Toddler With Autism Spectrum Disorder, Case Study Example

Abstract

Autism Spectrum Disorder represents a wide range of disorders, occasionally known as “Pervasive Developmental Disorders (PDP)” or “Autism Spectrum Disorders (ASD).”  All classes of race and society are distressed by Autism Spectrum Disorder. Millions of young children, grownups, and their close relatives throughout the globe experience its impacts.

Diagnosis

The process of accurate diagnosis and classification is a vital endeavor in medicine, because it is crucial to ensuring legitimacy and consistency, enabling etiological studies, and singling out effective techniques of treatment. The symptoms vary, but there is one fact, which is obvious, the earlier a toddler is diagnosed, and begins receiving interventions, the better the prognosis for the child.

Patient History and Functional Status

Although Autism Spectrum Disorders (ASD) is not a medical illness in the classical sense, they do arise from neurodevelopmental anomalies that distress social, communicative, and behavioral performance in elementary ways. The initial signs of autism normally occur to a child before the age of three; with vast acquaintance and wide-ranging training, some of the small numbers of clinicians have been succeeded to discover some warning signs in kids below the age of one. However, 15 to 18 months is the period the majority of the parents first become aware of loss of strength or delays in growth. Autism spectrum disorder characterizes what is clinically best illustrated as “deficits in social reciprocity.” Social reciprocity may comprise an assortment of backward and forward events, for instance gesticulations, sounds, play, attention, and discussion (Düsseldorf, 2006).

Occupational Therapy Interventions

Early intervention was designed to assist children with disabilities and families who care for them. Toddlers and Infants with disabilities in the following areas of growth may meet the criteria for early intervention: physical, cognitive, adaptive, communicative, or social and emotional development.

In 1986, the U.S. Congress created the commission for a collection of services to be provided to toddlers and infants with disabilities. It was a comprehensive, coordinated, multidisciplinary, and interagency process that provides occupational therapy interventions for newborns and toddlers with disabilities and their close relatives.

Treatment

Infants/toddlers can be able to achieve independent in all areas of their lives by the help of Occupational Therapy. The therapists help the child properly respond to information coming through the senses by providing various interventions e.g. brushing, swinging, and other activities aimed at helping the child manage his/her body in space. Therapists have also facilitated play activities that guide and aid a child in conversing and networking with others. Different techniques have also been developed to cater for the needs of toddlers with autism by Occupational Therapists. Such techniques include structured play therapy such as Floortime meant to build emotional, intellectual, as well as, physical skills. Some skills have also been developed to enable toddlers change from one setting to another and one stage of life to another. This may involve soothing strategies for managing change from home to school.

Case Study

Anderson a 3-year old with Autism Spectrum Disorder referred to the university speech and hearing center.

History

Anderson delivered with no complications. At age 3, he had low tone with awkward motor skills and inconsistent imitation skills. Communication skills delayed. He heard not developed words 3 years.

Assessment

Communication symbolic and behavior scale development profile (CSBS DP; Wetherby & Prizant, 1993) used to determine communicative competence. Several interventions selected including, visual support, and incidental teaching.

Outcomes

By the end of the year, Anderson could use his speech and automatic routines such as counting. He could also share the excitement and joy with people.

References

Düsseldorf, M. (2006). More than 500,000 Children in Foster Care Have Disabilities … (n.d.).

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