Abnormal Psychology

University of Maine at Presque Isle

PSY 235 – Abnormal Psychology

Final Assessment: Mental Health Disorders in Children – A Case Study

Ana Castro

September 9, 2026

Client Generator-o-Matic Result

Generated client: Minze, age 12; Autism Spectrum Disorder; moving to Richmond, Virginia; hobby: digital music creation; school difficulty: earth science class.

MINZE'S TRANSITION AND SUPPORT PLAN

A Community-Based Case Study and Rehabilitation Guide

Prepared for Minze and Family

Prepared by Ana Castro, Community-Based Social Worker

September 9, 2026

Castro Family Support Services

Richmond, Virginia

Purpose: To help Minze continue learning, creating music, and participating in school while the family adjusts to a new community.

Back Story – Understanding Minze as a Person

Minze is a 12-year-old child who is moving with their family to Richmond, Virginia. Minze has been diagnosed with Autism Spectrum Disorder (ASD). For this case study, I am describing Minze as a quiet but creative student who usually does best when they know what to expect. They enjoy digital music creation and can spend a long time working on a beat, changing sounds, and putting different pieces together. Music is one of the activities that helps Minze feel comfortable and gives them a way to express ideas.

Minze's family describes them as curious and determined. They do not always start conversations with other children, but when a topic interests them, they can become very focused and knowledgeable. They also have a hard time when plans change without warning. Moving to a new city is exciting for the family, but it is also stressful for Minze because they will have to learn a new school building, meet new teachers, and figure out new routines.

In the past, Minze has had the most difficulty in earth science class. The class can involve changes in activities, group work, new vocabulary, hands-on materials, and instructions that are sometimes given quickly. When several things happen at once, Minze may become overwhelmed, stop participating, or focus on one part of the assignment instead of moving to the next step. This does not mean that Minze cannot learn science. It means the environment and teaching approach can make participation harder.

Minze has had some successes too. They have completed school projects when directions were broken into smaller steps. They have also shown strong attention to details when working with music software. Their family wants the move to Richmond to be a fresh start instead of a situation where Minze is expected to simply 'fit in.' The goal of this plan is to keep the useful supports Minze already has while making the new environment easier to navigate.

How Abnormality Is Considered in This Case

Statistics: ASD is not rare. The CDC's 2022 ADDM data identified ASD in about 1 in 31 children at age 8 across participating U.S. communities. These numbers are surveillance estimates, not a prediction of what any one child will experience.

Social norms: Some of Minze's behaviors may look different from what classmates expect, such as avoiding eye contact, needing extra transition time, or becoming very focused on music. Being different from peers does not automatically mean a behavior is abnormal or harmful.

Function: The main concern is whether symptoms interfere with important parts of Minze's life. In this case, the concern is participation in earth science, transitions, communication with peers, and access to activities. Supports should focus on functioning rather than trying to make Minze act exactly like everyone else.

This approach is important because the purpose of a case plan should be more than labeling a child. It should help explain what is happening and identify practical ways for the child to succeed. The CDC explains that ASD can affect social communication, behavior, learning, and attention, while the abilities of autistic people can vary widely (Centers for Disease Control and Prevention [CDC], 2026).

Diagnostic Criteria – Autism Spectrum Disorder

The diagnosis for this case is Autism Spectrum Disorder (ASD). The CDC summarizes the DSM-5 criteria as persistent social-communication difficulties in all three areas under Criterion A, along with at least two restricted or repetitive behavior areas under Criterion B. Symptoms must begin in the early developmental period, cause clinically significant impairment, and not be better explained by intellectual disability or global developmental delay (CDC, 2025).

DSM-5 Criteria as Summarized by the CDC

A1 – Social-emotional reciprocity: Difficulties with back-and-forth interaction, sharing interests or emotions, or starting/responding to social interaction.

A2 – Nonverbal communication: Difficulties using or understanding eye contact, gestures, facial expressions, body language, or other nonverbal communication.

