Autism Case Study
Autism Case Study
Autism Case Study
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characterized by difficulties in the development of social skills, speech, repetitive behavior, and
non-verbal communication. Children suffering from this disorder have problems while
constructing a plausible speech. Some words do not come out clearly, and the child may be
unable to pronounce world entirely depending on the level of effects. Their weak social skills can
identify such kids (Carl, 2015). There is a high-level inability to socialize. As such, these
children in most cases are felt lonely and prefer to spend more of their time alone.
The use of non-verbal communication may be affected. These include expressing their
Additionally, there is a high tendency of repetition while speaking. Autistic children will always
show difficulties while communicating because of more repeated words (Carl, 2015). Therefore,
People suffering from this disorder have unique strengths and differences. As such, there
is a wide range of autism conditions. A child can have one condition or a combination depending
on its genetic composition (Carl, 2015). A child can portray difficulties in social skills and
communication at the same time. When this happens, the child will always be alone, and when
subjected to a group of other kids, it will not create an interactive environment. In some children,
the condition may become severe especially when there is a combination of two different
conditions of autism like repetitive behaviors and lack of spoken language. The interference of
There are different methods through which one can use to diagnose autism among
children to ensure early age solution. The following is the criteria to be used to diagnose the
conditions of autism.
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The presence of persistent deficits in social communication and social interaction. It can
maintaining, and understanding relationships. The severity of these conditions is based on social
communication impairment.
In the restricted, repetitive patterns of behavior, interests, or activities, the condition can
be manifested by conditions like repetitive or stereotyped motor movements and use of objects or
behavior such as extreme distress at small changes (Howlin, 2016). The child may also have
highly restricted or fixed interests such as strong attachment to or preoccupation with unusual
identified in Molly, she has a problem with the sensory motor as she does not feel pain when
slapping herself.
The symptoms are present at early developmental age but may not be fully manifested.
The condition of Molly can be identified to determine the category of the disorder and classify
the type of disorder (Howlin, 2016). This will make it easy to administer special treatment when
needed. Some of the communication problems that Molly is likely to have include inability to
maintain eye contact, communicate effectively, use facial expressions, use non-verbal
communication like gestures, and over-repeated words. The child with conditions of ASD show
self-absorbed traits and always appear to exist in a private world with limited ability to
communicate successfully and interact with other people. Language development among the
children with ASD show difficulty in language development. Further, they seem not to
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understand what others say to them. Here, the primary language has not developed fully
internally. Such child cannot communicate through the use of facial expressions.
Molly will not be able to make an effective speech. Since social development has not
taken part completely, the child will show an inability to speak clearly or make audible sounds.
At first, she will appear to have low self-esteem and lack of confidence in whatever she is
saying. As such, she will opt to remain silent and fail to respond to most of the questions asked.
However, the failure to respond to these questions will not be facilitated by lack of information
Another communication aspect that she can be identified with is the inability to extract
meaning from simple sentences. As such, she can also not construct simple sentences. In other
instances, autism can inhibit lingual communication, but the child has rich vocabularies and can
communicate in written form. In this case, the autism will have affected speech-language, and
the child has not developed social skills for communication. Therefore, this communication
problem can be addressed through encouraging the child to read and write simple words and
sentences. In most cases, the language development may take longer, but eventually, the child
will have social skills necessary for communication (Howlin, 2016). To address the issue of
communication as identified with Molly, the teacher can use simple teaching approach (Howlin,
2016). As such, she will be exposed to a customized method of learning to ensure that she learns
using the technique she is comfortable. The tailored teaching approach will be implemented in
To address the behavioral aspect of autism, the teacher needs to use the powerful tools of
operant learning that will solve the symptoms of autistic spectrum disorders. Here, each social
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symptom will be addressed as a separate social entity and the approach to solving each behavior
implemented (Lord, 2016). The use of social motivators to molly will help in shifting her
attention from abnormal sounds like vacuum cleaners and fans to human sounds and concentrate
on word sounds. This will help her to develop interests in speech as well as social skills for
communication.
Molly needs to be exposed to children with proper social development to shift her
interests from a willingness to be lonely and develop a habit interacting with others. Probably,
this is slow but an effective approach of forcing her social development. In most scenarios,
failure in social development occurs among children that lack exposure in different social
settings like playing with other kids from birth (Lord, 2016). The effects will result in the kid
developing a negative attitude towards other kids and opt to seclude herself. As such, Molly
should be forced to spend more time with other kids with good social skills.
The cognitive development for Molly can be stimulated by identifying her strength to
suppress the weaknesses. For instance, the teacher can determine the method of communication
that she can efficiently use and use it to suppress other areas and develop social skills.
When slapping herself, it indicates that her sensory motor is not working effectively and
she is numb to pain. Here, special attention is required. Approaches like QST massage allows
reversal of ability to feel touches (Lord, 2016). The approach has been identified as an effective
method of improving the bonding by restoring the conditions of the sensory nerves to normal.
Additionally, it can also be used to stimulates social development and eliminates the autistic
behavior.
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References
Carl, F., & Hardan, A. Y. (2015). Autism spectrum disorders. Handbook of Developmental
Psychiatry, 463.
Howlin, P., & Moore, A. (2016). Diagnosis in autism: a survey of over 1200 patients in the
Lord, C., Cook, E. H., Leventhal, B. L., & Amaral, D. G. (2016). Autism spectrum