Assignment-Autism Spectrum Disorder
Question
Mental Health
Presentation Rules and Directions
NUR 1521c
The purpose of the presentation is to provide role play
demonstration and discussion(s) about selected Mental Health related
topics. The presentation may include
video performance or in-class role play along with a short, but specific,
scholarly discussion about the disorder that was demonstrated. The observing class will be given
opportunities to ask questions when each presentation concludes.
How it will work:
The first step in
this process will be to assign groups.
This will be will be done randomly. There will be up to 6 groups. Each group will
get together and select a team leader.
Selection of the team leader is extremely important and should be taken
seriously!
The second step
in this process will be to assign Mental Health categories for each of the
groups.
The third step in
this process will be the research and development stage. The team leader will be responsible for
delegating and monitoring the deadlines for the project at large. This process will take most of the semester
and will conclude on the day of presentation(s). *
Refer to your course calendar
The fourth step
in this process will be delivery of your project to the class. Each member of the team has to perform a
function within the group. In other
words, one person should not be the one doing everything. Points will be deducted from the group if
this occurs. The presentation time limit
is 20 to 30 minutes. If the presentation
is shorter than 20 minutes or longer than 30 minutes, it may result in loss of
group points on the grading process.
How the grading
process works:
There will be two rubrics associated with this project and,
therefore, two grades –one grade for group presentation and one grade for
individual effort. The rubrics will be
placed on the school’s Blackboard system for download. The group grade and the individual grade are
combined, however, will have different percentage weights. For example, if the final project grade is a
combination of 30% in-class presentation and 70% submitted project paper, then
the result will be {score} x 0.3 +
{score} x 0.7.
This formula is used to prevent possible problems from
impacting those who are doing all the work due to other group members who are
not as participatory. If the group
encounters such an issue, I would expect the team captain of that group notify
the lead course instructor immediately.
Group Problem(s)
and Resolution(s):
If a group decides that the elected group captain is not
performing his or her duties, or if the group decides that the group captain is
not following the ground rules of the presentation, or if the group feels
strongly that the group captain is demonstrating unprofessional behavior(s),
then all information must be presented and discussed with the lead
professor. Two outcomes may happen:
Outcome 1) After a determination is made, based on
preponderance of evidence, there will be a vote of “no-confidence” by the
group. If this vote passes, then a new
vote will be conducted to elect a new group leader. If the vote is a tie, then the group captain
will remain in place.
Outcome 2) The lead professor may find “no-fault” during the
investigation, or may find “no-cause” due to lack of objective evidence, which
in this situation the group captain will remain in place.
If the group leader is voted out, then a new vote will be
held to elect a new group leader.
If the group provides evidence that a particular group
member is not performing task(s) assigned by the group captain, or any task(s) for
which they volunteered, or is demonstrating separation from the group as a
whole, then, based on the objective evidence, the offending person will be
removed from the group by the lead course professor, and will be given a
zero for his or her group project component.
Behavioral Ground
Rules:
All group members are
to work as a team. Group members are not
expected to “like” each other, but are expected to “work” collegially. It is expected that the group captain attempts
to resolve issues before it becomes out of control. Bullying, name calling, defaming, slandering
another group member may result in serious consequences. Under no circumstance should group discussion(s)
occur on social media about the presentation.
Social media, in this case, is defined as: Facebook, Twitter, MySpace,
Google+, InstaGram, or any electronic outlet that the general public can see,
or any third party can see and read. All
communication between group members will be in person, in email, or in writing
(this includes personal text messaging between members).
In-Class
Presentation Rules:
The following will be followed as a mode of respect for
those groups who are presenting their projects:
1) The observing
class will remain quiet during presentation
2) No cell
phones, laptops, or any other noise producing device shall be active
3) No side-bar
conversations during group presentation(s)
4) The observing
class groups will generate at least 3 questions for the group who is
presenting.
