Running head: ASD CASE STUDY: MOLLY 1

ASD Case Study: Molly

Student’s Name

Purdue University Global

CE340 –
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ASD Case Study: Molly

Introduction

Autism Spectrum Disorder is a condition in children affecting the development of

language, communication, social interactions, sensory perception, and is associated with

repetitive and restrictive behaviors. The prevalence of ASD in the United States is 1.85% (1

in 54). Autism affects boys more than girls, and its symptoms usually occur as early as 18

months to the age of three years. Autism occurs in different forms, such as Aspergers

Disorder, Atypical Autism, and Disintegrative Disorder, which arises from environmental

and genetic factors. ASD individuals have different strengths and weaknesses since some

have high skills while experience severe cases.

This paper utilizes Molly’s case study to come with strategies and supports that can

help in managing her situation. Molly is a preschool student aged four years old with ASD.

She has difficulties in communicating and expressing herself. She uses repetition when

speaking; therefore, she rarely uses her language naturally when conversing with other

children and teachers at school. It is difficult for her to follow directions and change activities

from one to another. She always isolates herself spending most of her time alone on the

playing field with minimal social interactions. She has developed stereotypical behaviors

such as flapping, vocal utterances, staring, and slapping parents, teachers, and herself. She

has difficulties in paying attention, motor coordination, tying shoelaces, buttoning clothes,

and processing ideas. However, early interventions are crucial since they can improve her

condition.

Communication Skills

Improving Molly’s communication skills requires the implementation of various

strategies both in school and at home. Verbally-based interventions use verbal approaches

that target the capability of a child to use words, sounds, and sentences in self-expression
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(Brignell et al., 2016). In this strategy, the teacher or parent simplifies the skill and teaches

the child step by step; this improves her verbal expression and receiving information.

Augmentative and Alternative Communication (AAC) strategy employs the theory of

reinforcement, whereby the teacher presents the symbol alongside its pronounced word, thus

help children with minimal speech to utter approximately similar words. It will also help the

student to produce words spontaneously. Comprehensive intervention such as Pivotal

Response Therapy (PRT) aims at a central area (motivation and self-esteem) in the

development of a child, which, when supported, improves communication skills.

Behavior Skills

The behavior of autistic children depends on the nature of their surroundings. It is

essential to understand the child's environment before choosing the appropriate interventions.

The first strategy that can address Molly’s actions is the instructional-based intervention,

where the teacher aims at improving both her academics and behaviors. It consists of a

behavioral momentum strategy that helps the child to comply with teachers' instructions to

simple assignments, which raises the probability of responding favorably to unpleasant tasks.

Differential Reinforcement strategy entails the replacement of undesirable practices with the

acceptable behaviors. This intervention can work better if the behavior chosen for

reinforcement is different from the student's adverse actions. These strategies lead to the

implementation of self-management intervention, where the student observes and maintains

acceptable conduct without supervision.

Social/Emotional Skills

ASD children are prone to social interaction deficits, which manifest at the early

stages of their life. However, to improve Molly's interaction skills in school and at home,

there are several interventions needed. Joint attention intervention training plays a critical

role when applied early, especially in preschool children. This training enhances the
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development of language and verbal communication, which is essential in a child’s social

interaction. Families have a role to play in facilitating the joint attention strategy in the

child’s daily life. The school curriculum should include social skills as they initiate social

interaction and minimize undesirable behavior among ASD children. There are the

curriculum guidelines for use home and school that consist of several activities, such as social

stories, groups, and games. Social skill training (SST) is another strategy that entails teaching

the child particular skills such as maintaining eye contact and starting conversations through

managing the child’s behavior. SST based on groups is crucial to ASD children since it gives

them a chance to exercise new skills taught in a natural way that supports interactions with

their peers.

Cognitive Skills

Enhancing Molly’s cognitive abilities requires the implementation of various

interventions by teachers and families. The goal of these interventions is to raise the quality

of life and increase the functionality of autistic children. Priming technique is the first

strategy where the teacher may present the assignments to a child before the class

presentation date; this improves the behavior and initiate a correct academic response

(Koegel, Freden, Lang & Koegel, 2012). Using videos helps the student to enhance learning

techniques, especially spelling and word pronunciation. TEACCH programs aim to build

skills and also create ways of compensating the child difficulties. The intervention also

provides an environment that supports a particular style of learning and the strengths and

weaknesses of the student brain. This program improves both the student's cognitive skills

and environmental conditions that suit their limitations.

Sensory-Motor Skills

Molly can improve on these skills when teachers and parents utilize various

interventions. Sensory integration intervention uses both sensory and motion components
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such as trampoline workout, swinging, and balancing to improve sensory problems (Weitlauf,

Sathe, McPheeters & Warren, 2017). Application of this strategy in school and home

environments will help Molly improve her playing skills and other school activities. Another

approach is auditory integration-based, which tests the child's hearing capability through the

listening of filtered music or sound using headphones. This intervention helps in improving

her sensitivity towards sound, natural speech, emotional control, and listening skills. The

therapist, caregiver, or parent can apply touch or massage intervention to improve the sensory

difficulties and reduces sleep disturbance of the child.

Professional Conduct

Families always experience stress when they notice strange behaviors and delayed

child development; their situation worsens when the child is diagnosed with ASD. Parents

and family members play a critical role in implementing interventions that help ASD

children. Educators collaborate with parents by providing the necessary training, enhancing

the better implementation of given interventions, facilitating changes that arise, and

improving trust through communication (Russa, Matthews & Owen-DeSchryver, 2014).

However, as a professional, I would like parents to understand how my profession can help in

managing ASD in children and how to enhance their skills. In addition, parents should realize

my work routine and principles to ensure total cooperation and avoid inconveniences. Incase

parents are angry; I will give them a chance to raise their views without interruption until

they calm down. I will also empathize with their situation to show that I understand their

feelings and let them know that their predicaments are of great concern.

Conclusion

Autism is a condition affecting about 1.85 % of children in the United States. Various

interventions play a critical role in managing and improving the quality of life of ASD

children. In implementing the above strategies, Molly requires appropriate environmental

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conditions at school. Presenting symbols together with words in class will help Molly

improve her verbal skills. The teacher should instruct Molly to follow particular activities,

which will help in managing her bad behaviors such as slapping. SST group training will

enhance Molly’s interaction with other students. Playing videotapes will improve both her

cognitive and auditory senses. However, the achievement of the above strategies requires

collaboration and a good relationship between educators and Molly’s parents.

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References

Brignell, A., Song, H., Zhu, J., Suo, C., Lu, D., & Morgan, A. (2016). Communication

intervention for autism spectrum disorders in minimally verbal children. Cochrane

Database of Systematic Reviews, (8). doi: 10.1002/14651858.cd012324

Koegel, L., Freden, R., Lang, R., & Koegel, R. (2012). Interventions for children with autism

spectrum disorders in inclusive school settings. Cognitive and Behavioral

Practice, 19(3), 401-412. doi: 10.1016/j.cbpra.2010.11.003

Russa, M., Matthews, A., & Owen-DeSchryver, J. (2014). Expanding supports to improve the

lives of families of children with autism spectrum disorder. Journal of Positive

Behavior Interventions, 17(2), 95-104. doi: 10.1177/1098300714532134

Weitlauf, A., Sathe, N., McPheeters, M., & Warren, Z. (2017). Interventions targeting

sensory challenges in autism spectrum disorder: A Systematic

Review. Pediatrics, 139(6), e20170347. doi: 10.1542/peds.2017-0347