Your Annotated
Your Annotated Bibliography assignment is the evidential foundation for your Case Study Presentation assignment. In this assignment, students will pick a case study, diagnose the patient, and present a plan for treatment options.
Select at least six current original research articles published within the last five years to support your treatment plan. For each article, place each article reference in APA format and write a summary that includes a) the purpose of the research, b) sample information, c) statistical significant or trustworthy results related to your practice change, d) recommendations made by the author(s), and e) your personal comments about the quality of the article. Submit this assignment using the respective link by the due date in Black.
Case 7– Ashley
Ashley, age 17, was referred for a diagnostic reevaluation after having carried diagnoses of autism and mental retardation for almost all of her life. She was recently found to have Kleefstra syndrome, and the family would like to reconfirm the earlier diagnoses and assess the genetic risk to the future children of her older sisters.
At the time of the reevaluation, Ashley was attending a special school with a focus on functional skills. She was able to dress herself, but she was not able to shower independently or be left alone in the house. She was able to decode (e.g., read words) and spell at a second-grade level but understood little of what she read. Changes to her schedule and heightened functional expectations tended to make her irritable. When upset, Ashley would often hurt herself (e.g., biting her wrist) and others (e.g., pinching and hair pulling).
In formal testing done at the time of the reevaluation, Ashley had a nonverbal IQ of 39 and a verbal IQ of 23, with a full scale IQ of 31. Her adaptive scores were somewhat higher, with an overall score of 42 (with 100 as average).
By history, Ashley first received services at age 9 months after her parents noticed significant motor delays. She walked at 20 months and was toilet trained at 5 years. She spoke her first word at age 6. She received a diagnosis of developmental delay at age 3 and of autism, obesity, and static encephalopathy at age 4. An early evaluation noted possible facial dysmorphology; genetic tests at that time were noncontributory.
Her parents indicated that Ashley knew hundreds of single words and many simple phrases. She had long been very interested in license plates and would draw them for hours. Her strongest skill was memory, and she could draw precise representations of license plates from different states. Ashley had always been very attached to her parents and sisters, and although affectionate toward babies, she showed minimal interest in other teenagers.
Ashley’s family history was pertinent for a father with dyslexia, a paternal uncle with epilepsy, and a maternal male cousin with possible “Asperger’s syndrome.” Her siblings, both sisters, were in college and doing well.
On examination, Ashley was an overweight young woman who made inconsistent eye contact but often peered out the corner of her eye. She had a beautiful smile and would sometimes laugh to herself, but most of the time her facial expressions were subdued. She did not initiate joint attention by trying to catch another person’s eyes. She frequently ignored what others would say to her. To request a preferred object (e.g., a shiny magazine), Ashley would rock from foot to foot and point. When offered an object (e.g., a stuffed animal), she brought it to her nose and lips for inspection. Ashley spoke in a high-pitched voice with unusual intonation. During the interview, she used multiple words and a few short phrases that were somewhat rote but communicative, such as “I want to clean up,” and “Do you have a van?”
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