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I. Case History

1. Background of Information

Name: Agent X

Age: 3 years oldGender: Male

at!ers Name: "e#

Mot!ers Name: C!arlene$i%lings Name: $te&!anie' Isa%ella

amily(s Medical History: His fat!er %lood line !as dia%etes and ast!ma.

). *escri&tion of +resenting +ro%lem

Agent X is a 3 year old %oy ,!o !as a !ard time to co&e ,it! t!e normal

de-elo&mental milestones of !is age. He is t!e middle c!ild of t!e 3 si%lings yet

on !is current age !e !as a !ard time -er%aliing !o, !e feels or create )/0 ,ord

&!rases. He sometimes inflicts &ain on !is !ead %y %anging it to a ,all or &lastic

%ottle. Agent X also !as no &ro&er eye contact u&on con-ersing ,it! ot!er &eo&le.

Agent X likes to stay on corners and does not ,ant to socialie ,it! ot!er &eo&le

if necessary %ut ,!en !e is at !ome !e lo-es to run around and !e(s -ery acti-e.

3. *iagnosis

According to t!e *$M/' Agent X fits in )22.450.6Autism $&ectrum

*isorder %ased on t!e follo,ing criterion7 A' B' C' *' 84"efer to t!e *$M/

&osted at t!e %ack6. 9!e se-erity of t!e condition is on le-el 3' ,!ic! means t!at

!is social communication !as adeficit in -er%al and non-er%al social

communication skill t!at causes im&airments in functioning' -ery limited

initiation of social interactions' and minimal res&onse to social o-ertures from

ot!ers.Agent X said !is first ,ords on age ). !at ,ord;,!en;,!ere;!o,;

He also no, !as a !ard time e#&ressing !is ,ants and !is needs ,!en !e

asks for somet!ing and !e seeks attention like touc!ing !is mot!er(s !and ,!en

!e ,ants to eat' drink ,atc!' and !e also !as no eye contact during con-ersation

,it! ot!er &eo&le and!as a !ard time uttering ,ords4A6. In t!e restricted'

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re&etiti-e %e!a-iors infle#i%ility of %e!a-ior' difficulty co&ing ,it!' or ot!er

restricted"*$ $A C"I98"IA

$A *$M. *istress and9 and from BM9;

C!ild(s Indi-idual 9reatment +lan

A. Coo&eration and reinforcereffecti-eness

aits a&&ro&riately for u& to 1 counts if reinforcement deli-ery is

delayed.B. "ece&ti-e language

ill %e a%le to select an item t!at is t!e @same or @different form an

array of t,o items ,!en s!o,n a t!ird item.

C. Mout! Imitation ill s&ontaneously imitate 0 sounds &er session.

*. +lay and Massage

Massage to stimulate muscle mo-ements.

Gi-es -er%al res&onses ,!en &laying ,it! toys and talking to &eers.

8. *ressing

Can untie s!oe lace in one s!oe.

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. Grooming

Can %rus! !is teet! inde&endently.

G. Gross motor

um& o-er and matc!ing cards acti-ity.

+lease focus on t!e I8 A"8A$ of t!e inter-ention and discuss your )/3 goals for Agent Xinstead

III. Current $tatus

As seen and o%ser-ed in t!e actual &resentation' t!e client s!o,s a !ealt!y

li-ing' t!e clients follo, all t!e sc!eduled t!era&y and session. In a matter of

time' agent X ,ill !a-e an im&ro-ement in t!e current condition if t!e family and

agent # ,ill continue to manifest t!e urgency for de-elo&ment. 8-en t!e &rogress

runs slo, %ut still it is useful %ecause great t!ings starts at sim&le t!ings. Be

s&ecific and conciseAccording to t!e institution' agent X !as !is greatim&ro-ement since t!e day !e first started !is t!era&y. 9!e concluding ,ords

must C>M8 ">M D>E since you are t!e ones ,!o do t!e study and not t!e

institution

I. "ecommendation

9!e aut!or ,ould like to recommend a &rogram t!at !el&s Agent X in t!e

s&eec! de&artment. irst off t!e aut!or ,ould like for Agent X to indulge in

articulation&ronunciation en!ancement &rograms %ecause !e could not murmursim&le ,ords t!is ,ould !el& !im %ecome fluent to !o&efully ask for !is needs

more clearly. After t!e &ronunciation en!ancement aut!or ,ould like to

recommend e#&ression %ased en!ancement &rograms to !el& !im gat!er u& !is

t!oug!ts to s&eak clearly. After t!ese s&ecific communication &rograms t!e aut!or

,ould like to recommend im&ro-ing Agent X socialiation skills' %y using

modelling tec!ni=ues suc! as t!e co-ert modelling ,!ic! indulges t!e Agent X to

let !im imagine !is self in a scenario ,!ere !e is talking to a stranger or ne,

&erson ,!ic! could !el& !im in future situations ,!en ne, &eo&le try to con-erse

!im and li-e modeling ,!ere ) teac!ers may s!o, !o, &eo&le normally con-erse

and act in a con-ersation so Agent X ,ould kno, !o, to act ,!en t!e gi-en

situation comes along. Also gi-ing rela#ation tec!ni=ues like %reat!ing e#ercise

or counting ,!ile closing !is eyes could !el& Agent X in stressful situations

,!ere !e could feel rela#ed in an an#ious state. 9!ese &rograms may !el& Agent

X ,!en !e goes to t!e regular sc!ool ,!ic! is t!e goal of t!is inter-ention.

"e-ise or re&!rase and +F8A$8 read *$M for reference