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Case study introduction of autism
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The B.A.T clinical team met Evan’s mother, her partner, and his brothers, on November 9th, 2016, at their home. On this date the clinical team conducted an indirect functional assessment, which consisted of a parent interview and a review of ABA services in relation to Evan. The clinical team gathered information regarding Evan’s history (as outlined in the section above) and inquired about the challenges they encounter, including all behaviors that are of concern. Evan was not present during the visit. Mom reports a number of difficulties with overall development. In regards to communication, mom reports that Evan can follow instructions, however he needs a lot of prompts and/or she has to break down steps for him. Evan can also look when his name is called, complete one- step instructions, talk in complete sentences, and recall information. Mom reports that Evan can also ask questions, express emotions, understand jokes, tell jokes, and understand sarcasm. Reportedly, Evan can understand metaphors, idioms and lie. According to mom, Evan has “No filter” and “Often comes off as rude” or is she describes as “Very blunt or two …show more content…
honest”. Mom states that Evan doesn't understand that certain things he says can be hurtful. Mom also reports that Evan doesn't know how to accept or perceived complements. Evan also tends to think everything is his fault and has issues with self-esteem according to mom.
Mom also reports he knows pronouns and prepositions. Reportedly, Evan can call people, texts, Google, and start a conversation. Mom also reports that Evan tends to invade personal space, has issues reading social cues, and doesn't understand the concept of what a friend is. Mom reported that Evan is being bullied. Mom also reported that Evan displays a number of behaviors. Evan will slap his face and/or hit his head on his desk when he feels frustrated and/or anxious. Evan engages in this behavior one time every six weeks. Usually when he self harm's mom tells him to stop. Evan also wonders off in public whenever he sees a desirable item. Mom reports that Evan engages in this behavior once a month and when he wanders off she will look for
him. Finally, Evan struggles with daily living skills. To illustrate, mom reports that Evan eats too fast and puts his face too close to his plate during meal time. Reportedly, Evan needs reminders to wash his hands and that he doesn't know how to use the stove or oven. However, mom reports that Evan can use the toaster and microwave, tie his shoes, and do chores.Finally mom reported that Evan loses his homework, throws it away and/or usually will not turn it in.Overall, mom wants to learn ABA and learn how to comfort Evan when he is bullied. The B.A.T. clinical team conducted a reinforcement assessment (RAISD) and the Adaptive Behavior Assessment System Third Edition (ABAS-3) assessment with Evan’s mother, as well as reviewed some anticipated goals for Evan and her parents. Mom stated she agreed. The B.A.T. clinical team then concluded the observation. The duration of this assessment was approximately one hour and 15 minutes.
For example, a child with GAD can have a difficult time making friends, as well as participating in school or extracurricular activities. The feeling of being alone, embarrassed and being afraid are common among individuals with GAD. Likewise, they tend to strive for excellence and set unreasonably high standards for themselves. Even when there is nothing to worry about, children diagnosed with GAD constantly seek for approval and reassurance from family and friends. For instance, Chuckie constantly seeks for advice or guidance from his best friend,
In the last two years Family Video's employee retention has dramatically decreased. Employee retention has gone from sixty five percent to a staggering fifty two percent in the last two years. Family Video is currently growing at an average of sixty new stores each year. With this rapid growth Family Video must focus on how to increase the employee retention.
Case History: T.C. is a 13 year old, 2 month old girl in the seventh grade. T.C. lives with her parents and she is the oldest of three children. T.C.’s prenatal and birth history was unremarkable. T.C. was normal developing until 18 months old. By 18 months old it was apparent that T.C. was delayed in speech. In addition, she walked on her toes, did not make eye contact with others, had a terrible fear of loud sounds, cried frequently, and was a poor sleeper. She was evaluated before her second birthday and was diagnosed with Asperger’s Syndrome or related pervasion developmental disorders and has profound difficulty with social interaction. She has received speech therapy, with an emphasis on social skills training, intense therapeutic therapy, and occupational therapy. T.C. is in a regular seventh grade classroom with an aide to assist her throughout her day.
Cody was observed on September 14th, 2016.Cody, his mother, his brother, as well as the B.A.T clinical team were present to conduct a descriptive functional assessment, which consisted of direct observation of behavior and an Antecedent-Behavior-Consequence (ABC) narrative recording in the family home.
