A Single-Subject Case Study: LY - A 10-Year-Old Male with Autism and a Profound Verbal Comprehension Deficit

Qunxi LU

doi:10.64663/aet.66

Authors

Qunxi LU Merlion Academy https://orcid.org/0009-0003-5024-2884

DOI:

https://doi.org/10.64663/aet.66

Keywords:

adaptive functioning, autism spectrum disorder, individualised intervention, verbal comprehension, sensory processing, neurodevelopmental disorder

Abstract

This case study presents a comprehensive psychoeducational assessment of LY, a 10-year-old boy diagnosed with Autism Spectrum Disorder (ASD), whose most significant challenge lies in a profound verbal comprehension deficit. Using the Hierarchy of Abilities and Skills model as a conceptual framework, a multi-method, multi-informant battery of assessments was administered to evaluate LY’s cognitive, sensory, adaptive, and socio-emotional functioning. Results revealed a highly uneven cognitive profile, with exceptional working memory and visual-spatial skills contrasted by severely impaired verbal reasoning and adaptive social communication. Sensory processing difficulties, particularly in the areas of avoidance and heightened sensitivity, were found to significantly impact LY’s emotional regulation and peer interaction. Diagnostic tools (e.g., ADOS-2 and ADI-R) confirmed the presence of ASD, and discrepancies between parent and teacher ratings highlighted the influence of environmental and contextual factors on behavior presentation. An Individualised Intervention Plan (IIP) is proposed, incorporating Educational Therapy, Speech and Language Therapy, Occupational Therapy, Behavior-Based Therapy, and Social Skills Training, alongside school accommodations and caregiver support. This case underscores the importance of individualised, multidisciplinary approaches in supporting children with complex neurodevelopmental profiles.

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