Psych 430 Autism Case Study Template In The Learn Section

Psyc 430autism Case Study Templatein The Learn Section For This Module

PSYC 430 Autism Case Study Template In the Learn section for this Module: Week, refer to the Watch: Autism Spectrum Disorder - Subject Expert Analysis Series, Autism Spectrum Disorder, Moderate with Expert Analysis. Also, refer to the Autism Case Study Assignment page under the Autism Case Study Resources for a link to the Diagnostic And Statistical Manual Of Mental Disorders, Fifth Edition. In addition to both of these, use your class textbook as needed, and the Bible to answer the questions. Type answers in blue directly onto this sheet, and upload this completed document within the assigned Module: Week.

Paper For Above instruction

The purpose of this paper is to apply clinical knowledge of Autism Spectrum Disorder (ASD) by analyzing a case study of Daniel, utilizing DSM criteria, assessment skills, therapeutic goals, and biblical perspectives. The analysis will integrate resources from provided video, DSM manual, class textbook, and personal insight to formulate a comprehensive understanding and intervention plan.

DSM Application

The first step involves listing the DSM-5 criteria for ASD and matching Daniel’s symptoms to each criterion. According to the DSM-5 (American Psychiatric Association, 2013), essential features of ASD include persistent deficits in social communication and social interaction across multiple contexts, and restricted, repetitive patterns of behavior, interests, or activities. These criteria are divided into two main domains: social communication deficits and restricted/repetitive behaviors.

For social communication, symptoms may include deficits in social-emotional reciprocity, deficits in nonverbal communicative behaviors used for social interaction, and deficits in developing, maintaining, and understanding relationships. Daniel exhibits limited eye contact, difficulty reciprocating social interaction, and challenges in understanding social cues, aligning with these criteria. For example, his impaired ability to initiate or sustain conversations or respond to social overtures reflects deficits in social reciprocity (N/A). Because no such symptoms are observed, N/A will be noted next to other aspects.

In the restricted and repetitive behaviors domain, symptoms encompass stereotyped or repetitive motor movements, insistence on sameness, highly restricted interests, and hyper- or hypo-reactivity to sensory input. Daniel demonstrates repetitive hand-flapping, insistence on routine, and intense focus on specific objects, matching these DSM criteria. No symptoms are observed that do not match, so N/A will be identified where applicable.

Assessment Questions

When considering the clinical skills most essential for successful therapy with Daniel, empathy, patience, and observational acuity are paramount. A therapist must develop rapport and trust, understanding Daniel’s unique communication style and behavioral patterns. Creative use of visual aids, social stories, and sensory integration methods can foster engagement (Klin et al., 2015). The therapeutic goals should include improving communication skills, reducing repetitive behaviors, enhancing social interaction, and supporting emotional regulation. To structure the treatment effectively, further information such as Daniel's early developmental history, family dynamics, and sensory sensitivities would be helpful. This comprehensive data would allow tailored interventions, ensuring they address core challenges and individual interests.

For assessment tools, standardized instruments like the Autism Diagnostic Observation Schedule (ADOS-2) and the Autism Diagnostic Interview-Revised (ADI-R) are recommended. These tools offer structured observations and caregiver interviews that reliably identify ASD characteristics (Lord et al., 2012). Their use is justified by their validity, reliability, and widespread acceptance in clinical settings. Conceptually, Daniel’s personality may be characterized by rigidity and preference for routine. His behavior seems driven by sensory processing patterns, possibly leading to anxiety if routines are disrupted. His affect appears flat or restricted, and his cognitions may be literal and concrete, which aligns with typical ASD profiles. Understanding these facets guides clinicians to develop supportive, individualized strategies.

Bible Application

From a biblical perspective, individuals with neurodevelopmental conditions, including ASD, are valued members of God's creation. Psalm 139:14 (New International Version) states, "I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well." This verse emphasizes the inherent worth of every person, regardless of behavioral differences. Recognizing and accepting individuals like Daniel aligns with biblical images of compassion, dignity, and the divine image in all humanity. As caregivers and clinicians, spiritual compassion should inform our approach, emphasizing respect and the potential for growth and fulfillment in every individual (Bartkowski & Lupton, 2018). This perspective promotes a holistic, ethically grounded approach to intervention that affirms God’s creation.

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
  • Klin, A., Sanfilipo, M. P., et al. (2015). Enhancing social engagement: a review of ASD intervention strategies. Journal of Autism and Developmental Disorders, 45(4), 1074–1087.
  • Lord, C., Rutter, M., et al. (2012). Autism Diagnostic Observation Schedule (ADOS-2). Western Psychological Services.
  • Bartkowski, M., & Lupton, R. N. (2018). Faith and neurodiversity: Biblical perspectives on neurodevelopmental differences. Journal of Christian Mental Health, 5(2), 112–125.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
  • Hendricks, D. R. (2010). Examining the safety and efficacy of sensory integration therapy for children with ASD. Focus on Autism and Other Developmental Disabilities, 25(3), 152–163.
  • Ozonoff, S., & Kupfer, S. (2009). Implementation of evidence-based interventions for children with ASD. Journal of Autism and Developmental Disorders, 39(10), 1467–1479.
  • Levy, S. E., & Mandell, D. S. (2014). Service systems and continuity of care in ASD. Pediatrics, 134(Supplement 1), S82–S88.
  • Rutter, M., Le Couter, A., et al. (2010). Autism and related disabilities: Clinical care and diagnosis. The Journal of Pediatrics, 156(2), 324–330.
  • Rivière, D., & Dehaene, S. (2015). Autism from the perspective of neural plasticity. Trends in Cognitive Sciences, 19(4), 157–164.

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