ASSESSMENT DIAGNOSIS BACKGROUND PLANNING INTERVENTION RATIONALE EVALUATION
KNOWLEDGE
Subjective: Impaired verbal About a third to a After 4 Independent: After 4 hours
communication half of individuals hours of of nursing
“Minsan hindi related to with autism do nursing intervention
namin underdeveloped not develop intervention 1. Performed 1. Begin slowly the patient
maintidihan kung communication enough natural the patient nursing with visual was able to
ano ang gusto skills speech to meet will able to assessment inspection used or
niyang sabihin” their daily use or progressively and progress understand
communication understand and slowly. through language, or
Objectives: need. Differences language, assessment an acceptable
in communication or an 2. Obtained as the child alternative
Unconventio may be present acceptable information and begins form of
nal from the first year alternative history from the cooperating. communicatio
nonverbal of life, and may form of patient’s Fast n, as
signals biting include delayed communica parents movements evidenced by
his hand to onset of babbling, tion. regarding can cause observations
share unusual gestures, triggers for anxiety and and videos
positive and diminished anxiety and fear. Avoid revealed a
negative responsiveness, behaviors, anxiety as higher rate of
emotions and vocal eating habits, much as spontaneous
and pinching patterns that are and sleeping possible. bids for
to protest. not synchronized patterns. Note any communicatio
with the repetitive n and the
caregiver. 3. Parents behaviors. emergence of
completed symbols to
evaluation 2. To determine express
screening baseline and emotion
questionnaires expectations
such as ASQ or of how The goal was
M-CHAT patients will met!
appropriate for react to the
age. health care
teams and
4. Sit down or procedures.
position Helps to
yourself near determine
the patient’s the course of
eye level. action and
treatments
5. Explained and best
every practice for
procedure and assessment
demonstrated of the
on self or patient.
parent.
3. These are
6. Talk with the screening
patient about tools used at
their interests various ages
and stages
7. Provided a to determine
calm and in what areas
inviting the child may
atmosphere. need
assistance or
8. Reviewed diet therapy and
and eating severity of
habits with disability.
parents and
provided or 4. Patients may
recommend not make eye
foods and food contact, but
presentations may often
that may make feel
healthy choices apprehensiv
more e about
appealing. others
standing
9. Provided over them.
resource Being at eye
information and level helps
education for ease anxiety
parents and build
trust.
Dependent:
5. Patients may
10. SAP (Standard be more
Assessment cooperative if
Procedure) was procedures
administered such as
using a
stethoscope
are first done
on yourself
or the parent.
6. To evaluate
communicati
on abilities
and develop
rapport and
trust.
7. To help the
patient to
feel more
relaxed by
avoiding
excessive
stimulation
and
distractions.
Other.
children or
siblings may
need to be
asked to
leave if
causing a
distraction.
8. Children with
ASD often
have
aversions to
food based
on color,
shape, or
texture.
Offering
creative
presentation
ideas or
ways of
preparing
foods may
make them
more
interesting
palatable for
patients.
Ensures
more
adequate
nutritional
balance.
9. To help
parents have
less anxiety
in caring for
a child with
ASD and to
provide
information
on how to
manage
symptoms or
behaviors.
10. to gather
information
about
functional
abilities in
daily
activities
through
observation
and a
comprehensi
ve caregiver
questionnair
e.