A3 – Relationships: Difficulties developing, maintaining, or understanding relationships, including adjusting behavior to different social situations.

B1 – Repetitive behaviors: Repetitive movements, use of objects, or speech.

B2 – Sameness and routines: Strong need for routines, difficulty with transitions, or distress when things change.

B3 – Restricted interests: Highly focused interests that are unusual in intensity or focus.

B4 – Sensory differences: Over- or under-reaction to sensory input or unusual interest in sensory features of the environment.

C – Early developmental period: Symptoms must have been present during the early developmental period, even if they became clearer as demands increased.

D – Functional impairment: Symptoms must cause clinically significant difficulty in social, school, or other important areas of functioning.

E – Differential explanation: The symptoms are not better explained by intellectual disability or global developmental delay.

CDC source:

Clinical Testing and Diagnosis for Autism Spectrum Disorder – CDC

Criteria Minze Meets in This Case

A1 – Minze sometimes has difficulty with back-and-forth conversation and does not always initiate interaction with classmates. They communicate more easily when the topic involves a strong interest such as digital music.

A2 – Minze may use limited eye contact and can have difficulty interpreting nonverbal signals when classroom communication moves quickly.

A3 – Minze has trouble adjusting to changing group situations and may prefer working independently. This can make peer relationships and group assignments more difficult.

B2 – Unexpected changes in routines and transitions between activities can cause distress. Advance notice and visual steps help.

B3 – Digital music creation is a strong interest. Minze can become deeply focused on music software, sounds, and production details.

B4 – Busy classrooms, multiple sounds, and hands-on science activities can become overwhelming, suggesting sensory sensitivity in the school setting.

C – For the purpose of this fictional case, the family reports that these patterns were noticeable during earlier childhood and became more challenging as school demands increased.

D – The symptoms interfere with participation in earth science and some peer activities, so there is a functional impact at school.

E – The case identifies ASD as the diagnosis. A real diagnostic evaluation would still need to consider intellectual ability, language, hearing, learning disorders, anxiety, ADHD, and other possible explanations.

Etiology – What May Contribute to ASD

There is not one single cause of ASD. Current evidence supports a complex combination of genetic, biological, developmental, and environmental factors. The CDC states that some people with ASD have known genetic conditions, while many causes remain unknown. Researchers believe that several factors can work together during development (CDC, 2026).

Part 1: Biological Factors

Genetics are a major part of ASD risk. ASD is a complex developmental condition involving many genetic influences rather than one single autism gene.

Certain genetic or chromosomal conditions, such as fragile X syndrome and tuberous sclerosis, are associated with increased ASD risk.

Some prenatal and birth-related factors have been associated with increased risk, including extreme prematurity, low birth weight, certain pregnancy complications, and advanced parental age. These are risk factors, not direct explanations for an individual child.

Differences in brain development and neurological functioning are associated with ASD. The exact biological pathways are still being studied.

Part 2: Psychological and Developmental Factors

ASD affects the development of social communication and interaction skills. Children may learn and respond to social information differently.

Restricted interests and a strong preference for predictable routines can affect how a child handles changes and new situations.

Sensory differences can affect attention and participation. A noisy or unpredictable classroom may be more difficult for an autistic student to manage.

These psychological and behavioral features are better understood as part of the child's neurodevelopment rather than as a result of poor parenting.

Part 3: Social Factors

School expectations can increase difficulties when assignments depend heavily on fast transitions, unstructured group work, or unclear directions.

Peer reactions can either support or make participation harder. Acceptance, predictable communication, and anti-bullying practices can improve the school environment.

Access to services matters. Families may face differences in transportation, cost, insurance coverage, specialist availability, or school resources.

The important point is that social factors do not 'cause' ASD by themselves. Instead, the social environment can either create additional barriers or make it easier for an autistic child to participate. The CDC describes ASD risk as involving multiple biological, genetic, and environmental influences rather than one simple cause (CDC, 2026).