If an observing
group member is found to be in fault of any of the aforementioned rule(s) the observer’s
group may sustain point deductions.
What is required for the Presentation:
The
presentation has two main parts: 1) Role
Play demonstration and 2) Academic discussion.
The following paragraphs will describe in detail what is required for
each part.
Role Play:
The role play
section of this project can take on several forms. Some students may have elected to play out a
script using all members of the group.
Nurse (A) and Nurse (B) consult with patient and patient’s family
member, while a narrator describes the changing scene between events of the
play. Another form of presentation is
done using a video using a similar approach.
There are several ways the group can present a video presentation: 1) using a DVD with the recorded project or
2) using a video media file and streaming it in the classroom or 3) streaming
the video via YouTube using a personal account which is not listed as a searchable
public link. If the video option is
selected by the group, it is required
that a consultation with the lead instructor to go over the format of the video
and video medium.
This is NOT a
conclusive list of how you can perform this and is just for possible ideas for
role play.
Academic Discussion:
The academic
discussion has two subparts: 1) In class
discussion of the disorder and all required therapeutic and safety parameters
and 2) a submitted paper to Blackboard.
The paper will
be submitted by all team members, individually, on Blackboard. How it will work is that each team member
will submit a minimum 2 page APA style paper (not including title and
citation page) about the disorder, a
mental health nursing diagnosis and nursing interventions of no less than 750 words. This paper is not limited to just
interventions, but should also include safety and common presenting
observations. This is not a medical research paper. The more researched the paper
and specific the paper the better the grade.
A detailed grading rubric will be supplied via Blackboard for further
information. Three (3) peer reviewed
Nursing journal articles meeting APA standards are required for
references.
Group members
must be prepared to answer questions from the audience. After the academic discussion, several
questions from the audience will be presented.
It is recommended that the group provide the most accurate answer
possible to each question and not rely on just one person to answer all
question(s). If one person is answering
all questions, it may affect group’s score.
Other Information:
There will be
times the group will have procedural or topic related questions or become
“stumped” on how to proceed with certain idea(s). It is recommended that either the group as a
whole meet with the lead instructor to discuss the problem(s) or the group’s
captain can schedule a meeting with the lead instructor to discuss the
problem(s). It is not the responsibility
for the instructor to do the work for the group; however, providing ideas is
absolutely fine.
I have read and understood these directions
and rules:
______________________ Date:
_________
Signature
______________________
Printed Name
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Solution
Autism Spectrum Disorder
Autism
spectrum disorder, abbreviated as ASD, is a neuro-developmental disorder caused
by brain differences. ASD is characterized by chronic difficulties in social
communication that causes a limitation of ordinary thinking and repetitive
behaviors such as interests and hobbies. Autism spectrum disorder (ASD) also disrupts
the brain’s reception of information processes, resulting in changes in the
generation and maintenance of nerve cells and their connections. The severity
of the symptoms can range from mild to severe, and deficiencies usually appear
before the age of three years. Research indicates that from 2010 to extending
2014, the number of children living with ASD increased. The increase is due to
improved understanding, the expansion of diagnostic criteria, and increased
public awareness, raising the number of referrals for diagnosis.
Interventions
Autism
spectrum disorder ASD does not have a specific group prevalence. ASD affects
people of all races, ethnicities, and socioeconomic backgrounds. Additionally, ASD
affects people, more so in males. It is usually four to five times more than
females. Some medical conditions associated with autism spectrum disorder
include seizures, gastrointestinal issues, sleep difficulties, and attention
deficit hyperactivity disorder. Many people with ASD also have motor skills and
coordination problems (Hodges et al., 2020). It is
still unknown what causes autism spectrum disorder. However, ASD is linked with
genetics and environmental aspects that are likely to play a role in its
development. Therefore, since genes are passed down from parent to child, a
child living or born in an ASD-affected family increases the likelihood of
developing the disorder. Notably, it does not depict that each child or person
with ASD is factual that the parent has the same disability.
