Posttraumatic Stress Disorder in a Child with Autism Spectrum Disorder: Challenges in Management

M. was a nine-year-old Mexican-American boy, bilingual (English dominant language) and recently promoted to the third grade in a special education setting (12:1:1) in a regular public school. M. lived with his 28-year-old mother and six-year-old sister. He had been diagnosed with autism spectrum disorder (ASD), borderline intellectual functioning, and attention-deficit/hyperactivity disorder (ADHD). M. was referred for worsening aggressive and self-injurious behavior, as well as multiple behavioral problems at home and school, following physical and emotional abuse and exposure to domestic violence 15 months prior.