CENTRO ESCOLAR UNIVERSITY

COLLEGE OF NURSING
MENDIOLA, MANILA

NCM 105 (R. L. E) REQUIREMENTS

SPECIAL INSTITUTION CASE STUDY
“AUTISM”

Submitted by:

Gavina, Ydynn P.

BSN-3C0

Submitted to:

Ms. Dovie Brabante RN, MAN

Community Instructor
 AUTISM

After 2 days of exposure the student will be able to:

1. Assess the condition of the children

2. Apply the nursing process to the care of children
3. Provide education to the caregivers for young clients
4. Discuss the nurse’s role as an advocate for children
5. Differentiate the different disorders

INTRODUCTION:

Autism is a disorder of neural development characterized by impaired social

interaction and communication, and by restricted and repetitive behavior. The diagnostic criteria
require that symptoms become apparent before a child is three years old. Autism affects
information processing in the brain by altering how nerve cells and their synapses connect and
organize how this occurs is not well understood.

PERSONAL DATA:

L. A is a 6 years old female student of Legarda Elementary School, in the present she is
in grade 2. According to the client she was the youngest sibling among the family. She was
diagnosed to had a Autism due to the symptoms persisted.

DEVELOPMENTAL THEORIES:

AGE/ STAGE DEVELOPMENTAL TASK APPLICATION

Psychosocial Theory (Erik Industry vs. Inferiority The client doesn’t have the
Erickson) initiative to take care of herself.
Interpersonal Theory (Harry Juvenile The client behavior was
Stack Sullivan) appropriate with this stage,
because she wants only
interactions with the others.
Cognitive Theory ( Jean Concrete Operations The client was unable to have
Piaget) her own decision in her life.
Psychosexual Theory ( Latency The client in this stage shows
Sigmund Freud) feelings to her playmates.

ADAPTIVE FUNCTION:

Upon the assessment the client was not able to communicate with an eye contact. She
mostly answered the question by yes or no, she’s doesn’t create her own sentence or phrases.
According to her, she is not able to take care of herself like taking a bath, doing her assignments
nor preparing to go to school, her primary caregiver usually do those activities. During play time,
she wants also to participate into those games, but unable to express her feelings. And when you
let her also to go with the other clients, you can’t talk to her directly and you need to approach
her in your best. As a student nurse I should be able to supervise the client, maintain safety, and
instruct the primary caregiver about the condition.

OBSERVE CHARACTERISCTICS:

CHARACTERISTICS OF OBSERVED NOT OBSERVED

AUTISM
Affect isolation ⁄
Unrelatedness to others ⁄
Twiddling behavior ⁄
Inconsistent ⁄
Developmental continuity ⁄
Self-destructive behavior ⁄
Temper tantrums/anxiety ⁄
I/you apparent ⁄
Confusion ⁄
Concrete thinking ⁄
Perceptual ⁄
Inconsistencies ⁄
Immediate and delayed ⁄
echolalia
Orderliness ⁄
Physical incoordination ⁄
Language ⁄
Excessive activity ⁄

PHYSICAL DESCRIPTION:

The client has a small body frame, she doesn’t have any problems in terms of vision and
hearing, but sometimes she’s not answering the questions. Has an abnormal behaviour.

LEARNING INSIGHTS:

Upon the exposure in Special Institution I learned how to deal with those client who has a
special disorder, how to socialize with them and to others with those who has a ADHD, Down
syndrome, and MR. We as the student nurses learned that we need to focus with those clients
because the client are aggressive, full of tantrums as well. They are far different with those
patients in the clinical setting. And you need more patience when you’re watching over them.
But after all those attitudes or behaviour the clients are so sweet they do high five, embracing
you and kiss you if they like. Staying in that institution will make you realize that they need
attention and care from the caregivers or significant others that understand their situation.
REVIEW OF RELATED LITERATURE AND STUDIES:

Novel treatments in Autism Spectrum Disorders: from synaptic

dysfunction to experimental therapeutics.
Source:
http://www.ncbi.nlm.nih.gov/pubmed/23202136

University Hospital of Siena, Italy. Electronic address: canitano@unisi.it.

Behav Brain Res. 2012 Nov 29. pii: S0166-4328(12)00746-2. doi: 10.1016/j.bbr.2012.11.024

Abstract
Recent discoveries and advances in genetics and neuroscience have provided deeper understanding of
the complex neurobiology of ASD. The development of novel treatments is strictly dependent on these
findings in order to design new strategies in the pharmacotherapy of ASD. At this time, therapeutics are
limited to treating associated core, symptoms. Studies of single gene disorders, such as Rett Syndrome,
Fragile X and Tuberous Sclerosis, might be of significant help since the neurobiology of these disorders is
clearer and clinical trials are already underway for these conditions. The pathogenesis paradigm shift of
ASD towards synaptic abnormalities has led to current research of the pathways to disease, which
involves multiple dynamic systems. Interest in Oxytocin is growing as it has been recognized to be
implicated in social development and affiliative behaviors. In the future, progress is expected in possible
new options for therapeutics in ASD. Children and Adolescents with ASD and their families can provide
vital information about their experiences with new treatments, which should be a priority for future
research.