Case 1: Jake Jake is 10 years old. He attends a school for children…

Question Answered step-by-step Case 1: Jake Jake is 10 years old. He attends a school for children… Case 1: JakeJake is 10 years old. He attends a school for children with special educational needs where he wastransferred at age 9 after the educational psychologist at his previous school conducted anassessment which showed his IQ as well as his overall adaptive functioning to be well within thesubaverage range. It was determined that, intellectually, he was functioning at the level of a 7-year-old but the Vineland Adaptive Behaviour Scales revealed that his functioning in the social domainwas particularly poor compared to his other adaptive skills and fell at the level of a 5-year-old.According to the teachers at Jake s new school they som sIgnant difIcultyengaging him despite presenting a curriculum tailored to his intellectual level. They recommendedto his parents that he be taken for an additional assessment by a clinical psychologist as they felt”something more” was going on and that this assessment would provide guidance on furtherintervention. During the clinical assessment the clinical psychologist conducted an interview withJake and his parents together, spoke to his teachers and observed Jake during a play session. Hechose not to conduct any additional standardised testing given the recency of the psychologicaltesting conducted by the educational psychologist whose report and findings he accepted.According to his teachers’ reports, Jake’s performance at school has been inconsistent. They havenoted particular difficulties with his ability to read, typified by multiple errors in reading words outloud. He also appeared to have difficulties with his numbers; while he could count up until 10, whenpresented with different sets of beads he was unable to tell how many beads were in each set or tosay which set contained the largest and smallest numbers of beads. He does, however, seem to dowell at copying sentences off the board and writing his name.Although his teachers had not initially highlighted this, after observing him directly, the clinicalpsychologist inquired from them about his behaviour at school and with other children. Theyreported that he was generally well behaved but very quiet unless someone came too close into his”personal space” at which point he would get upset and would escalate into a “complete meltdown’if he was touched. His mother revealed that he has never liked being touched, even as a baby. Histeachers report that he does not have any friends at school which was confirmed by his parents whoreport that “He has never really had any friends”. Even when he is encouraged to play with others hehas a significant difficulty playing games such as ‘cops and robbers’ and usually ends up sitting byhimself, disinterested in those playing the game.His parents also noted that he rarely showed happiness or sadness and only really interacted withthem when he needed something. Teachers have reported that other children avoid him and thinkhe is rude because he always looks at floor when others are talking to him, and he tends to justrepeat what others say word-tor-word, which was also contirmed by his parentsIf jakes Primary diagnosis is Autism Spectrum disorder What would his comorbid diagnosis be ? Explain using the DSM 5 Diagnostic Criteria Using examples from the case to prove how it applies Social Science Psychology PSY 3007S Share QuestionEmailCopy link Comments (0)

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