Case study

CHILD WITH AUTISM

Name:

Student ID:
Table of Contents
1 Introduction..............................................................................................................................3

2 Case study.................................................................................................................................3

3 Bio-Psycho-Social Model and Interventions............................................................................4

3.1 Biological interventions....................................................................................................6

3.2 Physiological interventions...............................................................................................7

3.3 Sociological interventions.................................................................................................8

4 Conclusion................................................................................................................................9

5 References..............................................................................................................................10
1 Introduction
This report aims to recognise a person at risk and optimise its lifestyle using the bio-psycho-
social model. As not all people are the same, the case study will use the bio-psycho-social model,
and this model will also examine the variables that impact the lifestyle of the particular person
(Lehman, David, and Gruber, 2017). Children born with impairment have the right of inclusion;
relative to normal citizens, they should not be viewed unfairly or made to feel less superior.
Different actions and policies have been created to ensure that children and parents are
represented in society with the disorders, to add equality to people living with a disability and to
ensure that their voices are heard in relation to the treatment and service needs that best serve
them as individuals (García-Gómez et al., 2014).

It is difficult and impacts family life to care for children with autism spectrum disorders (ASDs).
ASDs are complex neurological disorders, such as difficulties in reacting to social interactions or
deficits in understanding nonverbal communication that affects communication skills and social
interaction. There are often more than one of these main signs of ASD in children with ASDs,
and many often suffer from similar symptoms, such as communication difficulties, extreme
tantrums or sleep problems. In comparison, in general, the health of these children is poorer than
that of children that are normally developing child (King, Dockrell, and Stuart, 2014). The name
of the person used is fictitious for this assignment's intent and to obey the confidentiality and
privacy of a person.

2 Case study
Alex is a ten-year-old boy who had diagnosed to have Autism when he was three years old. Alex
was born as a healthy full-term baby delivered without any complications. Alex's mother states
that he was healthy as an infant and even as a toddler, and his motor growth was also like other
normal babies for the key milestones of sitting down, standing, and walking. At the age of 3, it
was diagnosed with Autism Spectrum Disorder (ASD); he was identified to have a low tone, with
inconsistent and uncooperative motor skills and imitation ability. He also started to communicate
very late; he started to use vocalisations when he was just three months old, but he had not
started using words to speak at three years. Autism Spectrum Disorder (ASD), commonly known
as Autism, is a disorder that is characterised by a cognitive deficiency (social skills); individuals
with autism exhibit a wide variety of disabilities (Spain et al., 2018). The use of the spectrum
indicates that individuals with this condition display a wide variety of capabilities. Even at the
age of ten, Alex does not feel that much confident at speaking and communicating by using
nonverbal means and used communication to regulate behaviour. He primarily expressed
requests or demands by touching the communication partner's hand and positioning it on the
desired item. He used signs to communicate something; when cued, to communicate his request,
he used an approximation of the "more" symbol by clutching the hand together with a verbal
development of "m". He has learnt a total of 10 signs of approximation to label the things, but
they were not used for communication. To display protest, most often, he starts to push his
hands. Alex plays with his toys functionally when he is in the sitting position and look correctly
while playing cause-and-effect, but otherwise, he likes to close his eyes most of the time. He
frequently seemed unengaged and reacted to his name, incoherently. Some autistic patients can
also have difficulties in nonverbal interactions, including eye contact, facial expressions, and
hand (Hotton & Coles, 2016). When he is happy with something and someone, he just looks at it.
Research indicates that children and adults with autism spectrum disorder frequently care deep
but cannot naturally develop empathically and socially related behaviour. People with ASD also
try to communicate socially but cannot develop successful social contact skills spontaneously
(Schadenberg et al., 2020). Autism cases are increasing day by day, and research demonstrates
that early behavioural interventions are positive on some kids with Autism and has fewer notable
results on others. Early programs must be focused on the needs and learning preferences of each
individual.

