A.

Introduction

Autism spectrum disorder (ASD) is a neurological and developmental disorder that begins early in
childhood and lasts throughout a person's life. It affects how a person acts and interacts with others,
communicates, and learns. It includes what used to be known as Asperger syndrome and pervasive
developmental disorders. Autism or autism spectrum disorder causes a person to establish repetitive
behavioral patterns and often impairs their social interactions with other people. According to the
American Autism Association, doctors typically diagnose autism spectrum disorder (ASD) in childhood
when symptoms can occur before 3 years of age. Some children with autism might seem to show
symptoms from birth, while others may develop more obvious signs as they become older.

This case study purpose is to show a better understanding about Autism spectrum disorder, the
life of a person with ASD, how their family and environment affect the life of the child. This paper also
aims to provide information by suggesting accommodations, and recommendations for a better treatment
to a child with ASD.

This study is significant for teachers, parents and education students in order to provide a proper
evaluation, accommodation modification, treatment and curriculum design for the betterment of the
student support for individuals with disabilities.

B. Methodology

The researchers provide a questionnaire for the parent, and conducted a face to face interview
with the family of the child. Also the researchers allotted 2-3 hours of observing the child within his
household and his environment, the researchers observed about his daily routines and activities for two
days. Below is a tabular representation of all the observations conducted by the researchers.

C. RESULT AND DISCUSSION

1.1 Profile condition and Physical characteristics

Johnder Maglian A.K.A Pepe is an 18 Year old boy, he was born on October 27,
2000 and a 4th son in their family. Johnder has a wide-set eyes and broad forehead and
experiences delay in processing and decoding information. Furthermore, sometimes his
behavior cannot be controlled by his parents and he was classified as a person with ASD.

1.2 Home and community

Some people with autism can only posses little or no awareness of danger,
meaning that you may need to take special precautions with everyday objects. There are
instances that the persons with Autism may harm themselves like what the researcher’s
respondent did. The respondent aimed the edge of a knife to his neck and tied an
electrical wire to his neck to end life when Pepe’s demands didn’t meet.

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 1.3 School and classroom environment

The Respondent didn’t meet the ideal classroom environment of a person with
ASD. According to her mother they are not capable to enroll his son to a SPED school
because of financial problem. Moreover, they tried to enroll their son to a Regular
Daycare school but the teacher of the daycare suggested that it must be place in a SPED
school because PEPE is hurting other students.

1.4 Child’s interest

The respondent’s interests are more focused on playing basketball with other
children, singing and dancing once the music plays and attending other children’s
birthday party nearby.

C.2. Baseline Data on Academic Performance

The researchers have no data on academic performance of the respondent because the
child didn’t get a chance or experience to study for a long time. He entered school for only several
weeks. Due to uncontrollable behavior, Pepe was dismissed by the teacher of the Daycare
center.

C.3. Baseline Data on Domains of Development

C.3.1 Cognitive domain

Expected skills by age Observation Strengths
 High order thinking  Can manage money
 Can do problem  He is obedient once
solving/computation you told him not to do
 Long span of attention that particular
behaviour again
Observed weaknesses
 Easily distracted
 He didn’t initiate
conversation

C.3. 2 Language Domain

Expected skills by age Observation Strengths Observed weaknesses
 Speak Fluently  Can utter up to 5  The pronunciation of
words words are not very
clear

C.3. 3 Gross Motor Domain

Expected skills by age Observation Strengths Observed weaknesses
 Playing basket ball  He plays basketball  Careless in his actions
 Running everyday
 Active in terms of  Running without losing
physical aspects his balance

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 C.3. 4 Fine Motor Domain
Expected skills by age Observation Strengths Observed weaknesses
 Writing skills are in  Can play mobile  Poor level in using
high level games pencil or any writing
 Can use cell phone  Can eat using fork and materials
spoon

C.3. 5 Socio-emotional Domain

Expected skills by age Observation Strengths Observed weaknesses
 Attracted to opposite  He can say beautiful  He cannot control his
gender and I love to a girl emotions often times.
 Emotional stability

C.3. 6 Self-help Domain

Expected skills by age Observation Strengths
 Independent from his
parents
 Can Handle owns
problem
Observed weaknesses
 Can wash his own  When he is in trouble
after pooping. he always tend to tell
 Can wear his own her mother that he was
clothes being bully and can’t
 Can manage to bath defend himself.
alone
 Can serve or prepare
his own food if it is
already in table.

C.4. Analysis of the Case

C.4.1 General Assessment

Based on all gathered data and observations, the child has moderate
level of Autism Spectrum Disorder. His domain of development shows that the child’s life
was affected, by this disorder. In terms of cognitive domain, it is observed that the child
was easily distracted, which shows that base on his age and his expected skills he poorly
perform as a regular child.
Generally, all the gathered data and conducted observation shows that
his developmental domain is not met based on his age

C.4.2 Present Skills in Domains of Development and its impact to academic

Based on all the gathered data of the researchers from Pepe’s mother, the child
only acquired to attend day care class, where eventually he was withdrawed, and all his
skills and knowledge are gained only through his family. He learned his knowledge by the
help of his family. But according to the gathered data he shows lack of focus and tend to
be easily distracted, he is poor in handling pencils and not so good in constructing his
words, this shows that this may affect the child to poorly perform in his academe.

