For The Last 19 Years Of A 20-Year-Old Student With Autism

For The Last 19 Years Df A 20 Year Old Student With Autism Has Be

For the last 19 years, D.F., a 20-year-old student with Autism, has been accustomed to a predictable daily routine that included attending school in the morning and returning home to his parents. His mother would take him shopping on weekends, and his father enjoyed taking him fishing. Their routine also involved watching movies and eating pizza every Friday night. However, this stability was disrupted over a year ago due to his parents' separation. Initially, his parents concealed the separation by continuing to live in the same house but in separate areas—his mother in the basement and his father in the upstairs bedroom.

Following the conclusion of the divorce in June, the situation significantly changed. D.F.'s father moved in a new friend, and his mother was asked to leave the family home. D.F. then spent about six months shuttling between two residences until his mother remarried and moved to a different state for several months. Currently, D.F. resides with his father and his new family, maintaining contact with his mother primarily through FaceTime. D.F. heavily relies on routine and structure, and any disruptions—regardless of size—trigger challenging behaviors.

As a result of these changes, D.F. experienced a drastic transformation from a previously joyful and cheerful boy to someone showing persistent feelings of hopelessness, frustration, and loss of interest in most activities. He has exhibited suicidal thoughts and aggressive behaviors directed at himself and others, which have significantly impacted his performance both at school and at home. D.F. internalizes blame, believing he is responsible for his family’s breakup. In response, his teacher requested a parent conference to discuss concerns about his worsening behavior.

The initial meeting was emotionally charged, preventing issue resolution. To better understand and address D.F.'s needs, the teacher consulted the district’s secondary Special Education instructional specialist. The specialist observed D.F. over a week during both structured and unstructured times and reviewed his Behavior Intervention Plan (BIP), behavior notes, and reports from teachers. One recommendation was to involve the family more actively in intervention strategies.

In an effort to support D.F. holistically, the teacher assembled a multidisciplinary team comprising a behavior specialist, occupational therapist, social worker, counselor, paraeducator, D.F., and his family members. D.F. receives ongoing behavior consultation services monthly. Dr. D., a behavioral specialist consultant familiar with D.F., has worked with him since middle school and manages his extreme sensory overload episodes through sensory diet accommodations provided by Mrs. F., an occupational therapist.

To understand the impact of family dynamics on D.F., the team engaged additional support from the school’s social worker and counselor, aiming to address his emotional well-being and daily functioning. At school, D.F. is assisted by a 1:1 paraeducator, who has been working with him for less than a year. Since the start of the academic year, D.F. has refused to complete schoolwork and has stopped participating in on-the-job training activities, reflecting his deteriorating engagement and emotional state.

Paper For Above instruction

Understanding the profound impact of family disruptions on students with autism is crucial for developing effective educational and behavioral interventions. D.F.'s case exemplifies how stability and routine are vital for individuals with autism spectrum disorder (ASD), as well as how familial changes can trigger significant emotional and behavioral challenges. This paper explores the implications of family upheavals on students with ASD, emphasizing the importance of multidisciplinary approaches for intervention and support.

Individuals with ASD often rely heavily on predictability and routine to navigate daily life comfortably. Disruptions, such as parental separation or relocation, can be particularly destabilizing, leading to increased anxiety, depression, and aggressive behaviors, as observed in D.F. The literature underscores the importance of understanding the sensory and emotional needs of students with ASD during times of change (American Psychiatric Association, 2013). Sensory overload, for example, can exacerbate behavioral challenges, necessitating targeted interventions like sensory diets that help regulate sensory processing (Schaaf & Lane, 2015).

In D.F.'s context, the involvement of a multidisciplinary team was critical. A behavior specialist provides tailored strategies to manage behavioral issues, while an occupational therapist addresses sensory needs. The social worker and counselor play vital roles in supporting emotional health and family engagement. The team approach aligns with best practices recommended by the National Autistic Society (2018), emphasizing collaborative, individualized interventions to promote stability and emotional resilience.

Furthermore, family engagement is a cornerstone of effective intervention for students with ASD. Family involvement allows for consistency in applying behavioral strategies and promotes generalization of skills across settings (Guralnick, 2017). In D.F.'s case, his parents' separation and subsequent life changes disrupted his familiar routines, leading to behavioral regression and emotional distress. The team’s effort to facilitate communication between D.F. and his family through FaceTime and other means aims to maintain his connectedness and sense of security.

School-based interventions must be adaptable to change, especially in response to their students’ evolving needs. The decline in D.F.'s academic engagement and refusal to participate in school activities indicates a need for re-evaluating his support plan. Evidence suggests that incorporating preferred activities and minimizing sensory overload can improve engagement (Case-Smith & Arbesman, 2008). Moreover, consistent routines and visual supports can help students like D.F. regain a sense of predictability during turbulent times (Baker et al., 2018).

Behaviorally, D.F. exhibits signs of emotional distress that require careful management. Functional behavior assessments (FBA) can identify triggers and functions of problematic behaviors, guiding the development of effective interventions (O'Neill et al., 1997). The continued collaboration between educators, therapists, and family members is essential in implementing behavior plans that promote positive behaviors and emotional well-being (Matson & Neal, 2013).

In conclusion, D.F.'s case highlights the critical need for comprehensive, coordinated support systems tailored to the unique needs of students with ASD, especially during disruptive family events. A combination of behavioral, sensory, and emotional supports, rooted in collaborative team efforts and family involvement, can mitigate negative effects and foster stability. Ongoing assessment and flexibility in interventions are vital to helping students like D.F. adapt, thrive, and maintain their quality of life amidst inevitable life changes.

References

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