Part 2: Prevalence Among Children Around Minze's Age

A limitation in the available surveillance data is that the CDC's main ADDM prevalence reports are organized around specific ages, especially age 8, rather than giving a separate national estimate for every exact age such as 12. The most recent combined ADDM estimate reported by CDC for children aged 8 in 2022 was 32.2 per 1,000, or about 1 in 31 children, across 16 surveillance sites (CDC, 2025). This is useful background for Minze's age group, but it should not be presented as an exact prevalence rate for every 12-year-old.

The broader evidence shows that ASD continues into adolescence and adulthood, although the type and amount of support needed can change. For Minze, the more useful question is not simply how common ASD is, but what supports are needed at age 12 to help with school, communication, interests, and independence.

Part 3: Minze's Family and Developmental History

For this fictional case, Minze's parents first noticed that Minze preferred predictable routines and had a strong interest in sounds and technology when they were young. Minze developed some social communication skills more slowly than peers, especially in group settings. The family worked with school staff to provide extra time and clearer directions.

As Minze entered middle school, academic expectations became more complicated. Earth science became a problem because assignments sometimes moved quickly from teacher explanation to group activity to written work. Minze could understand the material when it was presented in a clear sequence, but the combination of noise, transitions, and social demands sometimes resulted in withdrawal or incomplete work.

The family's move to Richmond is an important social and environmental change. The family has decided to plan ahead instead of waiting for problems to occur. Minze's strengths in digital music will be used as a positive part of the transition, while school supports will focus on predictable routines, clear directions, manageable sensory demands, and opportunities for meaningful participation.

Diagnostic Assessment

No single test should be used by itself to diagnose ASD. The CDC explains that diagnosis normally combines developmental history and professional observation. The following three instruments would be appropriate tools for a qualified clinical or school psychologist to consider as part of a full evaluation (CDC, 2025).

Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)

The ADOS-2 is a standardized, semi-structured observation that uses activities designed to bring out behaviors related to communication, social interaction, and restricted or repetitive behavior. It has different modules for different developmental and language levels. WPS lists the administration time as about 40–60 minutes and the age range as 12 months through adulthood. A trained professional would observe Minze and code the behaviors using the standardized scoring system.

Actual publisher/source: WPS – ADOS-2

Autism Diagnostic Interview–Revised (ADI-R)

The ADI-R is a structured interview with a parent or caregiver who knows the child's developmental history. It focuses on language and communication, reciprocal social interaction, and restricted or repetitive behaviors. WPS reports that it can be used with children and adults whose mental age is above 2 years, and the interview usually takes about 90–150 minutes including scoring. For Minze, this would help document early developmental patterns that may not be obvious during one school observation.

Actual publisher/source: WPS – ADI-R

Social Responsiveness Scale, Second Edition (SRS-2)

The SRS-2 is a parent and/or teacher rating scale for ages 2 years, 6 months through 18 years. It measures the presence and severity of social impairment and can help describe how social difficulties appear across settings. WPS lists an administration time of about 15–20 minutes. For Minze, parent and teacher ratings could be useful because difficulties may be more noticeable in a classroom than at home, or the other way around.

Actual publisher/source: WPS – SRS-2

Treatment – Symptom Reduction

ASD itself does not have a medication that removes the core social-communication features. Medication may be considered when a child has associated symptoms such as significant irritability, aggression, severe tantrums, or self-injury. For this fictional plan, medication would only be considered by Minze's pediatrician or child psychiatrist after reviewing the child's medical history. The dosages below are examples from pediatric prescribing information, not a prescription for Minze.

Medication 1: Risperidone

Use in ASD: Risperidone is indicated for irritability associated with autistic disorder, including aggression, deliberate self-injury, tantrums, and rapidly changing moods.

Pediatric dosing: The prescribing information gives weight-based dosing. For children at or above 20 kg, the labeled starting dose is 0.5 mg/day, with a recommended dose of 1 mg/day after initial titration. The effective range varies and dosing must be individualized.

