Roger Ivans Asd Case Study

Individual counseling is a responsive service that involves one-to-one counseling with a student. Please use the case noted below to conceptualize the case and answer the questions on the rubric. Please use the rubric as your template for the assignment. That is, save a copy of the rubric as “Elementary School Treatment Plan”. Then, simply type your responses within the rubric template row and under each bulleted item. References will be included at the end of the document on a separate page in APA style. There is no required page length; just be sure to cover the rubric components completely and succinctly.

The next year and a half he suffered from severe depression and attempted suicide twice by drug overdose. For the past six months he had been seeing a therapist at the university’s psychological services center regularly. Upon coming to see another therapist there was previous diagnoses made on Steven by a private therapist a little while back. Mr. and Mrs. V. felt the need that their son need to continue seeing a private therapist but he had stopped the therapy his junior year for unknown reasons. He had been seeing a psychotherapist since he attended kindergarten. He was very quiet, did not speak much and was unresponsive at times to the environment. His kindergarten school psychologist noted his actions and conditions to be autistic like. Mr. and Mrs. V. immediately hired a prominent child psychiatrist to work with him regularly and whom later denied him being autistic in any way but stated he would need intensive treatment for many years. Steven was

Jennie Hobson is a 7-year-old European American female who attended a school for children with severe developmental disabilities. She was inexpressive within your classroom environment; furthermore, eye contact was a trait she seldom expressed. Customarily, when left alone Jennie demonstrated behavior of sticking out tongue, make strange sounds, and she would wrap her hand around her throat. Jennie has the ability to use crayon and manipulate paper which demonstrated outstanding usage fine motor skills. Jennie physical aggression exemplified her handiness; consequently, within a few seconds she could grab jewelry or eye glasses and throw them to the other side of the room (Kearney, 2012).

Cheely et al, had three aims for this study; first, is to assess the frequency and type of criminal charges experienced by youth with ASD, ages twelve to eighteen.. Second, is to examine and compare the adjudication outcomes for youth with ASD to a comparison group of non-ASD youth charged with offenses in the Department of Juvenile Justice (DJJ)

Kelly is experiencing postconcussive symptoms of irritability and concentration deficits, even though she had no brain trauma. Kelly is at risk environmentally of ASD because she sees her attackers on daily basis at school and if she out in public. Kelly has no cultural experiences related to her diagnosis. She is experiencing several dissociative symptoms such as; nightmares, avoidance of social groups and panic attacks. She is currently not experiencing any somatic symptoms.

I'm Maria Guadalupe Garcia, and a mother of four, the youngest having ASD. I tried to find a logical reason behind the diagnosis.Was it the Diet Coke I drank when I was pregnant of him or the coke we gave him to drink when he was a baby? Whose side of the family did it come from? How was his birth different than that of his brother’s? All of these questions, left unanswered, only increased my tension. I'm more at home on social care issues, and as a parent quite involved in issues around transition. I'm also an ABA technician for Centria Healthcare. Each and every time I worked with a new client, my son comes to mind. He may not had received the needed services. My family may not have been provided with the necessary support and information.

Another method that is commonly used as an intervention for students with ASD is the Early Start Denver Model (ESDM). ESDM is an inclusive behavioral intervention for infants to preschool-aged children (Dawson et al., 2009; Vivanti et al., 2014). The learning objectives are based on individual strengths and weaknesses, with a focus on developmental fields that are foundational to social and social-cognitive learning and development (Vivanti et al., 2014). The students with ASD work to enhance their verbal and nonverbal communication, emotion sharing, imitation, joint attention, play, social orienting, and attention (Rogers et al., 2012).

Once a child is born, the parents may ask questions such as what kind of child he or she will grow up to be. However, when the child is born with a disability, the line of questioning may change to how could this happen to my child or what do we do now? Receiving the news that one’s child has been diagnosed with Autism Spectrum Disorder (ASD) may shatter a parent as their child and family’s life begins to change. These parents are now faced with many obstacles in trying to do what they feel will be best for their child. Now imagine having a child and you believe that he/she is not typically developing, but you never know what exactly is going on with them. This lack of diagnosis tends to occur within ASD when it comes to diagnosing

I agree with you we van see clearly the different way to interact with object and people of an ASD child and a child without ASD. The first child is more interested to interact with a specific object for a long time while the second child wants to interact with a person and respond to social demands.Also, i think that its is important to include ASD children to regular classroom because they can have the opportunity to interact with peers and learn social skills, but the teacher should be capacity to manage a class with a child with special needs. Sometimes when the teacher doesn't have experience with these kind of children, she pay lees attention to the child with special needs because he has different way to learn and interact

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

After meeting with her pediatrician he decided based on her signs and symptoms, that screening her for A.D.D. wasn’t a bad idea, however he wanted me to try a different approach, starting with an at home observation of her concentrating and completing simple tasks. Initially I didn’t think the A.D.D. screening was necessary, but after taking the doctor’s advice, I noticed exactly what her teachers where saying. It was better to be safe and proactive, especially since her father had just recently been diagnosed with a mental disorder and I had recently been informed that A.D.D can be inheritied. I had been working in the healthcare field for over seven years and was unaware of the connection, I was in such disbelief and after asking some of the doctors I work for about A.D.D. and the diagnosing and treatment of it I began to get anxious and upset. No mother can ever prepare for anything to be wrong with their child, especially something out of their control. Extremely upset and confused, I prayed that my child wouldn’t need medication for the rest of her life to obtain a decent education and be able to to function normally in society. After following up with the pediatrician

health and well-being, and quality of life for individuals with ASDs. This section of the

The research describes Autism Spectrum Disorder (ASD) as having different “triads.” Simon Baron-Cohen (2004), a seminal researcher of ASD, identifies three triads related to ASD: triad of behavioral domains (social development, communication, and repetitive behavior/obsessive interests); triad of impairments (social interaction, communication and imagination); and triad of strengths (attention to detail, limited yet profound interests, islets of ability). Baron-Cohen (1985) hypothesized that deficits in a theory of mind might be a cause of the triad of impairments in individuals with ASD. The following paragraphs summarize the characteristics of ASD and the theory of mind hypothesis.

The student in this case study is an African American male. He’s ten years old, and will be a fifth grader in the fall. He’s the oldest of four children. His hobbies include riding his bike, swimming with his siblings, and watching movies on his tablet. He loves video games, and anything that involves Spiderman. Furthermore, this student is an average kid. This student’s family describes him as an introvert. He wears corrected lens to correct his far sighted vision problem, and was also diagnosed with acute asthma. The parents began to suspect that the student might have a disability when the student was about four to five years old. Until this time, the student seemed to progress through the developmental stages normally. However, his parents started noticing that something was wrong with the student’s speech. Once he was enrolled in school, the school staff followed the proper procedures, and consequently the student was referred for special education services based on the following: a

A.4. Impact. There is a critical need to design a novel strategy targeting ASD risk genes involved in the convergent pathways. Intriguingly, many of the genes implicated in ASD converge onto a few major signaling pathways: the synaptic function, chromatin remodeling, transcription, MAPK and Wnt pathways(6, 20, 21). Although it would be unlikely to have one treatment for all causes of ASD, genetic results present a possibility to target the convergent pathways or circuits thereby limiting the number of interventions. Among ASD risk genes, β-cat not only is a well-known essential component of the canonical Wnt signaling (81, 82), but also plays roles in other convergent pathways: synaptic function(83, 84) and epigenetic/ transcriptional