| Course | DNP 675 Management of Common Mental Health Disorders Across the Lifespan |
|---|---|
| Module | Module 1 |
| Paper type | Discussion reflection post |
| Length | About 358 words |
| Format | Discussion post with APA 7 citations |
| School | Arizona State University |
| Program | Doctor of Nursing Practice |
| Updated | October 2026 |
Free sample paper for DNP 675 Module 1
Week 7 Reflection: What I Now Understand About Autism and Its Treatments
From One Picture to a Spectrum: What I Now Understand About Autism and How It Is Treated
Reflection
Before this week, my picture of autism came from one patient: a nonspeaking 8-year-old on a pediatric unit who screamed during every procedure. Temple Grandin's story, and the readings, replaced that single picture with a spectrum.
What autism is. Autism spectrum disorder involves persistent differences in social communication and interaction together with restricted, repetitive behaviors, interests or activities, present from early development (American Psychiatric Association, 2022). The spectrum is wide: some people need substantial support with daily life and speech, while others live independently, and many have particular strengths in focus, pattern recognition or memory. A broad review describes autism as highly heritable, very variable and often accompanied by other conditions such as anxiety, ADHD, epilepsy, intellectual disability and sleep problems (Lord et al., 2020).
How it is identified. Pediatric guidance recommends developmental surveillance at every well visit and an autism-specific screen at the 18- and 24-month visits, with referral for diagnostic evaluation when concerns arise rather than waiting (Hyman et al., 2020). I had not realized how much earlier identification and support can change a child's trajectory.
What treatment means. There is no medication that treats the core features of autism. The interventions with the most evidence are behavioral and developmental, often delivered early and involving parents, along with speech, occupational and social skills support (Hyman et al., 2020). Medications have a narrower role: treating co-occurring conditions such as ADHD, anxiety or sleep problems, and in some cases irritability and aggression that put the person or others at risk. As a future prescriber, I will need to remember that a medication can make life easier for a person with autism without "treating autism."
What changed for me. The neurodiversity perspective asks clinicians to support people's goals rather than aim to make them appear typical. Temple Grandin describes thinking in pictures as a strength that shaped her career. I now want to ask families and adults with autism what support they want, accommodate sensory needs in the clinic and treat co-occurring anxiety or depression as seriously as in anyone else.
References
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787
Hyman, S. L., Levy, S. E., Myers, S. M., & Council on Children With Disabilities, Section on Developmental and Behavioral Pediatrics. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145(1), e20193447. https://doi.org/10.1542/peds.2019-3447
Lord, C., Brugha, T. S., Charman, T., Cusack, J., Dumas, G., Frazier, T., Jones, E. J. H., Jones, R. M., Pickles, A., State, M. W., Taylor, J. L., & Veenstra-VanderWeele, J. (2020). Autism spectrum disorder. Nature Reviews Disease Primers, 6, Article 5. https://doi.org/10.1038/s41572-019-0138-4
What the DNP 675 Module 1 instructions ask for
Week 7 of the posted syllabus brings an in-person immersion on trauma-informed care and a week of reading on autism: a chapter in the course psychiatry text, DSM-5-TR criteria for autism spectrum disorders, articles on treatments, including medication treatments, and a video on Temple Grandin. The discussion board this week asks for a reflection on what you understand about autism and its treatments. Canvas gives the posting dates and rubric. Write a personal reflection that shows how your understanding has grown, covering what autism is, how it is identified, what treatments have evidence and where medication fits, supported by the readings or current guidance. Respectful, person-centered language matters throughout, and many autistic adults prefer identity-first wording.
Inside the DNP 675 Module 1 example
The reflection opens with the writer's earlier, narrow picture of autism and names what replaced it. Four short parts follow: what autism is, with DSM criteria and a broad review of its variability and co-occurring conditions; how it is identified, with pediatric screening guidance; what treatment means, separating behavioral and developmental interventions from the narrower role of medication; and what changed for the writer, including a neurodiversity view and concrete practice changes. Three sources support it, including the DSM and a pediatric clinical report. Each paragraph begins with a plain label, such as what autism is or what changed for me, so a classmate scrolling the board can follow the writer's thinking step by step. The closing paragraph names three concrete things she will do in clinic, which turns reflection into a plan.
Reading the DNP 675 Module 1 grading rubric
Autism reflections are likely graded on accurate understanding of the disorder and its range, knowledge of identification and evidence-based interventions, a correct account of medication's limited role, use of course readings and personal insight into how practice will change. Credit goes to reflections that show growth from a starting point. Distinguishing treatment of core features from treatment of co-occurring conditions shows prescribing judgment. Person-centered language and attention to strengths reflect current practice. Linking the reflection to the week's video or articles shows engagement with the course materials. Clear, organized writing helps. Faculty also tend to notice whether the writer avoids outdated framing, such as describing autism as a disease to be cured, and whether the reflection stays focused on the week's topic rather than drifting into general mental health.
DNP 675 Module 1 help with common mistakes
A common weakness is a reflection that lists DSM criteria and stops. Say what changed in your understanding and how you will practice differently. Another is implying that medication treats autism itself; describe its role for co-occurring problems. Use respectful language and avoid describing autism only as deficits. The desk can help shape a reflection around your own experience with autistic patients; describe it without identifying details. Mention the week's video if it changed your view. Keep the reflection to a length classmates will read. Before posting, reread the reflection as a parent of an autistic child might read it, and change any phrase that sounds dismissive or clinical without reason.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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DNP 675 Module 1 questions, answered
Where can I find a free DNP 675 Module 1 sample paper?
A full DNP 675 Week 7 autism reflection sample, covering identification, evidence-based interventions and the limited role of medication, is on this page.
Is there a medication for autism?
No medication treats autism's core features; medications may help co-occurring conditions such as ADHD, anxiety, sleep problems or severe irritability.
When should children be screened for autism?
Pediatric guidance recommends an autism-specific screen at the 18- and 24-month visits along with developmental surveillance at every well visit.
What interventions help children with autism?
Behavioral and developmental interventions, often started early and involving parents, along with speech, occupational and social skills support.
What is the neurodiversity perspective?
A view that treats autism as a natural variation and focuses support on the person's own goals rather than on appearing typical.