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 C.4.3 Home and Community Environment’s influence to Learner’s Development

Based on the observation of the researchers and his mother, the child was
influenced by his family and caregivers, they taught him basic knowledge, taught him
about survival skills and also taught him to perform well on his own. The community also
played a big role to Pepe, by socializing and communicating to them they are
encouraging him and giving him such confidence to live happy.

C.4.4 School and Classroom Environment’s influence to the Learner

Unfortunately, Pepe was only able to attend shortly in a day care center,
and according to his mother, Pepe only plays at school and tends to tease his classmates
only. He lacks attention and do not properly performed in school. School shall provide an
environment that will include him and help him to nurture his behavior but in his case, the
day care center did not met the standards to provide it.

D. CONCLUSION

I therefore, conclude that the condition of Pepe can be classified as a Moderate Autism
Spectrum disorder that requires full support. Autism is a developmental disorder of neurobiologic
origin that is defined on the basis of behavioral and developmental features. Autism is best
characterized as a spectrum of disorders that vary in severity of symptoms, age of onset, and
association with other disorders. And this condition needs such attention and affection to be given
to the child. It requires patience, love and support to fully help the child to conquer his daily life.
Also, it shows that poor understanding about this disorder may cause problems just like how
Pepe was kicked-out from the Daycare center.

E. RECOMMENDATION
A knowledgeable, observable, and supportive family, environment can positively help
any child who is experiencing disorder. The researchers recommend the following:

E.1. For the enhancement of Home and Community Environment

It is well established that parents can learn and successfully apply skills to changing the
behavior of their children with autistic spectrum disorders, though little is known about the effects
of cultural differences, such as race, ethnicity, and social class, nor about the interactions among
family factors, child characteristics, and features of educational intervention. It is recommended
that the parents and everyone who surrounds him shall be keen in observing the child’s behavior
to correct him if he does something wrong. Also they should be observant of what they do in front
of the child, to prevent him from learning things that they should not. And also it is highly
recommended for the family to let the child enter a Special School where the teachers are highly
knowledgeable about the situation of the child, and also to provide the child proper
accommodations for the child to continue living his life like a normal individual.

E.2. For the classroom accommodation for the learner,

The appropriate goals for educational services are the same as those for other children:
personal independence and social responsibility. These goals imply continuous progress in social

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and cognitive abilities, verbal and nonverbal communication skills, adaptive skills, amelioration of
behavioral difficulties, and generalization of abilities across multiple environments.

Appropriate educational objectives for children with autistic spectrum disorders should be
observable, measurable behaviors and skills.. The researchers recommends the school to
include the development of social skills to enhance participation in family, school, and community
activities through social imitations , interactive activities like playing games with family members
or siblings. Second, is to use expressive verbal language, receptive language, and nonverbal
communication skills so that it will be easy for the children to in-take knowledge and learning.
Lastly, is to provide activities that can enhance their fine and gross motor skills that are used for
age appropriate to them. This all shall be recorded and documented in order to determine
whether the child is benefitting through these interventions. They should be assessed regularly
and progress should be monitored so that any adjustments to the intervention can be made.

E.3. Capitalizing on Learner’s interests

A learner centered education is highly recommended in the 21st century learning

classroom. This will showcase the individuality of each learner. Their interest, abilities, skills and
talents shall be exposed through this. As for the case, a learner with Autism Spectrum Disorder
(ASD), they mostly needed attention in everything they do. Capitalizing the learners’ interests can
benefit both the teacher and the student. For the teachers, capitalizing the learners’ interest can
lessen the work to do of a teacher because the student will give attention to what he is doing
because it is within his interest. While for the student it will benefit them because if they are doing
what they love to do they can easily learn and progress.

E.4. Other recommendations

The researcher recommends the government to give full support to the family, school or
private institutions, and to the assessors who are in charge of accommodating the children with
ASD. Families shall receive monetary support for them to send the child in a good learning center
where interventions can be made professionally, it is also recommended that the school or
facilities that are care taking the individuals with disabilities to get fair salary, and also
professional trainings for them to help the individuals with disabilities to progress and learn in an
interactive and knowledgeable environment.

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F. References

Autism Spectrum Australia(N.D)What is Autism. Retrieved from:

https://www.autismspectrum.org.au/sites/default/files/Factsheet_What%20is%20autism_2017030
6_1.pdf

Bob Cuningham,Ed.M(N.D) Is Autism a learning Disabiliy. Retrieved from:

https://www.understood.org/en/learning-attention-issues/getting-started/what-you-need-to-
know/is-autism-a-learning-
disability?fbclid=IwAR07AO_khU2AXGr8HyQR30lNeSJTq_zcOel2YO9JfJfKiNgP1oBLtEBERrA

National trust (N.D)INDIAN SCALE FOR ASSESSMENT OF AUTSIM (ISAA).Retrieved from:

http://thenationaltrust.gov.in/upload/uploadfiles/files/ISAA%20TEST%20MANNUAL(2).pdf

Autism Spectrum Disorder: MedlinePlus. Retrieved from:

https://medlineplus.gov/autismspectrumdisorder.htm

Austism: Characteristics, diagnosis, and understanding. Retrieved from:

https://www.medicalnewstoday.com/articles/323758.php

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G. Appendices

Documentations