Assignment-Autism Spectrum Disorder
Question
Mental Health Presentation Rules and Directions
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: _________
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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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