3 Bio-Psycho-Social Model and Interventions

The bio-psycho-social process was proposed decades ago in Rochester by Drs. John Romano and
George Engel. Although epidemiology and other biological strategies to illness are the subject of
conventional scientific theories of clinical medicine, this educational programme's bio-psycho-
social method highlights the significance of considering human health and disease in its most
complete sense. In order to explain wellness, disability, and medical care, the bio-psycho-social
method thoroughly considers environmental, psychological, and social influences and their
diverse relationships (Benning, 2015).
Along a spectrum of natural processes, social, psychological, and biochemical influences exist,
as seen in the above image. Humanitarian features are widely regarded as complementary to the
bio-psycho-social theory, which entails the implementation of the empirical method to various
human health-related biological, psychological, and social phenomena (Papadimitriou, 2017).
While the biomedical perspective holds the fundamental precept that all processes are better
interpreted at the minimum level of natural processes (e.g., cellular and molecular level), the bio-
psycho-social model recognises that at many stages of the spectrum of natural systems, multiple
therapeutic situations can be more effectively interpreted.

While George Engel developed the Bio-Psycho-Social model, the case study will use the model
revised by Sarafino and Smith (2014) since it has recently been revised and is more applicable
relative to its aspects Engel. This biological composition, behavioural patterns and sociological
pressures can eventually have an effect on the way a person performs, develops and evolves.
3.1 Biological interventions
No therapy to treat ASD has reportedly been shown, although some methods have been
introduced and tested for use in young children. These steps will minimise effects, enhance
cognitive capacity and everyday life abilities, and increase the child's capacity to work and
contribute to the community (Houghton, Ong, and Bolognani, 2017).

In order to boost the life of Alex, it is essential to recognise the environments that have a
negative effect on his life within the Bio-Psycho-Social paradigm and to identify the factors that
may help adapt these factors and make them productive. Through the use of medications that can
better control his ASD, Alex's life can be strengthened. Though ASD is not a disorder that can be
cured, it can help to strengthen and manage the condition with treatment and interventions.
Antipsychotics (also risperidone), selective serotonin reuptake inhibitors (SSRIs) to control
behavior and aggressive habits, and stimulants and other drugs used to treat behavior problems
and cognitive impairment are the medications most widely used in adults and children with ASD
(Hirota et al., 2014).

Risperidone is also the primary drug used for Alex's treatment (Risperdal). It is the only drug for
children with autism spectrum disorder that is FDA approved. In order to aid them with
impulsivity, it is typically recommended for children aged 5 and 16 years old. Studies have found
that when it is paired with therapeutic interventions, this drug is more efficient. Alex will be
helped by this drug to think clearly and take part in routine activities.

Risperidone is in a subset of medicines known as atypical antipsychotics. It acts by contributing

to maintaining the brain's equilibrium with some natural compounds (Houghton, Ong, and
Bolognani, 2017). In Alex's case, this drug is given to him in liquid form with the use of a
special weighing system to carefully determine the dose. The dosage is dependent on the age,
medical status, therapy reaction, and all current drugs he is taking. The medication is beneficial
with the treatment of complicated and recurrent activities when using atypical antipsychotics
(e.g., aripiprazole and risperidone). However, there are often serious adverse effects involved
with the use of certain medications that include dizziness, lightheadedness, nausea, salivating,
fatigue, excess weight, or lack of energy.
3.2 Physiological interventions
Psychiatry's philosophy focuses on how the emotions of a person can impact their attitude
towards how they live and work their everyday lives. Psychological influences don't have to
provide a negative impact on the life of a person, and they may also have positive impacts that
encourage individuals to get up and excel in their lives (Roane, Fisher and Carr, 2016). When it
comes to biological, physical, psychological abilities, the psychological impact of ASD will
affect Alex.

Psychological factors include the efforts to boost the communication abilities of Alex,
incorporating various behaviour and interpersonal methods to establish therapeutic approaches
and coping strategies. A notable therapeutic technique used in Alex's case is called applied
behaviour therapy (ABA). ABA has been widely recognised among healthcare practitioners and
is used in numerous education and rehabilitation programs (Roane, Fisher and Carr, 2016). ABA
promotes optimistic habits and prevents negative behaviours from promoting a range of abilities,
and the advancement of Alex is monitored and evaluated because of this. ABA delivered by
parent engagement for as little as 1 hour a week, and it can also be beneficial in mitigating
behavioural issues and developing social connection in ASD children (Yu et al., 2020).