In the beginning of the short story we learn Alan’s parents didn’t find out about his intellectual disability until he was 16 months old. We can assume the doctor wasn’t able to diagnose Alan for over a year, because he still went through the Sensorimotor Stage, just at a little slower pace than other children. In the sensorimotor stage we know that children learn object permanence and the use of their 5 senses. We know from the way Terry describes him, he is passed the first stage of development. This puts Alan into the Pre-Operational stage. In the Pre-Operational stage we know that children are very ego-centric meaning everything is their way. When they talk they only describe what they know, because they fail to understand other minds. Alan does just that throughout the story. For example Terry stated, “He was unpredictable. He created his own rules and they changed from moment to moment. Alan was twelve years old, hyperactive, mischievous, easily frustrated, and unable to learn in traditional ways.” (The Village Watchman, Pg. 29.) We as students and educators watch children go through this stage they are much like Alan. Children have a hard time sitting for long periods, they act out and if they can’t learn something easily they get frustrated just like Alan in the story. Most children eventually move passed this unlike Alan, because they learn from educators and get through the obstacles. Alan is not able to be educated through school and textbooks like most children in the story instead, he is learning through his experiences and interactions with the world helping him to develop cognitively. Terry tells us that he would vocalize whatever was on his mind with punctuated colorful speech. (The Village Watchman, Pg.30.) This tells us that Alan has yet to think through his actions. He does not know that he is being rude in
Ben doesn’t have any interest in interacting with any of his family members, it is noted, “In fact, he completely ignores his sister.” (Perry & Condillac, 2003) He doesn’t use facial expressions or gestures such as pointing out his train to his sister, to communicate with others. Ben rarely looks at people even when they are trying to talk to him or when they try to get his attention and he rarely smiles. The third category is comprised of deficits in developing, maintaining and understanding relationships which includes difficulty adjusting one’s behaviour to social context, lack of interest in peers, and difficulties in making friends or sharing in imaginative play. Ben’s big sister tries to play with him but he rebuffs any of her attempts, or others, he ignores those around him, preferring to play by himself. Ben doesn’t pretend to make his train crash or go on train tracks nor does he make train sounds or use his imagination as to where the train is going or what it is
...e (My Virtual Child). Dominic is able to read a few short words, write his name and most of the letters in the alphabet. The results also mentioned that he is at an age appropriate level of phonological awareness and his language development is average in vocabulary and retelling a story (My Virtual Child). Cognitively, Dominic is not interested in little art projects and becomes frustrated when he works with blocks and shapes. Dominic is also behind mathematically when counting, identifying quantitative relationships and classifying objects (My Virtual Child). The parenting questionnaire suggests that we are slightly above average in affection and warmth; and we are in the top 15% concerning control and discipline.
Completed Studies involving ABA therapy have shown improvements in communication, social relationship’s, and school for children who suffer from Autism Spectrum Disorder. Results also showed that ABA also increased participation in family and community activities. MY theory involves creating individual customized intervention plans that will addresses the specific need of the participant, while also teaching the parent. Logically parents are our first teachers, and with that being said if parents are trained the progress would be more significant than without their participation.
Observation is very important in young children because that is how you get to know a child better. While observing how a child interacts with their peers, adults, and how they behave in different settings, you are getting to know the child without speaking to them.
Some people don't wan't to be the friends with the autistic people , because of their difficulty with language. According to the article "Autism" from the "New Book Of Knowledge " the author states that , "Difficulties with language include delays speaking in sentences and confusion of pronouns , such as : "me" and "I". Children with Autism may make their own words over and over again. " Another quote is from the article "Autism" where author states that , "People with Autism share problems with language and social skills, but it is important to remember, that every person with Autism is unique. " This quote means that Ted, and other autistic people have difficulty communicating with other people. My brother proved it , when he had a hard time communicating with others through the phone. Another problem is that he had an annoying phrase "Hrmm" , which he told to members of our family when he got confused , angry , or disappointed. Yet another idea from the article "Autism" is that, "Children with Autism have symptoms that can be grouped into categories , such as : problems with language and communication." This shows me that my b...
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
Did the child babble by 12 months? Were they able to respond to their name by 12months? Does he/she avoid eye contact and want to be alone? Depending on the answers, this child might be autistic. Autism is a term used to describe a group of complex developmental brain disorders. (Web Editors with Autism Speaks, 2005-2011). These disorders include significant social, communication and behavioral challenges. People who have Autism process information in their brain differently than others. (CDC&P, 2010). With early intervention and treatment, this child’s development will be greatly improved. Since the life of an Autistic child’s parent is always busy, they can use as much help and information as they can get. A life coach would be able to help this parent organize their busy schedule, which would help to better handle everything that an Autistic child needs to improve their development. By defining a course of treatment, establishing a schedule, and looking into the long-term results of early intervention, an Autistic child’s parents will be more likely to help the child’s development.
Seth is a 4 year old boy who was diagnosed with Autism. He is an only child and concerns about his development rose when he didn't engage in peek-a-boo or mimicking facial expressions/gestures. His parents, at a young age, would try to engage him or attain his attention with toys, songs, or games but Seth had no interest. Seth early made eye contact, didn't babble, or respond when his name was called. His motor skills developed at the appropriate age but at the age 2 Seth still had no words. His parents had his hearing checked, and the results came back that he was healthy, but he was diagnosed with autism and started to receive services through his public school at 3 years old.
Ever since Carly was diagnosed, she had been following the Applied Behavior Analysis. Her therapists, Howard and Barbara created their own curriculum to help Carly communicate. Although she went through numerous schools over the years, I believe ABA was very effective and because of the outstanding effort that was put towards Carly, they learned that she was quite capable of expressing her feelings. With the help of her communication device, she was able to improve her relationship with her parents.
This essay addresses seeks to evaluates diverse parenting approach by a parent-child observation. From observing developmentally appropriate and inappropriate interactions with the parent and child, I will learn how parents teach, guide, and influence their children. First, I will briefly describe basic Information of the child and parent that I have observed. Next I will discuss the parent experience with transitioning to Parenthood. Throughout the essay, I will be discussing the parenting goals and beliefs, parenting challenges and reflecting on parenting from the parent perspectives. Lastly, I will discussing my observation from the parent and child interactions.