Running Head: JOHNNYS AUTISM 1

Johnnys Autism
Jessica McPherson
College of Western Idaho

JOHNNYS AUTISM

Introduction
The words autistic and autism come from the Greek word autos meaning self,
because, early on, those diagnosed or categorized as autistic were those who had trouble
communicating with others (Hallahan, 2015, p. 210). Autism spectrum disorders (ASD)
includes autism and other disabilities associated that fall on a continuum from mild to severe.
They symptoms fall under two general categories, social communication impairment and
repetitive/restricted behaviors (Hallahan, 2015, p. 211). It is estimated that every 1 in 88 people
have ASD and it may even be as many as every 1 in 50 (Hallahan, 2015, p. 211). Autism
spectrum disorders include people from the full range of intellectual capacity. Although a high
percentage do have intellectual disabilities, many with milder forms, such as Asperger syndrome,
are highly intelligent (Hallahan, 2015, p. 209). Although the exact cause of ASD is unknown,
research has shown that the cause is neurological, and there is some evidence that genetics plays
a role, but there has not been a single neurological or genetic cause found. Research has shown
that adults and children with ASD have neuronal underconnectivity between the front and back
of the brain, which disrupts the brain cells ability to communicate with each other (Hallahan,
2015, p. 214). This points to deficiencies in communication between the frontal lobes, which are
largely responsible for executive functioning, and the occipital lobes, which are largely
responsible for visual perceptual processing (Hallahan, 2015, p. 215). At a young age, Johnny
was diagnosed with having a mild case of autism. He is in fourth grade and goes through the
struggles of being autistic every day. But, because he is on the mild end of the spectrum, he is at
a typical level of development.
General Information

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Johnny is a nine years and five month old Caucasian male. He is the oldest child of three
in his family. He has two younger brothers at the ages of seven and four. He lives with both of
his parents and both brothers. Johnnys mom is a stay at home mom, so she takes care of him
when he is at home. Johnny is at school from 9:15a.m. to 3:45p.m. Monday through Friday.
When he is not at school, he is at home.
Physical Development
Johnny does not have anything that makes him stand out in regards to his physical
appearance. He has brown eyes, blonde hair, and is Caucasian. He is at the same physical
maturation as his peers. He seems very healthy. He has no vision, hearing, or any other health
issues. He is right handed. Johnny eats the same things as any other kid. He seems to be active,
but I am not sure if it is normal or if it is because of his attention deficit hyperactivity disorder.
He is always wanting to be up and going, but it keeps him in good physical condition. Johnny
can do anything any other student can do. For example, he can run, play sports, use scissors, and
use a pencil. He has no small or large muscles development delays or disabilities. Again, in
regards to Johnnys physical condition, he is just like every other student. He does not appear to
have any problems with anything of that sort.
Cognitive Development
Johnny has always been in a general education classroom. He does not go into the
resource room or have a special program. An aid comes into the classroom to help him and three
other boys with autism stay focused and help them if it is needed, but Johnny receives the least
amount of attention. Unlike others in his class that are diagnosed with autism, Johnny does is not
on any educational program to help him with his behavior such as applied behavior analysis
(ABA), a highly structured approach focused on teaching functional skills and continuous

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assessment of progress, functional behavioral assessment (FBA), which involves determining

the consequences, antecedents, and setting events that maintain behaviors, or positive
behavioral intervention and support (PBIS), finding ways to support positive behaviors rather
than punishing negative behaviors (Hallahan, 2015, p. 224). Johnny is able to participate in class
activities for the most part, but he gets bored fast. He likes to get his work done fast. He doesnt
want to wait for the teacher to explain how to do the assignment. This is where his difficulties in
executive functioning, being able to manage cognitive process including working memory,
reasoning, task flexibility, problem solving, planning, and execution, show (Hallahan, 2015, p.
220). Once he sees what is given or assigned, he does it with little care, and then will rock his
chair, try to read a book, or do anything else while he is wait for the rest of the class to finish
their work, but he always gets his work done. Like others with ASD, Johnny displays
stereotyped motor or verbal behaviors, repetitive, ritualistic motor behaviors, when he finishes
his work, such as the rocking of his chair (Hallahan, 2015, p. 218). His cognitive development
stage is at his age level, concrete operational. He can think logically about concrete objects and
can thus add, subtract, divide, and multiply. He does really well in math and understands what he
is doing and why he is doing it (Piaget Cognitive Stages of Development).
Socio-emotional Development
A young child with ASD might not show a differential response to parents, siblings, or
their teachers compared to other strangers. This was true with Johnny. He talked to and treated
everyone he knew in the exact same way. It was as if he did not recognize if someone was a
stranger or not, or maybe he just did not grasp the concept of what a stranger was. As was true
with Johnny, children with ASD eye gaze often differs significantly from that of others. Johnny
usually avoided eye contact with others. Johnny showed little in other people but was often

