Behaviors appear consistent with a diagnosis of Autism

Read the case study below and determine if the behaviors appear consistent with a diagnosis of Autism based on what you’ve learned about Theory of Mind in your textbook (McCartney & Phillips: 10). Defend your answer with support from the textbook as well as other scholarly references. Then, present an idea for one area where you would target intervention (e.g., imitation, play, communication). Remember to integrate and connect your discussion with Biblical principles/scripture as well. Casey is a 6 year, 8 month old male that has begun developing more advanced verbal language within the past year. Prior to this time, he would cry, scream, or make noises to get his needs and wants met. He had minimal gestures, except for waving goodbye and blowing kisses; he did not point to communicate. He would often take his mother’s hand over to an object to use it as a tool for obtaining what he wanted. Casey displays echolalia but does not display any imitation of behaviors or play. Casey demonstrates minimal to no pretend play. Casey really likes cars and trucks. He will often play with the wheels of the vehicles, spinning them around and repeatedly open and close the doors on them as well. He will sometimes push the cars around a track or line up his cars and trucks in a line. He also likes to spin a shiny red top at home, and he likes when his mom spins it for him repeatedly. Casey will sometimes repeatedly pace back and forth while making vocalizations. Casey lives with his mom at home, and she reported they have a good relationship. She stated that he often hugs and kisses his mom. She described her first concerns were when Casey was a baby due to his communication delays and poor eye contact. She stated Casey will now look her in the eyes when she’s talking to him but that his eye contact is not consistent or sustained. He does not display joint visual attention. • Read: McCartney & Phillips: Chapter 8 • Read: McCartney & Phillips: Chapter 9 • Read: McCartney & Phillips: Chapter 10 • Read: McCartney & Phillips: Chapter 11 McCartney, K., & Phillips, D. (Eds.). (2006). Blackwell Handbook of Early Childhood Development. Maden, MA: Blackwell. * at least 400 words in response to the provided prompt. You must support your assertions in each thread with the Bible and citations from 2 different scholarly references in current APA format. 2 peer replies must be at least 200 words and incorporate at least 1 citation from 1 scholarly reference. Acceptable sources include the textbook and peer-reviewed journal articles.

Sample Solution

Based on the limited information provided in the case study, it is not possible to definitively diagnose Casey with Autism Spectrum Disorder (ASD) solely based on the criteria of Theory of Mind (ToM) deficits. However, there are several red flags that suggest further evaluation is warranted.

Evidence of potential ToM difficulties:

Minimal pretend play: Pretend play requires the ability to imagine and understand the mental states of others, a core deficit in ToM difficulties (Baron-Cohen et al., 2000). Casey's focus on repetitive, stereotyped play with cars and limited imaginative scenarios suggests potential ToM challenges.
Limited joint attention: Casey's difficulty maintaining eye contact and lack of joint visual attention are often observed in individuals with ASD and can be linked to ToM limitations (Mundy et al., 2007).
Echolalia and lack of imitation: While not exclusive to ASD, echolalia without imitation can be indicative of difficulties understanding the intentions and actions of others (Charman et al., 2003).

However, it's crucial to consider:

Age and Developmental Stage: At 6 years and 8 months, Casey is still within the typical developmental window for significant language development. While his delays are concerning, they might not necessarily reflect ToM deficits.
Limited Information: The case study lacks details on other core ASD symptoms like social interaction challenges and restricted interests, making a definitive diagnosis challenging.

Biblical Perspective:

While the Bible does not offer specific guidance on diagnosing children with ASD, it emphasizes the importance of caring for the most vulnerable and offering support to those in need (Matthew 25:35-40). Proverbs 18:15 reminds us that "The heart of the discerning acquires knowledge, for the ears of the wise seek it out." This highlights the importance of seeking knowledge and understanding individuals with unique needs.

Intervention Ideas:

Given the concerns raised, early intervention is crucial for supporting Casey's development. One potential area for intervention could be:

Joint Attention Activities: Games and activities designed to encourage shared focus and eye contact can help improve Casey's ability to attend to others and engage in reciprocal communication (Kasari et al., 2012).
Social Skills Training: Structured programs can teach Casey essential social skills like initiating interactions, recognizing emotions, and taking turns (Kasari et al., 2013).
Play Therapy: Play-based interventions can provide a safe and engaging environment for Casey to explore social interactions, develop pretend play skills, and practice communication in a fun and meaningful way (Hutman et al., 2020).

Remember, early intervention is key to maximizing potential and improving quality of life for individuals with ASD. With the right support and intervention, Casey can overcome challenges and thrive.

Additional Considerations:

Comprehensive Evaluation: A multidisciplinary assessment by qualified professionals is necessary for a definitive diagnosis and to tailor interventions based on Casey's specific needs.
Family Support: Providing support and resources to Casey's family is crucial as they navigate this journey.

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Behaviors appear consistent with a diagnosis of Autism

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