Potential side effects: sleepiness/sedation, increased appetite and weight, metabolic changes, movement-related effects, and increased prolactin can occur. A prescriber should monitor weight, metabolic health, and other adverse effects.

Source: DailyMed – Risperidone prescribing information

Medication 2: Aripiprazole

Use in ASD: Aripiprazole is approved for irritability associated with autistic disorder in pediatric patients ages 6–17.

Pediatric dosing: The labeled starting dose is 2 mg/day. The recommended range for pediatric irritability associated with autistic disorder is 5–15 mg/day, with increases made gradually and based on response and tolerability.

Potential side effects: sleepiness, fatigue, vomiting, tremor, increased appetite or decreased appetite, drooling/salivary changes, movement-related effects, and other adverse reactions may occur.

Source: DailyMed – Aripiprazole prescribing information

Complementary Treatment 1: Nutrition

Nutrition should be used to support health rather than as a claim that a special diet cures ASD. Some autistic children have food selectivity or feeding difficulties that can lead to nutritional gaps. A 2024 systematic review found that nutritional interventions may help with specific deficiencies or feeding problems, but the results vary and the evidence does not support using restrictive diets as a universal treatment for ASD (Al-Beltagi, 2024).

For Minze, I would recommend a pediatrician and registered dietitian review the child's usual food choices before making changes. The plan would focus on regular meals, adequate protein, fruits and vegetables, whole grains, healthy fats, and enough fluids. If Minze has a limited list of accepted foods, new foods could be introduced slowly and without pressure. Any supplement would be based on an identified need rather than given automatically.

Peer-reviewed source: Al-Beltagi (2024) – Nutritional management and autism spectrum disorder: A systematic review

Complementary Treatment 2: Exercise and Fitness

A second complementary approach would be regular physical activity. A 2023 systematic review and meta-analysis of randomized controlled trials found that exercise had positive effects on social communication in autistic individuals. Another 2023 review found improvements in fundamental motor skills among children with ASD following exercise interventions (Jia et al., 2023; Ji et al., 2023).

For Minze, the goal would not be to force exercise as a treatment for autism. Instead, the family could choose an activity that Minze enjoys, such as walking, swimming, biking, or a structured fitness activity. A predictable schedule and clear expectations could make participation easier. Exercise could also be connected to music by allowing Minze to create playlists for walks or workouts.

Peer-reviewed source: Jia et al. (2023) – Exercise and social communication

Peer-reviewed source: Ji et al. (2023) – Exercise and fundamental motor skills

Rehabilitation – Changing the Environment

Rehabilitation is different from treatment because the goal is not simply to reduce symptoms. It is to change the environment so the person can participate and succeed while symptoms or differences may still be present. For Minze, rehabilitation will focus on digital music creation and the earth science classroom.

Hobby Rehabilitation: Digital Music Creation

Minze's hobby is digital music creation. Keeping this activity available after the move can provide continuity, confidence, and a positive way to connect with the new community.

Local Resource 1: Projectivity

Service: Music production, recording, audio engineering, DJing, and related technology-based arts instruction.

Location: Richmond area programming; contact the organization for the current Richmond program location and youth availability.

Contact: [email protected].

Website:

Projectivity Group – Music Production and Arts Programs

Projectivity is especially relevant because its programs teach participants how to use technology to create music and have included music production, recording, DJing, and audio engineering. The organization also describes work with schools and youth programs. This makes it a useful option for helping Minze continue the hobby in a structured setting.

Local Resource 2: Sound Hall Studios

Service: Recording, rehearsal, workshops, music education, and community music activities. The studio also describes youth rates and free studio time for qualifying youth programs.

Address: 2821 N. Parham Rd., Suite 204, Richmond, VA 23294.

Phone: 804-816-2350.

Email: [email protected].

Website:

Sound Hall Studios

Because Sound Hall Studios is a professional music space, the family should contact the studio before making plans to confirm age requirements, available youth programming, cost, and whether a parent or guardian needs to remain present. The studio states that it offers workshops and community music opportunities and has programs intended to increase access.

