final project - Final Project By Jessica Gareis Thomas Edison State University A Paper Presented in Partial Fulfillment Of the Requirements of PSY 374

final project - Final Project By Jessica Gareis Thomas...

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Final Project By Jessica Gareis Thomas Edison State University A Paper Presented in Partial Fulfillment Of the Requirements of PSY 374 Physiological Psychology March 27, 2016 E-mail: [email protected] Major: Psychology
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Case Study: Jordan Jordan is a 12 year old boy who was diagnosed with Autism Spectrum Disorder when he was 3 years old. He participates in special education at a local elementary school. His strengths include being curious, social, and visually smart. Some of his challenges include communication, impulsivity, and behavior that may include tantrums, aggression, and property destruction. These challenges have made it difficult for Jordan to participate in activities inside the classroom. His birth and development history tells us that Jordan was a full-term baby delivered with no complications. As a baby and toddler, he was healthy and his motor development was within normal limits for the major milestones of sitting, standing, and walking. By age 3 he was described as having low tone with uncomfortable motor skills and inconsistent imitation skills. With the delay of his communication development, he began using vocalizations at 3 months of age but still had not developed words by 3 years. When Jordan was younger he communicated through nonverbal means and used communication solely for behavioral regulation. He communicated requests primarily by reaching for the communication partner’s hand and placing it on the desired object. Jordan now has a positive-behavior support team and receives speech-language intervention. His verbal communication is not understood by most people so he uses an Augmentative and Alternative Communication (AAC) Device, pictures, distinctive signs, gestures, and some words to communicate. Jordan’s strengths in the area of social communication includes engaging in reciprocal interactions, sharing attention to regulate the behavior of others, and using several modes of communication as listed above. His needs in social communication include sharing a range of
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emotions with symbols and sharing intentions for join attention by commenting on objects, actions, events, or requesting information across partners and contexts. His symptoms include poor eye contact, delayed speech and language development, temper tantrums and meltdowns, destructive behavior that is harmful to himself, others, and property. The frequency and duration of his symptoms depend on the day. If his delays in communication interrupt his routine, he can become aggressive when he cannot express himself in a way that others can understand him. If it is a good day, the tantrums will go away as soon as the situation is fixed. When he gets extremely frustrated, that is when the most damage can be
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