Diagnostic and Prescriptive Teaching Analysis

Diagnostic and Prescriptive Teaching Analysis
Name
Institution
Area of Concern: Autism
Autism spectrum disorder presents as lifelong neurodevelopment disabilities which develop before the age of three years. All autistic disorders are characterized by impairments when it comes to reciprocal social interactions, impairments in both verbal and non-verbal communication as well as repetitive behavior, activities and interests. Symptoms range from mild to severe and are bound to change as the child advance in age. These disorders are associated with abnormalities in the development of brain and its functionality. The actual causalities are not well established but it is thought that there are multiple etiologies including genetic factors. There are three distinct classifications of autism spectrum disorders which include; autistic disorder, atypical autism and Asperger’s disorder (Frith, 2001). In this paper I discuss the case of John who is a seven year old first grade student and is diagnosed with autism. Autism as it Relates to Academics
Children presenting with autism, have their educational needs met in a challenging way. This is because a child with this disorder has a delayed speech development characterized by lack of a compensatory form of communication such as mime or gesture. The child also present with idiosyncratic or stereotyped use of language and have limited ability to imitate others. As such, a child with autism requires a specialized form of education due to the developmental disorders that limits them from benefiting in the general classroom. According to Callahan et al (2008), parents, teachers and school administrators support five common values when seeking for and offering education to individuals with autism. These core values include the use of empirically-based teaching methods, application of individualized instruction, collecting and analyzing data to assess the progress, integration of interdisciplinary team and lastly planning for lasting goals (HIS, 2014).
Autism as it Relates to Behavior
Children with autism have restricted range of activities, interest and behavior which often occur in a repetitive and stereotypic manner. For instant, they may have difficulties engaging in varying and spontaneous activities and instead may concentrate exhaustively on activities such as lining up toys. Most children get fixated on very complicated routines and habits that are repeated exactly the same way every time. In addition such children find it difficult repeating a particular behavior in a different setup or place. Often children with autism wave their hands continually, rock back and forth and at times walk on tiptoe. Also common behavior among the autistic children is over or under-sensitivity for particular sounds, odors or touches, eating and sleeping disorders, as well as periods of hyperactivity (HIS, 2014).
Autism as it Relates to Physical
Children with autism vary a lot in the symptoms they present. Some of them may present other conditions such as epilepsy, genetic syndromes, attention deficit, hyperactivity, depression and many more varied conditions (Delmolino & Harris, ).
John’s Overall Developmental Age
John who is seven years old has...