Answered: Create 2 NCP that needs to prioritize for the patient. (6 column) Assessment(subjective/objective), Diagnosis, Planning/Goal, Interventions with Rationale,…

Past and Present History: Sam is a 14-year-old young man diagnosed with Autism Spectrum Disorder. He was assessed to have difficulty with communication and interaction with other people because of his aggressive and repetitive behavior. As part, his professional development training he was followed up by a speech-language pathologist for a year. Sam now attends a public school special day class that offers frequent instruction in varied settings to foster independence in the community. (more details pls see attached photos)

QUESTION:

1. Create 2 NCP that needs to prioritize for the patient. (6 column)

Assessment(subjective/objective), Diagnosis, Planning/Goal, Interventions with Rationale, Evaluation

requests for communicative functions that Sam already exhibited spontaneously using
nonverbal means at baseline (e.g., expressing emotion by biting his hand and looking toward
staff).
During language art centers, Sam engaged in activities designed to elicit more sophisticated
requests for preferred actions. Rather than identifying pictures, he could choose a preferred
sensory activity, such as a head massage, a back rub, or tickling. Color-coded symbols paired
with sentence templates allowed Sam to create his own sentences for functions already
exhibited spontaneously using nonverbal means at baseline (e.g., requesting comfort by
pulling his teacher's hands toward his head).
Outcomes
Sam's first quarterly review occurred around his 15th birthday. Observations and videos
revealed a higher rate of spontaneous bids for communication and the emergence of symbols
to express emotion (e.g., "happy" and "mad"), request coping strategies (e.g., "head squeezes"
and "high fives"), and form simple sentence structures (e.g., "Jim squeeze head" and "Karen
rub back"). By six months post-intervention, Sam began to take turns, requesting interaction
using subject + verb sentences and then responding to interaction. His teacher might request
that "Sam rub back" and Sam would oblige. At 12 months post-intervention, Sam continues to
expand his symbolic language skills and recently began to generalize his sentences to include
names of his peers.

Transcribed Image Text:Birth and Development Sam was born six weeks premature following his mother's hospitalization for pre-term labor. His birth history was significant for low birth weight (2 lbs., 10 oz.), respiratory distress, intraventricular hemorrhage, and a neonatal hospital stay of six weeks. He began receiving intervention services at 12 months of age to address speech, language, social-emotional, and cognitive delays. To date, evaluations yield developmental age equivalents up to the 24-month level. Since birth, Sam's history is unremarkable for significant medical concerns and he is in good health. He has passed hearing screenings and wears corrective glasses. Communication Profile at Baseline At 14 years, Sam spontaneously shared his intentions through nonverbal means, which included facial expressions (e.g., looking toward staff to request a snack), physical gestures (e.g., pulling his teacher's hands to his head to request a head massage), and more conventional gestures (e.g., pointing to request and a head shake to reject). He also used unconventional nonverbal signals that included biting his hand to share positive and negative emotions and pinching to protest. Sam occasionally used a few verbal word approximations (e.g., "no," "yes," "more" and "balloon"), the sign for "help," and picture symbols on a voice output device. However, he typically used these symbols passively; most often in response to a direct verbal prompt from his social partner (e.g., "Do you want more?"). Intervention Sam's Individualized Education Program objectives shifted from those for passive responses (e.g., responding to questions such as "Where did you go?") to initiating communication using AAC (e.g., requesting help or other actions, expressing emotions, and making choices of coping strategies). Throughout the day, Sam accessed an emotion necklace of laminated cards. On the front of each card was a graphic symbol representing an emotional state (e.g., happy, angry, and sad). On the back were symbols representing words Sam could use to request actions from others (e.g., "high five" for happy). This support fostered symbolic

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