Hobby Barrier Plans

Identified Symptom Barrier #1 – Minze may become overwhelmed by unfamiliar people, sounds, or changes in the music environment.

Specific Rehabilitative Intervention: Arrange a short orientation visit before the first session, allow headphones or a quieter work area when appropriate, and provide a predictable sequence for the session.

Identified Symptom Barrier #2 – Minze may become very focused on one part of a music project and have trouble stopping or switching activities.

Specific Rehabilitative Intervention: Use a visual schedule with a beginning, work period, five-minute warning, saving/exporting step, and clear ending. Let Minze finish a small checkpoint before moving on.

Identified Pragmatic Barrier #1 – Private studio time and transportation may be expensive for the family.

Specific Rehabilitative Intervention: Ask about youth rates, scholarships, free programs, public transportation options, and community programs before paying for private sessions.

Identified Pragmatic Barrier #2 – The family may not know the Richmond music community after moving.

Specific Rehabilitative Intervention: The social worker will make the first contact with two local resources and provide the family with a short list of programs, contacts, and dates to check.

Identified Medication Side Effect Barrier #1 – If Minze takes risperidone and experiences sleepiness, music sessions after school could become difficult.

Specific Rehabilitative Intervention: Schedule music activities at a time when Minze is most alert and ask the prescriber about the timing of medication if sedation becomes a problem.

Identified Medication Side Effect Barrier #2 – If Minze takes aripiprazole and develops fatigue, restlessness, or movement-related side effects, long sessions may become uncomfortable.

Specific Rehabilitative Intervention: Use shorter sessions, allow breaks, document symptoms, and report concerning side effects to the prescribing clinician rather than changing the medication independently.

School Rehabilitation

For this case, I selected Lucille M. Brown Middle School in Richmond as the school Minze could attend. It is a public middle school serving grades 6–8. The school website lists a counseling team, school psychologist, and social worker, which gives the family several people to contact when building supports.

School: Lucille M. Brown Middle School

Address: 6300 Jahnke Rd., Richmond, VA 23225.

Main phone: 804-319-3013.

7th Grade Counselor: Stephanie Henderson, 804-319-3015 ext. 110, [email protected].

School Psychologist: Jill Campbell, 804-319-3014 ext. 221, [email protected].

School Social Worker: Teresa Horgan, 804-319-3014 ext. 221, [email protected].

Lucille M. Brown Middle School – Counseling Contacts

The school identifies itself as an International Baccalaureate middle school and describes a goal of connecting curriculum with real-world needs and solutions. That could be a strength for Minze because earth science can be taught through concrete examples and projects. The plan below treats 'earth science' as the science learning environment identified by the case generator rather than assuming a specific teacher or exact course title.

Earth Science Environment – Barrier Plans

Identified Symptom Barrier #1 – Fast transitions between teacher instruction, group work, lab activities, and written work may overwhelm Minze.

Specific Rehabilitative Intervention: Provide a visual or written sequence of the lesson. Give a short warning before transitions and allow extra processing time.

Identified Symptom Barrier #2 – Noise, movement, or unexpected sensory experiences during hands-on science may reduce Minze's ability to focus.

Specific Rehabilitative Intervention: Offer a lower-distraction seat, access to noise-reducing headphones when appropriate, and a predictable place to complete work if the main classroom becomes too stimulating.

Identified Pragmatic Barrier #1 – A new family may not know who to contact when school problems happen.

Specific Rehabilitative Intervention: At the beginning of the school year, the family should meet with the counselor, psychologist, social worker, and relevant teacher and create one written contact plan.

Identified Pragmatic Barrier #2 – Group projects may make it difficult for Minze to show what they know if communication becomes the main challenge.

Specific Rehabilitative Intervention: Allow structured group roles, written directions, and alternative ways to contribute, such as preparing a digital presentation, organizing data, or completing a clearly defined research section.

Identified Medication Side Effect Barrier #1 – Sedation from medication could make it harder to stay alert during science instruction.

