University of Maryland University College Autism Spectrum Disorder PPT & Paper Attached is a word document with the outline of the project. Use this outlin

University of Maryland University College Autism Spectrum Disorder PPT & Paper Attached is a word document with the outline of the project. Use this outline to make a finished project on a case study for autism. Everything needed is in the word document.Also, afterwards, make a separate power point presentation that includes the main takeaways and a brief summary of each as a quick way to inform others on autism. Autism Spectrum Disorder
BEHS 320 6382 Disability Studies
My case study will involve an individual with autism, who is a young adult (18-39),
with middle-class socioeconomic status. The individual’s disability will be primarily related
to developmental delays. I will discuss the case in the context of the home and workplace,
providing solutions that include special programs, supports, and therapies, and will be writing
from the viewpoint of a parent.
Furthermore, autism is one of the growing developmental concerns regarded as
pervasive developmental disorders. The high number of individuals with autism disorder
raises questions regarding the best way to handle them. Researching autism is essential for
persons with autism and those who might prevent symptoms. Autism research helps one
understand the general class of neurodevelopmental disorders.
The library database would be an ideal primary source for the resources to complete
the research on the database. The internet is another source that would provide scholarly
resources to use in the study. Google scholar has several resources that are useful to research.
Outline
I.
Introduction
II.
Description of the case study
III.
Challenges that arise when dealing with an individual diagnosed with autism
A. High possibility to develop high levels of stress and mental health problems
B. Family adjustment difficulties that may develop into a crisis
C. Difficulties with managing problematic behaviors and balancing its associated
stress
D. Increased risk of developing emotional problems
E. The high experiences of fatigue and arguments
IV.
Solutions
A. Development of special programs
(i)
Developing programs in schools that ensure that individuals with
autism receive behavioral support in the school setting
B. Providing social support and therapies
(i)
Social skills packages
(ii)
Cognitive behavior therapy
(iii)
Peer training packages
C. Strategies for social and emotional support
(i)
Story-based interventions
(ii)
Schedules
(a) Using charts or lists with pictures with sequential activities
(b) Focus on teaching independence and decreasing anxiety
(iii)
Scripting
(a) Entails practicing what to say in specific social settings
(b) Helps autistic persons join social interactions
(iv)
Modeling
(a) Entails modeling appropriate, situation-specific, social behaviors
on videos
(b) Children practice the behaviors they watch on the videos
V.
Outcome and rationale
A. How will the project make a difference in the current and future conditions?
References:
Ahlers, K. P., Gabrielsen, T. P., Lewis, D., Brady, A. M., & Litchford, A. (2017). Supporting
individuals with autism spectrum disorder in understanding and coping with complex social
emotional issues. School Psychology International, 38(6), 586-607.
Aldi, C., Crigler, A., Kates-McElrath, K., Long, B., Smith, H., Rehak, K., & Wilkinson, L.
(2016). Examining the effects of video modeling and prompts to teach activities of
daily living skills. Behavior analysis in practice, 9(4), 384-388.
In this article, the authors evaluated the effectiveness of applying video modeling in
teaching individuals diagnosed with autism essential life skills. The study involved an
experimental analysis where two individuals with autism were taught some daily life skills
through video modeling. The results indicated that viewing the videos several times resulted
in the mastery of the steps involved in the performance of the elaborated tasks. Also, there is
a need for prompts to elaborate on some steps involved in the tasks, but their use reduces as
they improve.
Hotton, M., & Coles, S. (2016). The effectiveness of social skills training groups for
individuals with autism spectrum disorder. Review Journal of Autism and
Developmental Disorders, 3(1), 68-81.
The article involves a review of the efficiency of using social skills training groups
instilling essential social skills on individuals with autism. The authors conducted a review of
studies involving group-based training of social skills. The analysis indicated that groupbased training was effective in improving social skills. Also, therapy is essential in improving
the overall psychological well-being of these individuals. The groups allowed them to acquire
essential social skills that made it possible for them to have positive social experiences.
Oliveira, T. R. D. S., Nascimento, A. A., Pellicani, A. D., Torres, G. M. X., Silva, K. D., &
Guedes-Granzotti, R. B. (2018). Speech therapy intervention in a teenager with
autism spectrum disorder: a case report. Revista CEFAC, 20(6), 808-814.
The article involves a case study on the application of speech therapy in the
development of effective verbal communication in a teenager with autism spectrum. The
intervention involved the use of picture exchange communication systems according to
principles of behavioral analysis involved in language. The continuous application resulted in
an increase in the number of words vocalized by the individual. Also, the intervention
improved on the exhibition of communicative intentions, maintenance of visual contact, and
appearance of a social smile and reduction of engagement in inappropriate behaviors.
