Case Study
Patient Demographic: Client Age: 18 Sex: Male Gender: Male Sexuality: Heterosexual Ethnicity: Caucasian Relationship Status: Single Counseling Setting: University Counseling Center Type of Counseling: Individual and Group Presenting Problem: Interpersonal relationships Diagnosis: Autism Spectrum Disorder. 299.00 (F84.0)
Mental Status Exam: Mental Status Exam: The client is sloppily dressed and appears his stated age. He exhibits pressured speech at times; otherwise, he speaks in a monotonous tone. The client becomes irritable when discussing the incident with campus police, and brightens when expressing his passion for snakes. He displays poor eye contact and there is difficulty with normal back-and-forth conversation. The client denies suicidal or homicidal ideation. He lives on campus in sober student housing and denies drug or alcohol use. History of th
Presenting Problem: You are a counselor a university counseling center. The university has a program providing limited assistance to students diagnosed with Autism Spectrum Disorder (ASD). The ASD program director has referred an 18-year-old white male enrolled in the program. She is concerned over his recent run-in with campus police. The client arrives to his scheduled counseling session today and explained that he has a girlfriend who “now apparently wants nothing to do with me.” Campus security has been involved due to the client showing up at his girlfriend’s dorm, yelling and creating a disturbance. The client explains that his peers told him he would have sex in college once he got a girlfriend. When his girlfriend refused to have sex, he said he didn’t understand and only wanted to talk. The client continues to express a desire to have sex now that he is in college by stating matter-of-factly, “I haven’t had much luck, but I’m going to keep trying.” When asked about interests, the client spoke at length about his love for snakes and knowledge of all 300 worldwide species.
Other Contexts: The client has attended and actively participated in all group therapy sessions. You are preparing the group for termination and discussing a “graduation” ceremony. The client has taken on a leadership role in the group, and you have asked him if he would be your “assistant” for the next group of neurodiverse men. The client approaches you, shakes your hand, and uses eye contact as he politely thanks you for the offer. You state you are pleased he has accepted. He then says, in a matter-of-fact tone, “Absolutely, I see that you really need help with offering better refreshments and teaching certain skills.”  In part, attitudes stemming from ableism prevent many young adults with ASD from receiving adequate education on intimacy and sexuality

Question: In part, attitudes stemming from ableism prevent many young adults with ASD from receiving adequate education on intimacy and sexuality. Which statement best describes ableism?
(A): Ableism is the intentional and unintentional discrimination and marginalization of individuals with ASD resulting from an unwillingness to acknowledge and address deficits among individuals suffering with ASD.
(B): Ableism is the intentional and unintentional discrimination and marginalization of individuals with ASD resulting from prejudicial beliefs that they are less capable or worthy.
(C): Ableism is he intentional discrimination and marginalization of individuals with ASD resulting from prejudicial beliefs that they are less capable or worthy.
(D): Ableism is the intentional discrimination and marginalization of individuals with ASD supported by prejudicial actions that they are less capable and worthy.

Correct Answer: Ableism is the intentional and unintentional discrimination and marginalization of individuals with ASD resulting from prejudicial beliefs that they are less capable or worthy.
Explanation: Ableism is the intentional and unintentional discrimination and marginalization of individuals with ASD resulting from prejudicial beliefs that they are less capable or worthy. Ableism is rooted in biases that can be either explicit (ie, conscious or intentional) or implicit (ie, unintentional or unconscious). Ableism grants privilege and favor to individuals who are healthy or non-disabled. Answers A and B refer solely to intentional discrimination, making those options incorrect. Answer D includes intentional and unintentional discrimination but is incorrect because it refers to an unwillingness to acknowledge and address deficits among individuals suffering from ASD. The medical model perpetuates stereotypes and biases by referring to individuals with ASD (and other disabilities) as having deficits (akin to being sick) that need an intervention to be cured from the suffering. Neurodiverse advocates maintain that barriers hinder those with ASD from reaching their full potential, and promote an integrative approach by valuing impairment as an integral part of diversity. In terms of sex education and ASD, ableism can lead to perceptions of individuals with ASD as asexual and childlike, leading to the overprotection of individuals expressing normal drives and interests. As a result, sexually active young adults with ASD encounter victimization, unwanted pregnancies, and sexually transmitted infections at higher rates than neurotypical individuals. Further, the ACA Code of Ethics (2014) calls for the promotion of social justice defined as, “treating individuals equitably and fostering fairness and equality”. Therefore, the correct answer is (C)
Competency: intake, assessment, and diagnosis