Life Course Transition Case Study

Specific data in regards to the individual’s social development and behaviour is collected. Inquiries about core ASD symptoms including, unusual, or repetitive behaviours and social relatedness are done, the family’s input is important.

There is little research to examine experiences and needs of individuals with ASD, or proper and effective support systems such as educational and family support needed for young adults making this transition. Most information that is provided on this topic is based on professional’s experience and knowledge. It is essential more research is provided to develop programs to help individuals transition from secondary education to higher

ASDs are chronic conditions that begin in childhood and have potential to affect outcomes into adulthood. Primarily, ASDs are neurodevelopmental disorders. They are characterized by heterogeneous severity of the core impairments (social interaction, communication, behavioral). Their other symptoms include language delay and intellectual disability. Although ASDs have not been reported to be completely cured, the evidence-based interventions have been reported to improve the core impairments and their other symptoms. However, because of the expense associated with behavioral interventions, financing these evidence-based interventions to improve outcomes for children with ASDs has often been the subject of debate. In fact, to improve access to behavioral interventions for children with ASDs, several states have passed mandates. Additionally, evidence suggests improvement in insurance coverage for children with ASDs after the passage of mandate. Therefore, economic evaluation of evidence-based interventions for children with ASDs can contribute to development and dissemination of best practice standards, and also support policies to ensure access to effective

Roger Evans is a 5-year-old enrolled in general education kindergarten classes. Roger has been identified as having ASD during a routine check-up at the age of three. Roger’s parents had been unemployed and receiving government aid. Roger’s parents have not been taking advantage of supportive resources. Mr. and Mrs. Evans have not informed the school that Roger has been identified as having ASD. During the first week, Roger’s teacher Ms. Moore observed Roger sporadically sitting by himself during lunch and recess rocking back and forth and hitting himself in the face. Ms. Moore also noticed that Roger was anti-social with his peers. Ms. Moore recorded her observations for two weeks. Roger’s behavior became a daily occurrence. Ms. Moore met with the principal, counselor, special education, and Roger’s parents to discuss her concerns. Roger’s parents admitted that Roger had been identified with ASD and has been fine at home.

Transitioning to adulthood can be an extremely hard time for individuals diagnosed with ASD. Adulthood brings about new responsibilities and many lifestyle changes that can not be made smoothly unless the individual has been pushed to develop and grow properly, and given the opportunity to thrive. Families often succumb to the stress of trying to raise a child with a disability, which can lead to abuse, neglect, and overall lack of care of the individual. There tends to be a higher divorce rate among families with ASD. In fact, the divorce rate is five times higher than those families with “normal” childhood development (Van Hecke, 2010). This can be due to the added stress ASD can cause on the family. Added stress can come from confusing, often contradicting interventions that doctors often recommend to the family. On average, children with ASD are put through seven different intervention programs at one time, which clearly puts financial strain on most families (Magro, 2016). Sibling relationships also tend to deteriorate over time as they get older and are not able to keep bonds

The ability for families to remain strong and thrive during difficult, emotional experiences in raising a child with ASD is new to ASD literature (Whitehead, et al. 2015). Families show individual coping responses such as avoidance, disengagement, self-blame, denial, and emotional venting (Whitehead, et al. 2015). In comparison, action oriented strategies include planning, acceptance, and positive transformations (Whitehead, et al. 2015). The combination of behavior and emotional problems exhibited by children with ASD are major contributors to family and caregiver stress (Whitehead, et al.

