SUBJECT DETAILS

 NAME – K.V
 DIAGNOSED DISORDER – AUTISM and INTELLECTUAL DISABILITY
 REFERAL – BY PARENT

CASE HISTORY
 AGE –The subject is 13 years old
 GENDER – Male
 SCHOOL ENROLLED – chavara special school, enrollment in chavara special school when he 8
years old
 SOCIO ECONOMIC STATUS AND FAMILY DETAILS – The subject comes from a middle class
income family. The family is able to meet this medication and other cost expenses
 PHYSICAL CHARACTERISTICS –
1. Height – 149
2. Weight – 43
3. BMI – 17.6kg/m2
 PSYCHOLOGICAL TREATMENT HISTORY – the subject started to under speech and physio
therapy when he was 8 years old .in the earlier sessions he would show bit resentment but
they eventually started to cooperate . it is noticed that he enjoys occupational therapy
 RECORDING SIGNS – the subject when around unfamiliar people start to get a little anxious
but when reassured he slowly clams down. noticed behaviours of thumb sucking and crying
when hungry . the subject when first enrolled was constantly crying and wanted attention
but with time is comfortable and now is clam and silent . we can also notice the subjects
eyes shifting constantly around the room

PSYCHOLOGIAL DISORDER

1) AUTISM
Autism spectrum disorder (ASD) is a developmental disability caused by
differences in the brain. Some people with ASD have a known difference, such
as a genetic condition. Other causes are not yet known. Scientists believe there
are multiple causes of ASD that act together to change the most common
ways people develop. 

People with ASD may behave, communicate, interact, and learn in ways that
are different from most other people. There is often nothing about how they
look that sets them apart from other people.  The abilities of people with ASD
can vary significantly. For example, some people with ASD may have advanced
conversation skills whereas others may be nonverbal. Some people with ASD
need a lot of help in their daily lives; others can work and live with little to no
support.

ASD begins before the age of 3 years and can last throughout a person’s life,
although symptoms may improve over time. Some children show ASD
symptoms within the first 12 months of life. In others, symptoms may not
show up until 24 months of age or later. Some children with ASD gain new
skills and meet developmental milestones until around 18 to 24 months of
age, and then they stop gaining new skills or lose the skills they once had.

As children with ASD become adolescents and young adults, they may have
difficulties developing and maintaining friendships, communicating with peers
and adults, or understanding what behaviors are expected in school or on the
job. They may come to the attention of healthcare providers because they also
have conditions such as anxiety, depression, or attention-deficit/hyperactivity
disorder, which occur more often in people with ASD than in people without
ASD.

Types of Autism Spectrum Disorders

There are three types of autism spectrum disorders:

Autistic Disorder
This is sometimes called “classic” autism. It is what most people think of
when hearing the word “autism”. People with autistic disorder usually
have significant language delays, social and communication challenges,
and unusual behaviours and interests. Many people with autistic disorder
also have intellectual disability.

Asperger Syndrome
People with Asperger syndrome usually have milder symptoms of autistic disorder. They
might have social challenges and unusual behaviors and interests. However, they typically do
not have problems with language or intellectual disability.

Pervasive Developmental Disorder /

atypical autism
This is sometimes called “atypical autism,” or PDD-NOS. People who meet some of the
criteria for autistic disorder or Asperger syndrome, but not all, may be diagnosed with
atypical autism. These people usually have fewer and milder symptoms than those with
autistic disorder. The symptoms might cause only social and communication challenges.
Signs and Symptoms

 Repeats words or phrases over and over (called echolalia)

 Has obsessive interests

 Delayed language skills

 Delayed and unusual movement skills
 Delayed cognitive or learning skills
 Hyperactive, impulsive, and/or inattentive behaviour
 Epilepsy or seizure disorder
 Anxiety, stress, or excessive worry

It is important to note that children with ASD may not have all or any of
the behaviors listed as examples here.
Diagnosis
Diagnosing ASD can be difficult since there is no medical test, like a blood
test, to diagnose the disorder. Doctors look at the child’s behavior and
development to make a diagnosis. many children do not receive a final
diagnosis until they are much older..

Treatment
Current treatments for autism spectrum disorder (ASD) seek to reduce
symptoms that interfere with daily functioning and quality of life

These treatments generally can be broken down into the following categories,
although some treatments involve more than one approach:

 Behavioral
 Developmental
 Educational
 Social-Relational
  Pharmacological
 Psychological
 Complementary and Alternative

Intellectual disability affects functioning in two areas that is

Intellectual functioning such as learning, problem solving, judgement
and Adaptive functioning that is activities of daily life such as
communication and independent living. Additionally, the intellectual
and adaptive deficit begin early in the developmental period.
Diagnosing
Intellectual functioning is measured with individually
administered and psychometrically valid, comprehensive,
culturally appropriate, psychometrically sound tests of
intelligence. While a specific full-scale IQ test score is no longer
required for diagnosis, standardized testing is used as part of
diagnosing the condition
Intellectual disability is identified as mild (most people with
intellectual disability are in this category), moderate or severe.
The symptoms of intellectual disability begin during childhood.
Delays in language or motor skills may be seen by age two.
However, mild levels of intellectual disability may not be
identified until school age when a child has difficulty with
academics.

Treatment

Intellectual disability is a life-long condition. However, early and

ongoing intervention may improve functioning and enable the
person to thrive throughout their lifetime. 

Many different types of supports and services can help, such

as:

 Early intervention (infants and toddlers).

  Special education.
 Family support (for example, respite care support groups
for families).
 Transition services from childhood to adulthood.
 Vocational programs.
 Day programs for adults

CONCLUSION
My subject suffered from the conditions of autism and intellectual
disability and showed symptoms like unusual movement, thumb
sucking, avoiding eye contact and eyes constantly shifting,
communication issues and many more. He receives multiple kinds of
therapy and medications. Psychological disorders are found in 1 out
of 4 people in the world, so it is important to know about them and
this case study helped me with the same visiting the specially abled
children and interacting with them as well as the special educators
was a great exposure and helped me understand that even though most
of the disabilities are not completely curable they can be managed and
kept under control by getting the appropriate help and medication