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Bryan: An ASD Case Study

EDUC 5320 Exceptionality in Todays Schools Section KS56
Dr. Kirsten Allman
December 1, 2015
Carolyn Elizabeth Barrette

Bryan: An ASD Case Study

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Bryan: An ASD Case Study
Three Mismatches
Among 13-year-old Bryans specific learning challenges within his Asperger Syndrome
spectrum, three in particular are currently not being addressed appropriately or effectively:
1. Relating to Same Age Peers Bryan appears to suffer a widely-prevalent result of
Aspergers Syndrome, i.e., not relating well to same age peers. Drs. Koegel, Ashbaugh,
Detar and Regester have noted that:
Difficulties engaging in social activities are considered to be a core
symptom of individuals with autism spectrum disorder (ASD). Both the
literature and our clinical observations suggest that most individuals with
ASD have a desire to engage in social activities, but social skill deficits
make social interaction challenging, and in turn can lead to feelings of
loneliness and isolation (Koegel, et al, 2013, p. 900).
The DSM-IV-TR also documents this in its Criteria for Asperger Disorder, Section A
(2) and (4), stating that those suffering from this syndrome experience a failure to
develop peer relationships appropriate to developmental level[and] lack of social or
emotional reciprocity (Friend, 2010, p. 201). According to feedback provided by his
Language Arts teacher, Mr. Legler, Bryan does not work well in groups. This is
consistent with the parameters described above yet group work is a standard part of this
classrooms activity, typically occurring three times per week. This likely sets Bryan up
for great frustration and potentially acting out in tantrum form within the classroom.
2. Distractibility and Extreme Literal Thinking Bryan is currently placed in an inclusion
classroom that has welcomed two students with various learning disabilities; this includes
a fellow student with a (presumably) different emotional and behavioral disorder (EBD).
Given Bryans difficulty in responding with emotional reciprocity and his extremely
literal approach to thinking and conversing, being surrounded with same age peers,

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particularly ones so different from himself, is likely a profound and recurring distraction
-- a likely additional setup for failure rather than success.
3. Self-injurious Behaviors Bryans history of engaging in tantrum-like behaviors, such
as screaming, crying, tearing his clothesand slapping his face when he is frustrated is
indeed concerning though not unusual amongst ASD populations. As the DSM-IV-TR
describes in Section C of its Criteria for Aspergers Disorder, The disturbance causes
clinically significant impairment in social, occupational, or other important areas of
functioning (Friend, 2010, p. 301). Though he always completes his homework, current
classroom dynamics foster an ongoing dissonance between Mr. Leglers pedagogy and
how Bryan optimally works. For example, daily whole class discussions likely render
Bryan very frustrated and cause him to seek unproductive and even dangerous outlets for
releasing his tension. The chronic disconnect between current classroom routine and
optimal routines for Bryan makes recurrence of self-directed violence a likelihood.

Three Proposed Solutions

1. Relating to Same Age Peers Mr. Legler has also noted that Bryan loves doing research
on a preferred topic, fortunate indeed given there are three research projects to be
completed in collaboration with the Texas History teacher. Working with a non-peer,
particularly one in an authority position, would likely serve Bryan optimally. Given that
outlet, subsequent controlled interactions with his peers would likely yield better results.
Drs. Koegel and their team concur, stating, Intervention that include[s] providing
step-by-step social planning related to their interests, and feedback regarding their
participation in social activities is often beneficial (Koegel, et al, 2013, p. 908).

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2. Distractibility and Extreme Literal Thinking Given his high distractibility, Bryan might
best flourish in situations where he is focused on topics he particularly enjoys. The class
engages in regular oral reading exercises between students and the teacher. Though only
13, Bryan reads at a twelfth-grade level and might find the opportunity to exercise his
strengths in this type of forum gratifying. He might also, with controls in place, be able
to express his individual thoughts (with an acceptable level of extremely literality, if and
as possible). Other opportunities to creatively and appropriately channel his natural
thinking inclinations can/should be brainstormed.
3. Self-injurious Behaviors In addition to reducing the number of inherently frustrating
scenarios described above, it is strongly recommended that, among the supplemental
services being suggested, Bryans parents explore specific cognitive behavior therapy
options, if he is not yet engaged in same. The clinical research of Dr. Maria E. Loades1
supports this; she states, Working with clients requires the therapist to go beyond the
existing evidence base to make decisions about which specific cognitive behavior therapy
( CBT) models and resultant treatment approaches to draw on in therapy (Loades, 2015,
p. 74).

1 Professor of Clinical Psychology at the University of Bath (United Kingdom).

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References
Friend, M. P. (2010). Special education: Contemporary perspectives for school professionals
(3rd ed.). Boston, MA: Pearson Education.
Koegel, L. K., Ashbaugh, K., Koegel, R. L., Detar, W. J., & Regester, A. (2013). Increasing
socialization in adults with Aspergers Syndrome. Psychology in the Schools, 50(9), 899909. doi:10.1002/pits.21715
Loades, M. E. (2015). Evidence-based practice in the face of complexity and comorbidity: A
case study of an adolescent with Asperger's Syndrome, anxiety, depression, and chronic
pain. Journal of Child & Adolescent Psychiatric Nursing, 28(2), 73-83.
doi:10.1111/jcap.12108