There is little research to examine experiences and needs of individuals with ASD, or proper and effective support systems such as educational and family support needed for young adults making this transition. Most information that is provided on this topic is based on professional’s experience and knowledge. It is essential more research is provided to develop programs to help individuals transition from secondary education to higher education, this could decrease stress, anxiety as

The impacts on the family tend to vary according to the severity of the individual with ASD (Seth, 2011). The first major impact on the family is the struggle of adaptation to the child’s behavior and communication. In their comprehensive study of the stress and quality of family life in the parents of children with ASD, McStay et al. (2014) found that more severe levels of symptoms and less social support led to higher stress and lower quality of life for the father. This also is an indication of the differences in stress among parents according to their gender. Maternal stress was higher when there were lower levels of family sense of coherence (FSOC) and higher levels of the child’s external behavior. McStay et al. (2014) also concluded that further research needs to be conducted on the effects on the parents of the time spent caring for a child with

Differing types and severities of intellectual disabilities and the age of the disabled individual creates distinct necessities unique to each family. Caring for children with disabilities is associated with a range of needs including adaptive equipment, medication, educational services, home modifications, and specialized therapies to help maintain their optimal well-being. Disabilities are accompanied by a range of immediate and long term economic costs that affect the well being of the individual, the family and society. Stabile and Allin broke down the costs into two categories: direct out-of-pocket costs and indirect costs. Direct out-of-pocket costs refers to costs that are a result of the disability and indirect costs refers to the costs based on the family’s decisions on how to cope with the disability. The primary effect of these costs

The article by Chiri & Warfield (2012) address the issue of unmet health care need of children with ASD through determining “four core health care service (routine preventative care, speciality care, therapy services and mental health care)” (p. 1082) and two kinds of problems related to health and provider access. The authors of this article used the Behavioral Model of Health Services to further apprehend why children with ASD have a do not receive the health care that they need. This model has three sets of classification which include predisposing, enabling and need. Predisposing is a classification that identifies the child’s demographic information such as their age, language, race, gender, and ethnicity. Enabling is more about the capacity of the family

It is also putting a strain on parents, the educational system and others. Parents not only have to live with the behavioral and emotional aspects of the affliction but ASD is also an expensive affliction monetarily. Although a cure doesn’t appear anywhere I site, it is being studied and the scientific community is working toward better and better treatments in order to make the lives of those with ASD and those who take care of people with ASD much easier.

Children with ASD find it challenging, but can find it easier to use eye contact or gestures to get someone to stop doing something. For example, he or she doesn’t like the way their mum put their toys back. They find being in the middle of attention hard, for example, the need to develop communication and language skills. For example theirs a picture of a dog, but he or she is looking somewhere else their distracted, it will be difficult for he or she to learn the association between a picture of a dog or a cat and the word ‘ dog’ or cat’.

Therefore there are many reasons why teacher who are involve in teaching children with ADS should have a specific skills in teaching them with different types of strategies that would be useful in the future. Teaching a child with ADS would be different than teaching a child with normal ability as it said that the cognitive brain development of a child that suffers from ADS is slower compared to a normal child with normal brain capability and understanding. According to one of the researcher in the journal that I have chosen, Simpson (2005) said that he warns that professionals’ and caregivers’ reliance on untested methods and dependence on strategies that have limited evidence have resulted in unrealistic and unreasonable expectations for students and have hindered the potential progress of students with ASD. In some of the situation, some of them out of their own awareness, they might be out of their social cues and interaction.

Up until the eighth grade, I wasn’t certain what I planned to do after high school, I had at least four different plausible career choices, and none of them were exactly conceivable. It wasn't until I took a Gateway To Technology class, that I discovered the Engineering field. It was the first year the school district had introduced the program, and it sounded intriguing. Our instructor gave us a research assignment; to explore different engineering fields and how they help the community.

Transitions throughout a person’s life course, can introduce positive or negative impacts on their everyday lives. Looking into a life course perspective, the concepts include; age, relationships, life transitions and social change. Presenting the concepts of the life course, a historical context and development pathways are mentioned of people’s experiences towards social change (Hutchison, 2007). Transitions in life can often lead to emotional upset, which becomes a concern for society, as well as through positive transitions, which can create new learning and life changes. Many factors of transitions in relation to Children, Young People and Families, can have impacts to development. The main transition within this assignment is the transition