Child Psych Case Study

1234 words - 5 pages

Running head: Case Study of AshleyCase Study of AshleyIntroduction: This case study is of an 8-year-old girl, Ashley. This case study will provide Ashley's educational and personal background and evaluate the intervention programs in the school settings, and Ashley's family background. Ashley has been diagnosed by her pediatrician as having Autistic Spectrum Disorder, because of the severity of her needs in terms of communication and reciprocal social interaction. Ashley is lucky that her parents took the time to notice and were able to catch her autism when they did.Background: Although Ashley emerged from a caesarean delivery with slight surgical complications, she failed to reach her developmental milestones early in various areas. She was only able to sit on her own at 12 months and crawled at 13 months. When she was 20 months old, she finally learned how to walk. At the same time, Ashley did not have good eye contact. Moreover, she had sensory problems, being both hyposensitive and hypersensitive in certain senses. Finally, Ashley exhibited delays in her expressive speech: she said her first words between 24 and 28 months and started using two-word combinations when she was already three years old.Ashley is the youngest child in a family of three children. She has a 14-year-old brother and a 10-year-old sister, neither which have Autism. At home the family speaks English. Her father said that Ashley's English was not good and also at her school Ashley's teacher noted that she struggled with the spoken language and had limited vocabulary.Ashley's autistic symptoms are manifested in her difficulties with sustaining her interaction with her peers. Although she is beginning to initiate some interaction with them, she demonstrates a preference for solitary activities. Moreover, she continues to exhibit difficulties with maintaining sustained eye contact with others. While Ashley is able to speak in phrases and sentences at times, she has the tendency to repeat words and phrases such as "excuse me" constantly. Just as significantly, Ashley's level of expressive speech is not at an appropriate developmental level. Finally, Ashley is also highly attached to different routines. When she is required to deviate from these routines, Ashley will yell and scream in protest.Ashley started kindergarten in 2005 when she was 5 years old. In early February 2005 a speech and language assessment was carried out by a Speech Pathologist. Her school because of inability to understand and follow instructions in the classroom referred her. She was assessed as having a Severe Language Disorder. In late February 2005 a Psychologist gave Ashley a WPPSI-R. Again the school because of academic and language problems referred her. She was assessed as having significant Verbal discrepancy with Performance in average. In June 2005 Ashley was transferred to the local primary school and a Pediatrician organized to test Ashley for Fragile X. The Pediatrician reported normal...

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