Case Study for Autism

Topics: Autism, Anxiety, Individualized Education Program Pages: 34 (13491 words) Published: November 7, 2011
Case Study: Effective Teaching Strategies for a Student with Asperger’s in the General Educational Classroom
Elizabeth Addington Durgin
George Mason University
Abstract
At a training session in Loudoun County Public Schools (LCPS) on Autism Spectrum Disorders (ASD), statistics were shared of the number of students in the school system with an ASD diagnosis. It has become the third most common childhood illness. In the LCPS 10.6% of Individualized Education Programs (IEP) are dedicated to students with Autism (Buswell, 2009). These figures indicate teachers need to understand how to modify teaching strategies to empower these students to succeed. Characteristics of students with autism all share developmental delays in three areas of development: social, behavioral/emotional, and communication. This case study conducts a review of the literature to address areas of specific concerns in anxiety, social skills development, and transitions from self-contained classes to general education inclusion classrooms for a 13-year old male with Asperger’s.

Case Study: Effective Teaching Strategies for a Student with Asperger’s in the General Educational Classroom
At a training of paraprofessionals in Loudoun County Public Schools (LCPS) on Autism Spectrum Disorders (ASD), statistics were shared on the number of students in the school system with an ASD diagnosis. It has become the third most common childhood illness. A child is diagnosed with Autism every twenty minutes in the United States. In the LCPS 10.6% (625) of Individualized Education Programs (IEP) are dedicated to students with Autism (Buswell, 2009). These figures indicate teachers need to understand how to modify teaching strategies and learn definitive steps that must be taken to implement individual strategies that match each student’s individual needs and empower students to succeed. Characteristics of students with autism all share developmental delays in three areas of development: social, behavioral/emotional, and communication. This case study conducts a review of the literature to address areas of specific concern in anxiety, social skills development, and transitions from self-contained classes to general education inclusion classrooms for a 13-year old male with Asperger’s syndrome (AS). Student’s Demographic Data

Description
The focus of this case study revolves around a young man (identified as Casey for this study) who is thirteen years old. He is a tall caucasian male with blond hair, hazel eyes and an infectious smile. He was born on July 20, 1996. He is always moving, always fidgeting. He attends Middle School and is a student in the eighth grade. He is an avid horse rider and just won multiple ribbons in a recent regional horse show. He loves Christmas and will happily discuss the beauty of the seasonal decorations and his desire that it could stay Christmas everyday. This is also a young man who never considers multiple points of views, who never offers assistance to others, who never politely asks someone to move out of his way, nor does he ever compromise during a disagreement. Special Education Classification

He is a child who has been diagnosed with Asperger’s syndrome (AS). He also was diagnosed with Autism and, most recently, his mother indicated he received a diagnosis of pervasive development disorder-not otherwise specified (PDD-NOS). Why all the confusion? Autism, AS, and PDD-NOS are three of the major disorders that are classified under the umbrella term pervasive development disorder (PDD), which describes a group of neurological and biological conditions. They share many of the same characteristics of a PDD, including delays in social/behavioral, cognitive, and communication development (Henley, Ramsey, Algozzine, 2009). Currently, Casey is being served under the Asperger’s label at the Middle School and successfully participates in the general education inclusion setting with extensive academic and...
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