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PL4236 > 1. ASD & Related Neurodevelopmental Conditions > Flashcards

1. ASD & Related Neurodevelopmental Conditions Flashcards

1
Q

What are the 7 core principles in developmental psychopathology?

A

1) Developmental Principle
2) Normative Principle
3) Systems Principle
4) Multilevel Principle
5) Agency Principle
6) Mutually Informative Principle
7) Longitudinal Principle

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2
Q

Describe the developmental principle.

A

the understanding that pathology occur in developing organisms, hence a developmental perspective is essential. (eg. how symptoms and presentations change with age)

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3
Q

Describe the normative principle.

A

psychopathology is defined in relation to normative development in sociocultural context. we need to know what is typical before we can decide what is atypical.

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4
Q

Describe the systems principle.

A

the view that psychopathology arises from complex interactions among systems and the individual.

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5
Q

How do we apply the systems principle our understanding of ASD?

A

There is rarely one cause of ASD. We shouldn’t blame a single cause. there are often complex ways of making sense of why and how. hence we need multiple sources of information over time

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6
Q

What are the 5 systems in bronfenbrener’s socioecological model?

A

microsystem, mesosystem, ecosystem, macrosystem, chronosystem

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7
Q

Describe the diathesis-stress model.

A

interactions between risk and vulnerability affects development of outcomes.

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8
Q

Apply the diathesis-stress model to ASD

A

1) genetic vulnerability + environmental risk (eg. old age parents) = higher likelihood of developing autism
2) autism as a vulnerability + invalidating environment as a risk = higher likelihood of associated conditions like anxiety/depression

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9
Q

Describe the multilevel principle.

A

Processes occur at multiple levels of functioning, hence multiple levels of analysis required. (eg. genotype level, behavioral endophenotype level, phenotype level)

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10
Q

Describe the agency principle.

A

we are active agents in our development. we interact with the environment to produce certain outcomes.

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11
Q

Describe the mutually informative principle.

A

understanding typical/adaptive and atypical/maladaptive variations are mutually informative. we learn about the typical through study of the atypical.

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12
Q

What are some principles that guide what constitutes an “atypical pathway”/”condition”? (5)

A

1) relative to norms for one’s age
2) impairment on functioning
3) personal & others’ distress
4) intensity, frequency, & persistence of difficulties
5) affects multiple situations

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13
Q

What is the longitudinal principle?

A

Prospective longitudinal studies are essential to understand pathways as things change over time.

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14
Q

What are the 2 main diagnostic criterion for ASD in DSM-5?

A

1) persistent impairments in social communication and social interaction
- across multiple contexts
- currently or by history
2) restricted, repetitive patterns of behavior, interests, or activities (RRBs)
- currently or by history

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15
Q

What are the 2 side diagnostic criterion for ASD in DSM-5?

A

1) symptoms present in developmental period
2) symptoms cause clinically significant impairments. (usually occur when environmental demands outweigh their ability to cope)

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16
Q

What are the 3 aspects of social communication and interaction?

A

1) socio-emotional reciprocity
2) verbal and non-verbal social communicative behaviors
3) developing, maintaining, understanding relationships

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17
Q

What are some presentations of impaired socio-emotional reciprocity? (5)

A
  • atypical social approach
  • lack of initiation or response to social interaction
  • reduced sharing of emotions
  • reduced sharing of interests
  • reduced or failure of normal back and forth conversations
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18
Q

What are some presentations of impairments in verbal and non verbal communicative behaviors? (4)

A
  • abnormalities in eye contact
  • impairments in understanding and using body language
  • abnormal volume, pitch, intonation, rhythm, prosody in speech
  • impairments in using gestures and facial expressions
  • all either exaggerated or reduced/non-flexible
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19
Q

What are some presentations of impairments in developing, maintaining, and understanding relationships?

A
  • making friends/peer relationships
  • difficulties adjusting behaviors to different social contexts
  • reduced or absent interest in peers.
20
Q

What are the 4 main aspects of Restricted Repetitive Behaviors?

A

1) stereotyped or repetitive motor movements, use of objects, or speech
2) insistence on sameness, inflexible routines, ritualized behaviors
3) highly restricted fixated interests, abnormal intensity
4) hyper- or hypo- reactivity to sensory aspects of the environment

21
Q

What are some examples of stereotyped or repetitive motor movements?

