Module 5 Discussion-Toneika (Mays) J
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Western Governors University *
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Nov 24, 2024
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Module 5 Discussion-Toneika
Most critical diagnostic information on the first visit
In order to better understand Mrs. Dell's existing talents and limitations about communication and conduct, Mrs. Dell should concentrate on acquiring crucial diagnostic data during her initial meeting with Tomeika, her interventionist. This information will guide the creation of a successful intervention plan. Mrs. Dell should evaluate Tomeika's language proficiency, particularly her comprehension, compliance with straightforward instructions, and receptive language skills. Pay attention to Tomeika's vocalizations and other communication attempts (Hyman et al., 2020). It is also crucial to pinpoint any sensory preferences or sensitivity issues causing her actions, such as crying and collapsing to the ground. The development of appropriate tactics to teach her better ways to express her wishes and needs will be aided by understanding the particular triggers for these behaviors and her preferred method of communication. Additionally, learning about Tomeika's social interactions and play abilities can assist customize interventions to support her success in the early childhood special education classroom and at home while shedding light on her overall development.
Primary goal for the treatment
According to current US clinical practice guidelines, the main objective of treating the patient's family issue is to implement an evidence-based, all-inclusive early intervention program
that caters to the special needs of a child with autism spectrum disorder (ASD) while offering family support and education. Children with ASD need early intervention since it can significantly enhance their communication, social skills, and general adaptive behaviors (Subramanyam et al., 2019). A thorough assessment of the child's strengths and areas of difficulty is the first stage in the treatment procedure. This evaluation should examine a person's
play skills, social relationships, communication skills, and sensory sensitivity. With the help of this data, tailored objectives and treatments can be created to address specific problems.
Tomeika's family should get instruction and direction from the interventionist, Mrs. Dell, to better understand ASD and how it affects their daughter's development. They should be informed about research-based communication tactics like visual assistance and augmentative communication tools. In order to properly deal with hard behaviors, Mrs. Dell should also teach the family behavior management strategies. In order to provide Tomeika with the best care possible, the interventionist, teachers, and therapists must work together (Subramanyam et al., 2019)r. Her learning and development will be bolstered by consistency in methods used in various contexts, including family and school. In addition, Mrs. Dell can collaborate with Tomeika's parents to establish a nurturing and orderly home atmosphere that encourages conversation and educational opportunities. Encouraging positive interactions, play, and joint activities will help strengthen the parent-child bond and further promote language development and social skills.
Complementary and alternative medication treatments that would be recommended
Given the information provided and the focus on evidence-based interventions for children with autism spectrum disorder (ASD), it is recommended to prioritize behavioral and educational approaches, such as Applied Behavior Analysis (ABA), speech and language therapy, and occupational therapy. Complementary and alternative medication treatments should not be the primary focus for a young child like Tomeika. Instead, parents and interventionists should focus on evidence-based strategies that have shown effectiveness in improving communication, social skills, and overall development in children with ASD (Subramanyam et
al., 2019). Always consult with healthcare professionals to make informed decisions about treatment options for ASD.
Agencies near you that would support positive health outcomes for this patient.
My city is Miami, Florida, there are agencies in that area that may support positive health
outcomes for a child with autism spectrum disorder (ASD) like Tomeika.
The Dan Marino Foundation: This organization in Miami focuses on empowering individuals with ASD and other developmental disabilities (Hurley-Hanson et al., 2019). They offer various programs, including educational initiatives, vocational training, and community support, aimed at improving the quality of life for children and young adults with ASD.
UM-NSU CARD (University of Miami - Nova Southeastern University Center for Autism & Related Disabilities): This agency provides resources, training, and support for individuals with ASD and their families (Hurley-Hanson et al., 2019). They offer personalized assistance, workshops, and events to promote social, emotional, and communication skills.
Miami Children's Initiative: While not exclusively an ASD-focused agency, they provide community-based services and support to enhance the overall well-being of children and families
in Miami's underprivileged neighborhoods (Hurley-Hanson et al., 2019). Their holistic approach may offer resources and programs that could positively impact Tomeika's development and family's well-being.
My rationale for choosing these three agencies is based on their specialization in supporting individuals with ASD and their families, offering a range of services from education to vocational training, and their commitment to fostering positive health outcomes in the Miami community.
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References
Hurley-Hanson, A. E., Giannantonio, C. M., & Griffiths, A. J. (2019). Universities with autism initiatives.
Autism in the Workplace
, 111-125. https://doi.org/10.1007/978-3-030-29049-
8_6
Hyman, S. L., Levy, S. E., & Myers, S. M. (2020). Identification, evaluation, and management of children with autism spectrum disorder clinical report.
Pediatric Collections: Autism Spectrum Disorder
, 6-74. https://doi.org/10.1542/9781610024716-part01-ch002
Subramanyam, A., Mukherjee, A., Dave, M., & Chavda, K. (2019). Clinical practice guidelines for autism spectrum disorders.
Indian Journal of Psychiatry
,
61
(8), 254. https://doi.org/10.4103/psychiatry.indianjpsychiatry_542_18