Preece, D., & Howley, M. (2018). An approach to supporting young people with autism
spectrum disorder and high anxiety to re-engage with formal education–the impact on
young people and their families. International Journal of Adolescence and Youth,
23(4), 468-481.
The article reviews ways to re-engage young individuals with autism and high anxiety
levels. According to the authors, there is a need to adjust the school environment for them to
coexist with other students to reduce anxiety symptoms and acquire social skills along with
the education for better chances in life. Also, the learning environment should be developed
to accommodate them, more focus on the individual should be exercised, and consistency of
the staffing should be included for families and students to feel secure.
Thurm, A., & Swedo, S. E. (2012). The importance of autism research. Dialogues in clinical
neuroscience, 14(3), 219-222.
In this article, the authors elaborated on the essence of conducting autism research.
The research indicates various causes of the disorder, which helped to inform the various
misconception surrounding the epistemology of the disorder. Also, the research is essential in
informing individuals with autism and important practices to utilize for preventable
symptoms of the disorder. Also, the research is essential in informing caregivers on basic
development processes to review and the potential treatment plans for the management of the
disorder.
Weiss, J. A., Wingsiong, A., & Lunsky, Y. (2014). Defining crisis in families of individuals
with autism spectrum disorders. Autism, 18(8), 985-995.
Weston, L., Hodgekins, J., & Langdon, P. E. (2016). Effectiveness of cognitive behavioural
therapy with people who have autistic spectrum disorders: A systematic review and
meta-analysis. Clinical psychology review, 49, 41-54.
In this article, the authors evaluated the effectiveness of using cognitive behavioral
therapy as an intervention for people with autism for affective disorders and the symptoms of
the disorder. The application of CBT was effective in reducing the symptoms of affective
disorders and the negative symptoms of autism. The behavioral patterns of the individuals
indicated significant improvement. Also, difficulties in social interactions and the presence of
impaired social communication were adjusted following the use of the theory and application
of the principles.
Yorke, I., White, P., Weston, A., Rafla, M., Charma, T., & Simonoff, E. (2018). The
association between emotional and behavioral problems in children with autism
spectrum disorder and psychological distress in their parents: a systematic review and
meta-analysis. Journal of Autism and developmental disorders, 48(10), 3393-3415.
Autism Spectrum Disorder
BEHS 320 6382 Disability Studies
My case study will involve an individual with autism, who is a young adult (18-39),
with middle-class socioeconomic status. The individual’s disability will be primarily related
to developmental delays. I will discuss the case in the context of the home and workplace,
providing solutions that include special programs, supports, and therapies, and will be writing
from the viewpoint of a parent.
Furthermore, autism is one of the growing developmental concerns regarded as
pervasive developmental disorders. The high number of individuals with autism disorder
raises questions regarding the best way to handle them. Researching autism is essential for
persons with autism and those who might prevent symptoms. Autism research helps one
understand the general class of neurodevelopmental disorders.
The library database would be an ideal primary source for the resources to complete
the research on the database. The internet is another source that would provide scholarly
resources to use in the study. Google scholar has several resources that are useful to research.
Outline
I.
Introduction
II.
Description of the case study
III.
Challenges that arise when dealing with an individual diagnosed with autism
A. High possibility to develop high levels of stress and mental health problems
B. Family adjustment difficulties that may develop into a crisis
C. Difficulties with managing problematic behaviors and balancing its associated
stress
D. Increased risk of developing emotional problems
E. The high experiences of fatigue and arguments
IV.
Solutions
A. Development of special programs
(i)
Developing programs in schools that ensure that individuals with
autism receive behavioral support in the school setting
B. Providing social support and therapies
(i)
Social skills packages
(ii)
Cognitive behavior therapy
(iii)
Peer training packages
C. Strategies for social and emotional support
(i)
Story-based interventions
(ii)
Schedules
(a) Using charts or lists with pictures with sequential activities
(b) Focus on teaching independence and decreasing anxiety
(iii)
Scripting
(a) Entails practicing what to say in specific social settings
(b) Helps autistic persons join social interactions
(iv)
Modeling
(a) Entails modeling appropriate, situation-specific, social behaviors
on videos
(b) Children practice the behaviors they watch on the videos
V.