A

hand flapping, finger stimming, tip toe walking, hands to ears (abnormal postures)

22
Q

Whar are some examples of stereotyped speech? (4)

A
  • pedantic speech
  • echolalia
  • idiosyncratic language
  • pronoun reversal
23
Q

What does it mean when we say that ASD is a (neuro)developmental disorder?

A

symptom presentations change with developmental age and developmental level. the skills and abilities profile differ by domain of functioning as individual develops

24
Q

What are the 3 types of associated presentations with ASD?

A

1) cognitive functioning
2) language functioning
3) adaptive functioning

25
Q

Describe the typical cognitive functioning in ASD individuals.

A
  • around 40-50% have IQ in normal range

- “scattered” IQ profiles

26
Q

Describe the typical language functioning in ASD individuals. (4)

A
  • around 40% have good language but stereotyped
  • about 25-35% have little/no functional speech
  • both delays and unusual features
  • difficulties in social aspects of language (pragmatics/discourse)
27
Q

Usually do ASD individuals have higher adaptive functioning or cognitive functioning?

A

cognitive functioning

28
Q

What disorders are commonly related to ASD? (high comorbidity)

A

anxiety disorders, mood disorders, sleep disorders, attention related disorders (ADHD), OCD

29
Q

What are the DSM-5 Specifiers? (4)

A

1) with/without ID
2) with/without language impairment
3) associated with known medical condition or not
4) with/without other neuro-developmental or psychiatric or behavioral disorder.

30
Q

What are the 3 severity levels of ASD in DSM-5?

A

Level 3 – very substantial support (almost no social initiation or response, RRBs intefere with functioning in all domains)
Level 2 – substantial support (limited initiation, abnormal response, RRBs obvious and interfere in some contexts)
Level 1 – requiring support (social deficits cause impairment without support, interfere in at least 1 RRB context)

31
Q

The ASD “Specirum” lies ____ and ____ individuals

A 
between; within
within for different domains. 
comm domain: non verbal-- highly verbal 
sensory: hypo -- hyper
motor: awkward -- agile
32
Q

What are the possible reasons that explain why ASD is “on the rise” in recent years?

A

1) broadening of criteria. those on higher end of the spectrum now being included. we are also exploring more female presentations now. identifying more females.
2) last time those with comorbid disabilities were simply diagnosed as ID.

33
Q

Define positive symptoms

A

characteristics present in ASD individuals that are absent in typical adults

34
Q

Define negative symptoms

A

characteristics that represent a deficit of function, or a lack of behaviors that are normally present in typical adults

35
Q

Define cognitive symptoms

A

include impairments in processing speed, problem solving and reasoning, verbal and non-verbal learning and memory, attention, working memory, and executive functioning. include patterns of thinking and behavior that are cognitively driven.

36
Q

Provide some examples of positive features in ASD individuals

A

eg. stereotyped motor behaviors, echolalia, specific interests

37
Q

Provide some examples of negative features in ASD individuals

A

eg. reduction in eye contact, facial expression,social engagement, and spoken language

38
Q

Provide some cognitive features of ASD.

A

rigidity of thinking, deficits with set shifting and broader executive functioning, impaired theory of mind.

39
Q

What kinds of features are best predictors of ASD diagnosis in young children?

A

Negative features

40
Q

What kinds of features are better predictors of ASD diagnosis in older children?

A

Positive features (more pronounced and impairing)

41
Q

Given that negative features are better predictors in diagnosing ASD in young children, how does this pose as a challenge in diagnosis?

A

There’s a large age range in which these features appear in children, hence it’s not so easy to spot. Negative features becoming increasingly prominent with age.

42
Q

What is resilience?

A

Individuals who have a ‘better than expected outcome’ in the face of adversity.

43
Q

Protective factors that account for resiliency can be both ______ and ______.

A

individual (high IQ)

contextual (supportive adults)

44
Q

What are some risk factors in ASD?

A
  • sex

- genetics (siblings)

45
Q

How does the multiple threshold model explain sex differences in ASD?

A

genetic liability for ASD may be normally distributed in the population. but the threshold for males is lower than the threshold for females. So females need a higher genetic load in order to cross the threshold and be affected.

46
Q

Siblings of children with ASD tend to have a higher chance of having ASD. What about those ‘unaffected’ siblings? Are they completely not affected?

A

nope! some of these ‘unaffected’ siblings also demonstrate difficulties in socialization and communication. and about 20% face other developmental challenges including high scores on measures of anxiety.

47
Q

The resilience of each individual in the face of adversity is the result of the interaction between ___ and ___ factors.

A

risk and protective

PL4236 (6 decks)

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