Assistive technology is also used to improve Alex's cognitive abilities through communication
screens and mobile tablets that help him connect and engage with others. The Picture Exchange
Communication System (PECS), for instance, is an augmentative communication mechanism
meant for people with language learning difficulties (Yu et al., 2020). Children are taught to
swap image cards for requested objects, paired with a verbal mark for the therapist's object.

PECS also emphasises efforts to facilitate social interaction in children with ASD in response to
promoting communication ability. Regarding this intervention, observational studies have
reported an improvement in functional speech, particularly when used as part of ABA therapy.
This treatment could be used at any age and at all stages of ability. Teaching organisational skills
uses image icons. To inquire and discuss questions and also have a conversation, Alex is taught
to use image signs. He also uses computer-aided instruction that can help him learn interpersonal
skills and intellectual abilities.
3.3 Sociological interventions
In determining how to behave in various forms of social settings, both children and adults on the
autistic spectrum need assistance. They also wish to connect with people, but they do not know
how to interact with others or may be confused by the thought of new interactions. Trying to
build up social skills through experience will help strengthen group engagement and encourage
benefits such as satisfaction and partnerships. There are different evidence sources with social
skills advice and professional knowledge, along with valuable tools to help develop resources to
be part of the community (Miller, and Bugnariu, 2016).

The social and cultural component of the life of Alex is focused on the conceptions of intellectual
ability and how he deals with these thoughts in order to make a negative to experience positive.
When addressing sociological obstacles, family and culture play a significant role. Family
involvement is vital because they are the people who are the nearest to the autistic persons, while
the encouragement of a society is the normative ideals that group wants to attain (Livingston,
Colvert, 2019).

Children can learn by playing, and that entails language acquisition. Interactive gaming offers
great chances for engagement (Miller and Bugnariu, 2016). The family plays a number of games
that Alex loves, and they even try playful things that facilitate his social interaction—trying to
sing, repeating rhythmic patterns and rough play, for starters. In addition, his advancement of
social skills incorporates direct or indirect coaching and "learnable opportunities" of experience
in practical environments, focusing on pacing and concentration, promoting contact and sensory
processing, developing patterns that forecast critical social outcomes such as relationship and
satisfaction, and ways of creating language skills and cognitive awareness.

Alex is also a part of a community of developing social skills that offer adults with Autism of all
ages and frequently exercise their social skills and/or normal peers. There, Alex involves
different activities where they provide order and possibilities, breaking down abstract social
ideas into specific behaviour, simplifying language and grouping children by language level.
They work in collective and partnership-encouraged pairs or groups, provide various and diverse
learning experiences, facilitate self-awareness and self-esteem, and provide opportunities so that
their developing skills are used them in their real-life environments and outside the community.
By playing social therapy games in a local social skill community, Alex and his friends are
encouraged to train, and he has an opportunity to learn social skills in a healthy and welcoming
environment.

4 Conclusion
When evaluating an individual's treatment and service needs, the bio-psycho-social paradigm is
useful as it encourages individuals to focus on three aspects that lead to an individual's health and
well-being rather than only relying on one cause. It is evident that all three aspects of the design
go hand in hand, and the others are likely to follow if we fight the areas within one component of
this model. Each person with ASD is special, and it is important to individualise intervention
strategies depending on the quality of the individual and family. For children with ASD, early
intervention may make a huge impact in optimising cognitive and social progress, and the gold
standard for early autism care is intensive, fully organised instructional interventions focused on
the theory of applied behaviour analysis (ABA).

In mitigating social deficits in ASDs, social skills preparation is critical, and successful
interventions include peer-based intervention methods and social skills groups. The utilisation of
cognitive behaviour therapy will help the treatment of stress, anxiety, suppression of anger, and
the improvement of social skills. The main emphasis should be on learning communication,
social, play, and academic skills from the child.
5 References
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Schadenberg, B.R., Reidsma, D., Heylen, D.K. and Evers, V., 2020. Differences in spontaneous
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