Specific Rehabilitative Intervention: The family and prescriber should monitor timing and severity of sleepiness. The school should not change medication, but staff can document patterns and share observations with the family.

Identified Medication Side Effect Barrier #2 – Appetite or weight changes can affect comfort and concentration during the school day.

Specific Rehabilitative Intervention: Coordinate appropriate snack/lunch access and encourage regular meals. Any significant changes should be discussed with the prescribing clinician and family.

Practical School Support Plan

Before the first week, the family should contact the 7th grade counselor and explain that Minze is moving into the school with an existing ASD diagnosis and has a history of difficulty in earth science.

The counselor should help identify the science teacher and school staff who will be the main points of contact.

The family and school should review Minze's existing educational records and determine whether an IEP, 504 Plan, or other formal support process is appropriate.

The science teacher should receive a short list of supports instead of a long description of Minze's diagnosis. The list should focus on what helps: clear directions, transition warnings, predictable routines, and structured group roles.

After the first month, the school and family should review whether Minze is participating, completing assignments, and using the supports successfully.

Treatment and Rehabilitation – Why Both Are Needed

Treatment and rehabilitation are connected, but they are not the same thing. Treatment in the medical model focuses on symptoms and may include medication or other clinical interventions. Rehabilitation focuses more on the environment and the person's ability to function in real life. For Minze, medication might be considered if serious irritability or aggression becomes a problem, but medication would not teach Minze how to manage an earth science assignment or how to enter a new music program.

One strength of medical treatment is that medication can reduce severe associated symptoms for some children. Risperidone and aripiprazole both have evidence and pediatric indications for irritability associated with autistic disorder. This can be helpful when irritability, aggression, or severe tantrums interfere with safety or daily functioning. However, these medications also have possible side effects and do not treat the core characteristics of ASD. They also require monitoring and a careful discussion between the family and prescriber.

Rehabilitation has a different strength. It can make everyday environments more accessible without expecting the child to change who they are. For Minze, giving transition warnings, reducing unnecessary sensory demands, and providing structured group roles can make it easier to participate in science. Keeping digital music available in Richmond can also protect a strength and source of enjoyment instead of treating the hobby as something separate from the support plan.

Rehabilitation also has limitations. Environmental supports cannot remove every difficulty, and they may require time, staff cooperation, transportation, or money. A school plan can also fail if it is written down but not consistently used. That is why communication among Minze, the family, school staff, and health professionals matters.

I would not recommend relying only on medical treatment. The assignment's case model makes the difference clear: treatment tries to reduce symptoms, while rehabilitation changes the environment so the person can function in the present. Minze needs both kinds of support if they are clinically appropriate. The overall goal should be participation, safety, learning, independence, and quality of life—not simply making Minze appear more typical.

Ethical Considerations – AACAP Code of Ethical Principles

The following handout summarizes the ten AACAP ethical principles in plain language for people who may work with Minze at school or in the community. The AACAP Code emphasizes that these principles guide ethical practice and that the child's welfare should remain central.

1. Developmental Perspective Remember that Minze is a 12-year-old child. Decisions should take developmental level, communication, cognitive abilities, family situation, and emotional development into account.

2. Promoting the Welfare of Children and Adolescents (Beneficence) The child's wellbeing comes first. Adults should ask what will actually help Minze learn, participate, and develop rather than choosing an option mainly because it is convenient for adults.

3. Minimizing Harmful Effects (Non-maleficence) Avoid actions that could harm Minze or interfere with development. Adults should also watch for bullying, stigma, unnecessary restrictions, or other harmful effects.

4. Assent and Consent (Autonomy) Minze should be included in decisions in an age-appropriate way and should be asked for assent. Parents or legal guardians provide consent when required by law.

5. Confidentiality Information about Minze should be kept private and shared only with people who have a legitimate reason to receive it. Staff should explain the limits of confidentiality, including safety concerns.

6. Third Party Influence (Fidelity) Outside interests should not override Minze's welfare. If a school, insurance company, agency, or other organization has a competing interest, professionals should recognize and manage that conflict.

