The Case of Tommy – High Level Autistic Disorder

The Case of Tommy – High Level Autistic DisorderThe Case of Tommy – High Level Autistic DisorderTommy R. is a 6-year-old Caucasian male kindergarten student in a K-8 combined elementaryand junior high school in the San Jose greater metropolitan area. He has a sister ahead of himin the third grade who is enjoying school with numerous friends. The school principal hasrequested a meeting with you (an elementary school counselor), the district psychologist, andthe parents to discuss Tommy’s classroom behavior as well as his level of academic schoolperformance. The principal has received numerous complaints from Tommy’s kindergartenteacher over the past 2 months about Tommy’s inability to comply with basic classroom rulesand expectations as well as his difficulty in performing expected academic tasks. An IEP(Individualized Education Plan) process has been initiated.During the IEP interview with the parents, his father presents as a very shy, soft-spoken manwho often works from home as a computer software engineer; his mother works in an office asan administrative support specialist, and in contrast, appears bright and vivacious. At themeeting the principal asks the parents what they have experienced while raising Tommy. Theparents state that “Tommy has always been a little different, but he is a good boy.” They alsosay that he did not start talking until he was about 2 years old, but Tommy’s father interruptsand says, “I didn’t start talking until I was almost 2 years old and I turned out ok!” The motherstates that Tommy has trouble on “play-dates” with other children. She says that when at aneighborhood park with Tommy, when he is playing in the sandbox with other children, hedoesn’t share toys, sometimes hits other children when he is angry, and also cries in a shrill,loud voice when he doesn’t get his way.Tommy’s mother also says that he doesn’t have any “real” friends and that she has stoppedtaking him on play dates because he is too difficult to manage. She also reports that hedoesn’t always respond to her voice when she calls. She has to touch his shoulder and directlylook him in the eyes before he responds. She also says that he needs a lot of coaching andsupervision to get dressed in the morning. His hand also has to be held tightly when crossingthe street because he sometimes darts out into the street.Tommy’s kindergarten teacher reports that there are major problems with Tommy’s behavior inher classroom. She states that during circle time she has to have Tommy sit right next to her.She says it is necessary for her to put her hand on his shoulder and speak to him firmly andloudly in order to keep him in the circle. She says that his attention often wanders, he doesn’tfollow directions like other children, and he sometimes appears either not to understand herdirections or does not seem to care about what she says. She reports that he has hit otherchildren who casually bumped into him on the playground or tried to get him “to share” toys.She also states that when he has to change activities he cries and rocks back and forth for 10to 20 minutes before he can go on to the next activity.In a Background section, summarize the current DSM criteria (use the following website if you do not have a copy of the current DSM: Go to the Kaplan E-Library, click on “E-Books tab”, Click on DSM Library tab, click on DSM-V) and description for the selected case study, making sure to include the following:What genetic and environmental contributions may influence this disorder?What brain abnormalities may be indicated for this disorder and what information might be revealed by use of brains scans such as PET, fMRI, SPECT, etc.What legal, ethical, and forensic issues arise following a diagnosis of dementia, stroke, or autistic disorder? (Hint: Discuss applicable mental health laws versus noncompliance due to challenges in meeting required standards of care due to funding limitations in the current managed care environment.)What interviews, tests, and assessment would you use to diagnose this disorder and what results do you expect from these tests and assessment? Describe the use of the following tests and assessments (as applicable) to describe the psychological disorder:Review use of a “Screener” (MMSE or RBANS – Do not use these screeners for autistic disorder case study – these are only used with adults.)Assessment of Sensory Perception (Use only for stroke case study)Assessment of Cognitive Speed (Trails A & B, Digit-Symbol Test, PASAT – Only Adult Cases) Note: There is a child’s version of the Trails A & B. If a child can do the WISC-IV, there is a Digit-Symbol Test within it; but consider using the DAS which has a lower “floor” and may be more doable for children with autistic disorder.Assessment of two and three dimensional constructional ability (Block assembly from WAIS battery, Rey Osterrieth Complex Figure, Tinkertoy Test – for three dimensional ability – Only use for adults).Assessment of Verbal and Spatial memory (CVLT, Rey Osterreith Complex Figure). For autism disorder case study, use Differential Ability Scales subtests only; other tests are too complex for children.Assessment of Verbal Fluency (Boston Naming Test, FAS; for autism disorder case study, use Differential Ability Scales)Assessment of Social Cognition (For the autistic disorder case study, use Autism Diagnostic Observation Scale — ADOS level 1 or 2. Do not use WAIS Picture Arrangement as it is too complex for children.)Assessment of Intellectual Ability and Achievement (WISC or WAIS Battery and Wide Range Achievement Test (WRAT), respectively for adults). Use Differential Ability Scales for autistic disorder with children (unless the child is very high functioning, in which case you can use WISC-IV).Assessment of Executive Function (WCST, Category Test, Stroop). Use NEPSY battery for high functioning autistic disorder children.Assessment of Personality – MMPI (adults only)Assessment of daily functioning (“Vineland” for autism only; Rivermead Behavioral Memory Test for stroke and for dementia due to HIV Disease)Assessment for Malingering (TOMMS, MMPI “L” scale, Digits Forward/Backwards –Dementia due to HIV Disease case study only)What recommendations for accommodations or rehabilitation do you suggest?What prognosis do you make for your client?Be sure to review the rubric that will be used to grade your Final Project before you begin working.Your Final Project should:Use 5-7 pieces of empirical literature in support of your observations and discussion. Each citation must be presented in appropriate APA format. All work should be in your own words with quotes used very sparingly.Be presented in the form of a well-written university-level document.Be approximately 7-10 pages, double-spaced, and created in 12 point font.Follow assignment directions (review grading rubric for best results)….e correct APA formatting per the APA Publication Manual (6th ed).Demonstrate college-level communication through the composition of original materials in Standard American English.