According
to the findings of the numerous studies that have been carried out, no
diagnostic medical test for ASD can be performed at this time. Autism appears
to have genetic and environmental roots, according to the evidence. Autism is
not caused by a person’s upbringing or lack of emotional stimulation;
therefore, the most likely cause of autism is a combination of genetic factors.
In addition, research conducted by medical professionals has shown no link
between vaccines and autism. Inadequacies in social communication and
engagement, in addition to restricted and repetitive patterns of behavior, are
the primary components that go into making a diagnosis (Hodges et al., 2020). A
qualified specialist treating autism spectrum disorder (ASD) should consult
appropriate specialists, such as a developmental pediatrician and a child
psychologist.
Treatment
for autism spectrum condition places a key emphasis on the caregivers’ capacity
to contextualize an understanding based on the underlying mechanisms and
behaviors that affect the development of social, linguistic, and behavioral
abilities. The use of ASD can be attributed to its linguistic component. The
component of ASD provides a context for speech and language treatment, which
helps an individual become better able to communicate (Hodges et al., 2020).
(Hodges et al., 2020). In addition, physical therapy can help enhance a person’s
mobility and make it easier for them to move around. The lives of autistic
people are fraught with difficulties at every turn. However, because they can
work like others, these individuals can lead lives that are full and pleasant
when they have the appropriate care and support.
Autism is
a spectrum of diseases, and different people are affected by them in unique
ways. Consequently, it is not easy to generalize how autism spectrum disorder
develops throughout a person’s lifetime. Because of this, every person is
unique, and an intervention method that strikes a chord with one person might
not have the same effect on other people. Unfortunately, there is no treatment
for autism. The fact is that autism does not need to be cured since it should be
contextualized as a difference rather than a disability. This shift in
perspective eliminates the need for autism to be cured. Instead, people must be
made aware of care practices that are either questionable or potentially
dangerous.
Mitigation
therapy aims to enhance a person’s capacity for function by lowering the level
of anxiety they experience in response to their environment (Absoud, 2016).
Techniques of sensory integration, techniques of non-aversive behavior therapy,
and personalized education for group settings such as classrooms and workplaces
fall under this area (Xiao et al., 2014). Treatment for their children, both
medical and psychosocial, is commonly sought out by parents of children with
autism spectrum disorders.
Conclusion
As a
result of the explanations above, autism spectrum disorder (ASD) is not
uncommon in youngsters and is brought on by genetic and environmental
influences. Applied behavior analysis is the major form of treatment employed
in the formation phase, and its use is predominant. Teaching people to read,
use tools, and use the restroom independently are examples of what ABA may
accomplish as a mitigation therapy. Antipsychotics are one drug that could be
provided to very disruptive individuals under particular conditions to help
them modify their behavior. Risperidone, which is included in the prescription,
is a drug that the Food and Drug Administration of the United States authorized
in 2009 as a therapeutic drug for irritability in children who have an autistic
spectrum disease.
References
Absoud,
M. (2016). Emerging concepts in therapies for autism spectrum
disorder. Bjpsych Advances, 22(3), 162-164.
https://doi.org/10.1192/apt.bp.115.015578
Hodges,
H., Fealko, C., & Soares, N. (2020). Autism spectrum disorder: definition,
epidemiology, causes, and clinical evaluation. Translational paediatrics, 9(Suppl
1), S55–S65. https://doi.org/10.21037/tp.2019.09.09
Xiao,
Z., Qiu, T., Ke, X., Xiao, X., Xiao, T., Liang, F., Zou, B., Huang, H., Fang,
H., Chu, K., Zhang, J., & Liu, Y. (2014). Autism spectrum disorder as an early
neurodevelopmental disorder: evidence from the brain imaging abnormalities in
2-3 years old toddlers. Journal of autism and developmental
disorders, 44(7), 1633–1640. https://doi.org/10.1007/s10803-014-2033-x
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