Get Answer: Autism Spectrum Disorder Question Guide
Students often encounter this when studying fundamental concepts.
What This Question Is About
This question relates to autism spectrum disorder and requires a structured academic response.
How to Approach This Question
Structure your response with introduction, analysis, and conclusion.
Key Explanation
This topic involves autism spectrum disorder. A strong answer should include explanation, application, and examples.
Original Question
Autism Spectrum Disorder Help me to create a report on the mentioned case study, giving strategies you would put in place to support when writing the report. For case study you must ensure you include the following: Recognise diagnostic processes used, including assessment tools, diagnostic categories and core areas of functional impact identify issues which impact the individual, their families and/or carers ensuring personal values are considered when planning and implementing support activities provide and implement a range of interventions and supports that are effective for the individual and to support learning styles, ensuring they are measurable and evidence-based Conduct support activities which promotes person-centred outcomes You may need to make assumptions when writing your report to justify your reasons for strategies used. Also consider: what ongoing professional development you would require to maintain service delivery outcomes the legal and ethical framework when working on support strategies: are you working within your scope what are relevant statutory and legislative requirements surrounding this case what are professional standards you need to think about Within the report You are required to satisfactorily address the key criteria, 1 Plan intervention and support strategies Recognised what tools , assessments and/or categories have been used for individual Understanding of issues which may impact on the individual and/or family Consideration of personal values and attitudes of individual when planning strategies Professional development that could be taken to maintain quality service delivery 2. Responding to the needs of the individual Provide a range of support and/or interventions Ensure effectiveness of support and/or interventions Implementation of strategies are done in collaboration with assessments made on individual Variations of learning styles are considered Ensure person-centred outcomes are achieved Ensure strategies implemented are measureable and evidence-based 3. Work within legal and ethical framework Values, philosophies and standards of the sector are considered Understanding of working within scope Statutory and legislative requirements are taken into consideration CASE STUDY 1 – CALLUM Callum is 12 years old and was assessed in Primary school as being on the Autism Spectrum. Callum’s grade 6 teacher describes him as an intelligent, talkative and energetic child who shows keen interest in Science and Mathematics. Callum has developed and maintained a small number of friends, however Callum’s social skills are limited and he tends to avoid interacting with other children in his class unless he has to. He has been the subject of some bullying at school by a child he initially believed to be his friend. This experience has made Callum wary of establishing new relationships. Callum has also been bullied as does not like students to shorten his name to “Cal”. Students have identified this and will try and provoke Callum on occasions. Callum likes routines. When given a clearly articulated task, Callum will work consistently and methodically toward finishing it. He can become quite upset if called away before he has had time to complete it. He tends to find open ended or creative tasks more difficult. If he loses interest in a task he has difficulty concentrating and can become noisy and distract or annoy other children. A number of strategies (such as 5 minutes of physical activity in a specific area in the classroom and breaking a task down into very specific steps) have been put in place to support Callum in managing his high energy levels and lapses in concentration. These have been very effective in supporting Callum to achieve better learning outcomes and have helped reinforce more positive classroom relationships with peers. Callum has excellent relationships with family and his parents have been proactive in working with the primary school community to develop effective strategies to manage his sometimes unusual behaviours. They are concerned that Callum has become less compliant and more withdrawn over the January holiday period. He has demonstrated high levels of anxiety about starting school and has been spending more time than usual in his bedroom away from his family. Callum has a sensitivity to loose clothing, preferring his limbs to be completely covered. He has shown some concern about his summer uniform, claiming it is uncomfortable and makes him itch. He is also expressing high levels of anxiety about his new routines, including catching the school bus. His increased anxiety levels have placed significant additional pressure on the family and his mother in particular is worried about ensuring Callum has as smooth an entry into secondary school as possible. Callum’s parents have met with the Secondary School Year Co-ordinator, Student Support Services Officer and Deputy Principal to discuss Callum’s needs and various strategies that can be used within the classrooms and school to support Callum in managing the high school environment and new routines. A Learning Support Plan has been developed to assist Callum in transitioning to his new school. The school has a number of students with autism attending and want to link Callum into some already established supports, such as visual cues and a Homework Club for students with learning difficulties. Callum is an intelligent and energetic teenager. If however, he loses interest in a task, he has difficulty concentrating and can become noisy and distract other students.
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