Publisher's Synopsis
This case study examines issues relating to autism and disabilities that coexist with autism in a 5-6-year-old boy. They are sensory processing disorder, apraxia, and hearing loss. A literature review, neuroscience principles, school evaluations, independent testing, and 53 Melody Arons Center (MAC) lesson plan summaries are provided. Lessons occurred over a period of eleven months, two days a week, one hour per session. Data from the boy's exit from preschool illustrated significant regression, the child never developing a language system or self-regulation by age five. Classified as autistic, he was completely nonverbal, with periodic use of an iPad at school and at home. No language system was attempted by his school. Upon entrance to MAC, he received co-teaching from a sign language instructor and a special education teacher specializing in sensory integration techniques and play-based instruction. All sessions were videotaped for analysis. Formative and summative assessments were made at five months and 11 months into the program. Data demonstrated that the child developed basic sign language and began to use oral language. Self-regulation was seen by the eleventh month with extended periods of prolonged play at a single activity. Discussion includes reference to the current international debate regarding the inappropriate definition of autism by the American Psychiatric Association, as well as the improper used of Applied Behavior Analysis for children with sensory processing disorders, either separately or coexisting with autism. The efficacy of Applied Behavior Analysis for all children diagnosed as autistic is also examined