Outcome and rationale
A. How will the project make a difference in the current and future conditions?
References:
Ahlers, K. P., Gabrielsen, T. P., Lewis, D., Brady, A. M., & Litchford, A. (2017). Supporting
individuals with autism spectrum disorder in understanding and coping with complex social
emotional issues. School Psychology International, 38(6), 586-607.
Aldi, C., Crigler, A., Kates-McElrath, K., Long, B., Smith, H., Rehak, K., & Wilkinson, L.
(2016). Examining the effects of video modeling and prompts to teach activities of
daily living skills. Behavior analysis in practice, 9(4), 384-388.
In this article, the authors evaluated the effectiveness of applying video modeling in
teaching individuals diagnosed with autism essential life skills. The study involved an
experimental analysis where two individuals with autism were taught some daily life skills
through video modeling. The results indicated that viewing the videos several times resulted
in the mastery of the steps involved in the performance of the elaborated tasks. Also, there is
a need for prompts to elaborate on some steps involved in the tasks, but their use reduces as
they improve.
Hotton, M., & Coles, S. (2016). The effectiveness of social skills training groups for
individuals with autism spectrum disorder. Review Journal of Autism and
Developmental Disorders, 3(1), 68-81.
The article involves a review of the efficiency of using social skills training groups
instilling essential social skills on individuals with autism. The authors conducted a review of
studies involving group-based training of social skills. The analysis indicated that groupbased training was effective in improving social skills. Also, therapy is essential in improving
the overall psychological well-being of these individuals. The groups allowed them to acquire
essential social skills that made it possible for them to have positive social experiences.
Oliveira, T. R. D. S., Nascimento, A. A., Pellicani, A. D., Torres, G. M. X., Silva, K. D., &
Guedes-Granzotti, R. B. (2018). Speech therapy intervention in a teenager with
autism spectrum disorder: a case report. Revista CEFAC, 20(6), 808-814.
The article involves a case study on the application of speech therapy in the
development of effective verbal communication in a teenager with autism spectrum. The
intervention involved the use of picture exchange communication systems according to
principles of behavioral analysis involved in language. The continuous application resulted in
an increase in the number of words vocalized by the individual. Also, the intervention
improved on the exhibition of communicative intentions, maintenance of visual contact, and
appearance of a social smile and reduction of engagement in inappropriate behaviors.
Preece, D., & Howley, M. (2018). An approach to supporting young people with autism
spectrum disorder and high anxiety to re-engage with formal education–the impact on
young people and their families. International Journal of Adolescence and Youth,
23(4), 468-481.
The article reviews ways to re-engage young individuals with autism and high anxiety
levels. According to the authors, there is a need to adjust the school environment for them to
coexist with other students to reduce anxiety symptoms and acquire social skills along with
the education for better chances in life. Also, the learning environment should be developed
to accommodate them, more focus on the individual should be exercised, and consistency of
the staffing should be included for families and students to feel secure.
Thurm, A., & Swedo, S. E. (2012). The importance of autism research. Dialogues in clinical
neuroscience, 14(3), 219-222.
In this article, the authors elaborated on the essence of conducting autism research.
The research indicates various causes of the disorder, which helped to inform the various
misconception surrounding the epistemology of the disorder. Also, the research is essential in
informing individuals with autism and important practices to utilize for preventable
symptoms of the disorder. Also, the research is essential in informing caregivers on basic
development processes to review and the potential treatment plans for the management of the
disorder.
Weiss, J. A., Wingsiong, A., & Lunsky, Y. (2014). Defining crisis in families of individuals
with autism spectrum disorders. Autism, 18(8), 985-995.
Weston, L., Hodgekins, J., & Langdon, P. E. (2016). Effectiveness of cognitive behavioural
therapy with people who have autistic spectrum disorders: A systematic review and
meta-analysis. Clinical psychology review, 49, 41-54.
In this article, the authors evaluated the effectiveness of using cognitive behavioral
therapy as an intervention for people with autism for affective disorders and the symptoms of
the disorder. The application of CBT was effective in reducing the symptoms of affective
disorders and the negative symptoms of autism. The behavioral patterns of the individuals
indicated significant improvement. Also, difficulties in social interactions and the presence of
impaired social communication were adjusted following the use of the theory and application
of the principles.
Yorke, I., White, P., Weston, A., Rafla, M., Charma, T., & Simonoff, E. (2018). The
association between emotional and behavioral problems in children with autism
spectrum disorder and psychological distress in their parents: a systematic review and
meta-analysis. Journal of Autism and developmental disorders, 48(10), 3393-3415.

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