7. Research Activities If Minze is ever considered for research, safety comes first. Parents must give permission when required, Minze should provide assent when appropriate, and the family must be told about risks and benefits.

8. Advocacy and Equity (Justice) Minze should have fair access to competent mental health care, education, and community supports. Disability should not be a reason to deny opportunities.

9. Professional Rewards Professionals should not use their relationship with Minze or the family for personal gain. Decisions should stay focused on the child's best interest.

10. Legal Considerations School and health professionals need to understand the laws that apply to children, disability services, consent, confidentiality, education, and safety. Following the law is necessary, but ethical practice also requires thinking about what is best for the child.

Primary ethics source: American Academy of Child and Adolescent Psychiatry – Code of Ethical Principles

AI Disclosure

I used ChatGPT as an artificial intelligence tool to help me organize, draft, and review parts of this assignment. I provided the assignment instructions and course materials and reviewed the information before including it in my final work. I am responsible for the final content and submission of this assignment.

References

American Academy of Child and Adolescent Psychiatry. (2023). AACAP code of ethics. https://www.aacap.org/aacap/Member_Resources/Ethics/Foundation/AACAP_Code_of_Ethical_Principles.aspx

Al-Beltagi, M. (2024). Nutritional management and autism spectrum disorder: A systematic review. World Journal of Clinical Pediatrics, 13(4), 99649. https://doi.org/10.5409/wjcp.v13.i4.99649

Centers for Disease Control and Prevention. (2025, May 8). Clinical testing and diagnosis for autism spectrum disorder. https://www.cdc.gov/autism/hcp/diagnosis/index.html

Centers for Disease Control and Prevention. (2025). Data and statistics on autism spectrum disorder. https://www.cdc.gov/autism/data-research/

Centers for Disease Control and Prevention. (2026, April 13). About autism spectrum disorder. https://www.cdc.gov/autism/about/

DailyMed. (2025). Aripiprazole tablet: Prescribing information. U.S. National Library of Medicine. https://dailymed.nlm.nih.gov/dailymed/drugInfo.cfm?setid=119e3387-39a2-4fe5-904b-c2d008425c0a

DailyMed. (2025). Risperidone tablet: Prescribing information. U.S. National Library of Medicine. https://dailymed.nlm.nih.gov/dailymed/drugInfo.cfm?setid=1097d343-413d-49fc-8bc9-34a1fdc0b643

Jia, S., Guo, C., Li, S., Zhou, X., Wang, X., & Wang, Q. (2023). The effect of physical exercise on disordered social communication in individuals with autism spectrum disorder: A systematic review and meta-analysis of randomized controlled trials. Frontiers in Pediatrics, 11, 1193648. https://doi.org/10.3389/fped.2023.1193648

Ji, Y.-Q., Tian, H., Zheng, Z.-Y., Ye, Z.-Y., & Ye, Q. (2023). Effectiveness of exercise intervention on improving fundamental motor skills in children with autism spectrum disorder: A systematic review and meta-analysis. Frontiers in Psychiatry, 14, 1132074. https://doi.org/10.3389/fpsyt.2023.1132074

Western Psychological Services. (2012). Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). https://www.wpspublish.com/ados-2-autism-diagnostic-observation-schedule-second-edition

Western Psychological Services. (2003). Autism Diagnostic Interview–Revised (ADI-R). https://www.wpspublish.com/adi-r-autism-diagnostic-interviewrevised

Western Psychological Services. (2012). Social Responsiveness Scale, Second Edition (SRS-2). https://www.wpspublish.com/srs-2-social-responsiveness-scale-second-edition

Lucille M. Brown Middle School. (2026). Meet our counselors. Richmond Public Schools. https://lbms.rvaschools.net/academics/counseling/meet-our-counselors

Projectivity Group. (2026). Music production and arts programs. https://www.projectivitygroup.org/

Sound Hall Studios. (2026). Sound Hall Studios. https://soundhallstudios.com/