Student ProfileChild A is a 12-year-old boy in Grade 7 with a diagnosis of Asperger's syndrome, which is an autism spectrum disorder, according to the given criteria in the DSM IV (American Psychiatric Association, 2000). These criteria include impaired social interaction; repetitive and stereotyped behavior patterns; significant impairment in social, occupational, or other functioning; no clinically significant delays in cognitive development language. It should be noted that DSM IV has now been replaced by DSM V which removed Asperger syndrome as a specific diagnosis and incorporated it into autism spectrum disorders (APA, 2013); however, many professionals disagree with this and continue to use DSM IV in the diagnosis of autism spectrum disorders (Wing, Gould, & Gillberg, 2011). Child A is cognitively very intelligent, with particular skills in mathematics. In reading and writing his levels are slightly above average for his age. He is verbally articulate, although the content of his speech is not always appropriate. Child A has extremely sensitive auditory and visual perception. Finds noise extremely difficult to deal with; it is very sensitive to light levels and visual stimuli. For example, in elementary school he had significant problems with classroom decor, which incorporated very bright colors and vivid visual stimuli. He is very sensitive to any invasion of his personal space and cannot stand being touched; finds it very difficult to deal with crowds and large groups. These types of sensory dysfunction are characteristic of autism spectrum disorders (Rogers & Ozonoff, 2005). In terms of social deterioration, Child A's difficulties are severe. It's basically incapable... halfway through the article......CE, Van Dyke, M., & Wood, J.J. (2011). Limited interests and anxiety in children with autism. Autism, 16(3), 306-320.Tasmania Department of Education. (2014). Guidelines for individual educational planning - Students with disabilities. Hobart: Government of Tasmania.Troyb, E. O., Tyson, K., Helt, M., Eigisti, I.-M., Stevens, M., & Fein, D. (2014). Academic skills in children and adolescents with a history of autism spectrum disorders who have achieved optimal results. Autism, 35(4), 233-243. Villani, V., Parsons, A. E., Church, R. P., & Beetar, J. P. (2012). A descriptive study of the use of restraint and seclusion in a special education school. Child and Youth Care Forum, 41(3), 295-309. Wing, L., Gould, J., & Gillberg, C. (2011). Autism spectrum disorders in DSM-V: better or worse than DSM-IV? Research on developmental disabilities, 32(2), 768-773.