Healthcare ASD Case Study 2022

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Introduction
Autism Spectrum Disorder (ASD) is known as a condition associated with brain
development. This disorder tends to cause problems in social interaction and communication.
The term ‘spectrum’ in Autism Spectrum Disorder explains the broad range of symptoms and
criticality (Campisi et al., 2018). The diagnosis of ASD is typically conducted during
childhood on the basis of extensive behavioural assessments by clinical experts in the domain
of child psychiatry, psychology orby the clients in behavioural and developmental
paediatrics. However, the new diagnostic criteria in DSM-5 (Diagnostic and Statistical
Manual of Mental Disorders) and ICD-11 have suggested three principles in outlining the
diagnostic framework within the social dimension namely, social-emotional exchange; non-
verbal communicative behavioural patterns utilized for social communication in addition to
the challenges in developing as well as continuing relationships (El Achkar & Spence, 2015).
The following paper will provide an overview of ASD and its characteristics based on the
existing diagnostic classification.
Discussion
Clinical Characteristics of Autism Spectrum Disorder
ASD is seen as an early-onset disorder. The average age of diagnosis is likely to be
around 3.1 years of age and the clinical analysis of ASD is conducted with inordinate
certainty by age 3. According to studies, before the age of 3.1 years, challenges in
establishing social communication tend to be present but the characteristic behaviours and
limitations possibly will not evidently appear until about 3 years of age (Delobel‐Ayoub et
al., 2017). The grouping of instructions for services in primary intervention programs as well
as school with superior public responsiveness as well as instructions for screening has
resulted in earlier identification. However, in order to receive a diagnosis of ASD, an

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individual must exhibit challenges in utilization or understanding and operationalizing. Wide-
range of investigation on ASD have claimed that qualitative social challenges are the most
common and particular characteristics of ASD (Welch, Ghaderi & Swenne, 2015).
Comprehensive investigation have been chiefly imperative in introducing the idea of triad of
dearth such as social, language understanding, creative play which are likely to outspread
further than classic autism. These factors also tend to extend it characterizing levels of
criticality of social deficits arising from detachment to unresponsiveness to being active
resulting in peculiar socially-directed behavioural patterns.
Meanwhile, studies focusing on social behaviours and complications in ASD are
wide-ranging and unlike majority of the neurobiological investigation, it is well-recognized in
its reliability across studies (Campisi et al., 2018). On the other hand, by drawing relevance
to clinical principles, empirically significant mechanisms that pass through age as well as
growth to trigger these distinctive patterns of behaviour have been a challenge. Significant
proportion of these theoretically vital constructs explained as social insufficiencies like the
theory of mind, collaborative attention and social motivation are remarkable in their presence
at particular ages and in some individuals. However, these characteristics do not tend to be
apparent at early in children or does not be present in significant numbers of in adults.
On the other hand, empirically confirmed dimensions within social communication
which specifically distinguish ASD from other forms of disorders tend to vary significantly
based on the comparison population as well as the developmental level of individual with
ASD. According to Young, Oreve and Speranza (2018), by drawing comparison of children
receiving experimental diagnoses of ASD with children receiving other diagnoses other than
ASD but showed tendencies of ASD social reciprocity, only differentiated on the
characteristics of social communication behavioural patterns related to facial expressions,
communicating shared enjoyment in addition to eye contact as well as gestures. On the

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contrary, children receiving other diagnoses other than ASD but showed tendencies of ASD
social reciprocity have characteristics of more interactive skills like posing relaxation or
occupy attention with peers (Welch, E Ghaderi & Swenne, 2015). By drawing relevance to
these findings, it can be analysed that nonverbal social-communication might be particularly
distinctive. However, it has not been simulated in efforts to classify different social factors. In
addition to this, other deficits observed in autism may or may not be exclusively social but
tend to exhibit major effects on social connections (Richard, Scheffer & Wilson, 2017). For
instance, children experiencing ASD show lower rate of attention towards people as
compared to objects and give very less time when not controlled, thus does any activity
which illustrate some determination or focus. Thus, these findings demand for additional
cognitive theories in order to bring about dimensions of social insufficiencies across growth
(Young, Oreve & Speranza, 2018).
Restricted, repetitive characteristics in ASD
Apart from social communication, repetitive behavioural patterns and interests (RRB) are
seen as critical characteristics of ASD. As per studies, repetitive behavioural patterns and
interests (RRB) is seen as a highly varied domain which incorporates stereotyped as well as
repetitive behavioural patterns along with, verbal as well as nonverbal, engrossed or
extremely restricted interests besides infrequent responses towards sensory input (Welch,
Ghaderi & Swenne, 2015). However, in contrary to the dimension of social reciprocity or
interaction, research of RRBs from few of the significant diagnostic mechanisms have further
been constantly produced minimum level of two and at certain points in three distinguishable
subdomains or dimensions within the greater aspect of RRB. As per studies of Young, Oreve
and Speranza (2018), these separate dimensions have different trajectories all through the
stage of childhood and adolescent period, varied associations with cognitive disability and
different patterns all through gender categories.