanny Patsy. Michel developed a little differently than Anne-Marie. At one year old Michel was walking, talking, eating with a fork, and can say the word “no”. Michel was also friendlier than his more withdrawn sister at that age. His language skills were delayed

At the autism conference that was held on April 12, 2017, Slippery Rock University provided a few different speakers to talk about different aspects of autism. Ms. Rebecca Klaw was the keynote, and she focused her topic on steps to inclusion through the lifespan. Dr. Jan Singletary focused her topic on sensory issues and inclusion. Dr. Rishi Parikh focused his topic on social anxiety and inclusion. Following these speakers, we had a panel of self-advocates and family members speaking about their personal experiences on autism.

This paper has been composed to discuss the formulation of a plan for a student, who has been identified as having Autism Spectrum Disorder, and is currently receiving support services for speech and occupational therapy. An effective plan for collaboration with the occupational therapist and speech therapist as well as how the general education teacher will be supported will be described in the document. This paper will also discuss how behavioral observations have been used in the general education classroom to develop an intervention program that will meet the student’ s IEP goals and the services that are being provided meet those goals. The following will furthermore describe how the environment will support the student within the general

The Center for Adaptive Solutions (CAS) serves children ages 3-21 diagnosed with conditions which qualify them for services as per the Individuals with Disabilities Education Act (IDEA, 2004) . These conditions include, but are not limited to, Autism Spectrum Disorders (ASD), specific learning disability (SLD), Intellectual Disability, emotional disturbance, and speech and language impairments. CAS serves children from a wide range of ethnic backgrounds, and therefore aims to display utmost cultural sensitivity when working with clients of varying backgrounds. Staff strive to consult parents and guardians when developing treatment plans, to ensure cultural values are considered and respected during the implementation of treatments.

This case discusses a 4 year-old girl with high functioning autism that has issues with her emotions and effective communication. For my research, I used observations of the child, interviews with significant people in her life, like her parents and teacher among others, books and the internet. The child can function in an inclusive classroom with the proper guidance and instruction.

I took over a maternity leave for a classroom teacher in a District 75 school. It was a self-contained classroom with a 6:1:2 ratio with three boys and three girls all diagnosed with Autism Spectrum Disorder. The children’s nationalities range in two are Hispanic, two are East Asian, one is European and one is of African descent. The students’ primary language is English and their ages range from 6 ½-8 yrs. old. The students are all high functioning and they are all verbal. The classroom students receive a variety of services individually and there is push-in instruction for whole classroom support. The supports and services include occupational and physical therapy speech, as well ESL. The day starts when the students enter the

Every single day is a struggle for an autistic child and his or her family. Autism affects all aspects of a child’s life from their ability to show affection to their family to being able to do simple tasks such as communicating and thinking in ways that we take for granted. Autism is defined as a developmental disability in which children experience abnormalities in social functioning, language, often act in puzzling ways, and usually appears before the age of three (Mash &Wolfe, 2010). Although the exact causes of autism are unknown there does seem to be a strong genetic component. Having a child or family member with autism is a constant battle of emotion and frustration. Everyone wants to help the people they love when they have

Bryna Siegel is well respected in the autism community she holds a PhD in Child Development and a MA in Education from Stanford University and is author of four books on diagnosing and treating autism spectrum disorders. Her credentials alone established trustworthiness and creditability appealing to the ethos appeal she knows what she is talking about and I can trust exactly what is stating based on her educational and experience in the field. This book covers fundamentals of learning for individuals diagnosed on the autism spectrum disorder. In this book, she discussed the challenges individual on the Autism Spectrum Disorder (ASD) face. The intended audience for this book was the parents and professionals seeking to find the best treatment for an individual on the spectrum based on learning styles. This book was easy to read and could be easily understood by whomever reads it. Bryna stated that effective treatment was based on individual’s needs. She claimed that, "in order to help individuals on the spectrum that we must identify social autistic learning disabilities" (Bryna). Which were identified as Autist learning disabilities of communication and autism learning disability and skills of daily living. Bryna mentioned methods such as Applied Behavioral Analysis Therapy which utilized discreet trials and training methods. I was quite impressed with the amount of knowledge this author expressed. This book had a lot of the logos appeal, she had a lot of facts and evidence which backed her claims. The book itself was very informative and effective with a serious educated

Individuals take for granted the luxury of embodying qualities such as communication, interaction, and social and motor skills. Although, individuals may determine the aforementioned skills are more difficult to obtain because of a disability. Autism or autism spectrum disorder is a developmental disorder that effects many children in the United States of America. Communication, interaction, and motor and social skills are usually effected in the autistic child. According to the Centers for Disease and Control Prevention (CDC), an estimation of prevalence rate for autism spectrum disorder individuals is one in 68 children in the United States of America (CDC, 2016). Early intervention in the form of

The Early Education School Kit (formerly iLearnNEarn2 - Age 1-7) application is a collaborative instruction-cum-exercise program for children with autism and other special needs. Developed in partnership with Eden Autism Services, the application consists of an extensive amount of techniques from several learning sections. Parents can work as a unit with teachers to make sure what the child grasps in the classroom are equivalent to what is portrayed at home. Developed by Colorskit, early education school kit was created to find solutions for children with special needs. The solutions contained a technology platform with application systems for early screening, assessment and intervention. The current target on improving education for all students

Numerous studies have been conducted showing the daily lives of children with autism spectrum disorder, and the battles the parents have to face. According to the National Institute of Neurological Disorders and Stroke (2015), “Autism spectrum disorder (ASD) refers to a group of complex neurodevelopment disorders characterized by repetitive and characteristic patterns of behavior and difficulties with social communication and interaction.” As someone who lives with an autistic child, the daily challenges faced are enormous. Autistic children tend to have specific daily routines, and if those daily routines are disrupted, it greatly upsets the child. The following scholarly journals all discuss the lives of autistic people along with a perspective of their parents.

Autism is a complex disability, as the way it manifests in each child differs in severity across numerous characteristics. Children diagnosed with autism qualify to receive special services and a “free, appropriate public education in the least restrictive environment” under the federal legislation, Individuals with Disabilities Education Act (Hunt & Marshall, 2012, p. 15). Autism was added to IDEA in 1990 as a new disability category. The legislation defines autism as “a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects a child’s educational performance” (Hunt & Marshall, 2012, p. 301). The “Rules for the Provision of Special Education” from the State Superintendent of Public Instruction of Washington state also outlines eligibility and individualized education programs for children diagnosed with autism (Rules for the Provision of Special Education, p. 11 & 46). Furthermore, the DSM diagnoses autism when a child shows “qualitative impairments” in social interaction, communication, and “restricted repetitive and stereotyped patterns of behavior, interests and activities” (Hunt & Marshall, 2012, p. 302).