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preoccupied in other things, mostly reading; this is true for most people with ASD. Many
children with ASD lack communicative intent, or the desire to communicate for social
purposes, some even have severe language impairments like being mute, or using no or almost
no language (Hallahan, 2015, p. 217). Johnny did not care to socialize with other students at
recess or during any other activity. He was fine just doing things on his own, but he knows how
to talk. People with ASD may also struggle with joint attention, the process by which one alerts
another to something via nonverbal means; this was evident in Johnny, he did not look when
people pointed at things, because he did not seem to understand why they were pointing
(Hallahan, 2015, p. 217). People with Asperger syndrome may be able to express themselves
using age-appropriate vocabulary and grammar, but they often have problems with pragmatics,
the social uses of language. They may speak monotone, speak too loudly, quickly, or slowly.
Johnny speaks using age appropriate grammar and vocabulary, but he does not put emotion into
what he says, often speaking monotone. People with Asperger syndrome have a hard time
learning the hidden curriculum, the dos and donts of everyday living that most people learn
incidentally (Hallahan, 2015, p. 218). Johnny seemed to have a little trouble with this, like
talking when he shouldnt and saying things that werent the most appropriate, but for the most
part he did not seem to have a big problem with the hidden curriculum. People with ASD also
have difficulty with theory of mind, the ability to take the perspective of other people (Hallahan,
2015, p. 221). When talking to his teacher, me, or other student, Johnny often did not care what
their opinions were. When he thought something, he thought he was always right and there was
not other way to look at things. I saw this mostly when trying to explain assignments to him in
different ways. Interacting with people in general whether it was with adults or peers, was not
something that Johnny found interest in at all. He just liked to keep to himself. He did not seem

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be aware of or care about what he looked like compared to other students. He is content with
who he is. Johnny is at the Level One, Pre-conventional morality, Stage One, Obedience and
Punishment Orientation, of Kohlbergs stages of socio-emotional development. He is a little bit
behind his age level because he is only to the point where he see things as being right or wrong
instead of two things having the possibility of being right. But, Johnny is pretty close to where he
should be age wise (McLeod).
Conclusion
Overall, Johnny is at a typical level of development. He lives a normal
life, goes to school, lives at home with both parents and siblings, and doesnt
go to any special programs. Physically he looks and acts like any other child
his age. His large and small muscle developments are normal; He can play
sports and use a pencil. He has to physical disabilities. Cognitively, he is
where he should be. He understands assignments and all subjects, and he
completes all his work and does well on them. He does have trouble paying
attention and staying on task though. Socio-emotionally is where Johnny is
the most behind. In general, he does not like to socialize and does not
understand how to socialize. Because Johnny is so smart, fast at doing his
work he is easily bored and finds other things to do that he shouldnt be
doing. If Johnny had an aid with him throughout the day to help him stay on
task and help him do his work the best he can instead of the fastest he can,
it would help him not get bored or have the opportunity to do things he
should be doing.

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8
Works Cited

Piaget Cognitive Stages of Development. (n.d.). Retrieved December 14, 2015, from
http://www.webmd.com/children/piaget-stages-of-development
Hallahan, D., Kauffman, J., & Pullen, P. (2015). Exceptional Learners: An Introduction to
Special Education (13th ed.). Pearson Education.
McLeod, S. (2011). Kohlberg. Retrieved December 5, 2015, from
http://www.simplypsychology.org/kohlberg.html