Asd

Question 1

What are the characteristics of ASD?

Answer 1

-ASD is a lifelong developmental disorder which begins in childhood, it is a spectrum disorder, it was revised and became a spectrum diagnosis in 2013. The characteristics of this are:
—social communication characteristics:
-people with ASD, we struggle with both verbal and verbal communication, for example:
-they may struggle with social-emotional reciprocity, for example, they may struggle to maintain the flow of conversation, As a conversation would usually be one-sided.
-people with ASD also struggle with non-verbal interaction, for example, the use of facial expressions rarely, inappropriately pointing, nodding, etc out of context, understanding of personal space may be an issue
-as well as this people with ASD may struggle to the world from somebody else’s perspective. This means that they are unaware of rules in social situations.

-The second category behaviour would be repetitive behaviour and interest:
-this could be repeating what they have just said, repeating hand gestures or movements,
-they may be inflexible to change regarding any set routines they have
-they may overreact to changes in a routine
—as well as this people with ASD would have unusual reactions to sensory input:
-they meet may be adversive to touch,
-They may be distressed out, unusual or loud noises

Question 2

Describe the explanation of amygdala dysfunction
(5/ 10 mark)
-bio
-ASD

Answer 2

-The amygdala is a part of the limbic system, which is responsible for fear and emotion processing as well as moral development. They make the host strong connections with the prefrontal context, hippocampus, thalamus, etc.
-It is believed that an impaired growth in the amygdala can be a reason for ASD. For example, from the age of two, there is a larger growth than normal in amygdala volume, in children with ASD by around 6 to 9%
-however, by the time they reach Adulthood there is no difference in amygdala volume in those with of ASD and normal people.
-it is believed that as the amygdala, has many connections with the frontal cortex, the abnormal development of the amygdala, cause social, behavioural defects. This is because the amygdala has grown too quickly, meaning it has unstable connections to the other brain regions.

For 10 marks
-from this Baron Cohen conducted study:
-adults with ASD will matched with a control group of adults without ASD,
The participants with them presented with photographs that only showed the eye area of people making different facial expressions. The two groups were then asked to identify the expression shown their brain activity was then measured using an MRI scanner during the task.
-it was found that those with ASD performed significantly worse on the eye task, then controls. MRI scans showed that the left Amygdala was not activated in ASD Participants at all, but was strongly activated in the controls.
-this shows how the left amygdala is involved when we infer emotion, and this function is impaired in people with ASD

Question 3

Evaluate the strengths of explanation of amygdala dysfunction for ASD
-bio

Answer 3

-One strength—> supporting evidence
-for example, Baron Cohen conducted a study using two groups of adults: one group of adults had ASD and the other group was a control group matched off this. The participants were presented with photos that showed the eye of somebody making a facial expression, they were then asked to identify the expression shown , while their brain activity was monitored by an MRI scanner.
It was found that those with ASD performed significantly worse on the eye task, and the MRI scans showed that there left amygdala was not activated, compared to the controls who had a strongly activated left amygdala.
C- however “ eyes” are subjective to each individual and may be down to other factors, other than ASD, such as schemas, and our past experiences
L-therefore, although there is supporting evidence for the amygdala dysfunction theory, facial expressions and photos of eyes are subjective, leading us to question the accuracy of the results of the study.

-strength—> deterministic
-for example, the development of ASD, is determined by the abnormal growth of the amygdala. This would make it easier to predict the diagnosis of ASD, and earlier intervention could be given, if a brain scan reveals that there is overdeveloped.
C- however, a deterministic viewpoint may lead to an individual/ family to feel powerless and out of control as if ASD is caused by the overdevelopment of the amygdala, then there is a little you can do to prevent this
-therefore, although it makes it easier to predict the onset of ASD, it also can lead people feeling powerless in the situation.

Question 4

Evaluate the weaknesses of explanation of amygdala dysfunction for ASD
-bio

Answer 4

-one weakness—> can’t explain all characteristics.
-for example, the explanation can only explain issues with social communication, but cannot explain the routine/ritual characteristics.
-For example the overdevelopment of the amygdala, leading poor connections with the frontal lobe, can explain symptoms such as struggling with non-verbal, social cues and the social communication characteristics, cannot explain the other symptoms
-therefore it can be criticised as it doesn’t help or understand the complexity of ASD, also if a study can’t explain or characteristics of disorder, then it can be seen as unreliable and incomplete

Question 5

What is a method of modifying amygdala dysfunction
ASD
5 mark

Answer 5

-oxytocin can be used to treat amygdala dysfunction.
-for example, if research suggests dysfunction is a cause of ASD behaviours related to the social communication issues of ASD, then improving the function of the amygdala may help to reduce these behaviours.
-for example, internasal oxytocin has been found to enter the brain effectively to work to increase oxytocin levels in areas like the limbic system, where the amygdala is located, to help improve the function of the Amygdala.

Question 6

Describe the explanation of genes
(5 mark)
-bio
-ASD

Answer 6

-one biological explanation of ASD, would be the genetic explanation, this means that the development of ASD may be down to a genetic predisposition, which is passed down.
-An example of this would be twin studies: a study was conducted by Bailey, who found that the concordance rates for MZ (identical) was 60%, and for DZ twins was 0%. However, when he widened the defection from an ASD diagnosis, to ASD characteristics, he found a 92% concordance rate for MZ twins and the 10% concordance rate for DZ.
-also, another explanation for the genetic predisposition of ASD would be simplex (a family with only one member with ASD) v multiplex families (multiple members of the family with ASD). This shows that in multiPlex families, ASD is likely to be down to a genetic variation that is inherited, compared to simplex families, where ASD is likely to be caused by the Novo mutation (a genetic mutation occurring in fertilisation).

Question 7

Evaluate the strengths of the genetic explanation for ASD
-bio

Answer 7

+ uses objective falsifiable methods (gene mapping) getting quantitative data (concordance) easier to analyse and interpret –
strong validity

+ supporting evidence, Bailey, who found that the concordance rates for MZ (identical) was 60%, and for DZ twins was 0%. However, when he widened the defection from an ASD diagnosis, to ASD characteristics, he found a 92% concordance rate for MZ twins and the 10% concordance rate for DZ.

Question 8

Evaluate the weaknesses of the genetic explanation for ASD
-bio

Question 9

Describe the explanation of theory of mind for ASD
(10 mark)
-individual differences

Answer 9

-theory of mind is based on cognitive principles, and means having an understanding that other peoples thoughts, emotions, beliefs, etc. Differ from our own.
-Baron Cohen suggested that children with ASD have an impaired or defects in theory of mind. He suggested that to develop a theory of mind children must engage in pretend to play, copy others and follow gaze, as a child will develop an understanding of others through doing these. However, children with ASD due to social communication issues struggle with these tasks, showing how they have defects regarding theory of mind.
-from this Baron Cohen developed the sally- Anne task to see the difference in theory of mind in children:
The children are told that:
-Sally, puts the ball in the basket in front of Anne.
-Anne then leave the room
-whilst Anne has left the room, Sally moves the ball from the basket to the box.
-anne then comes back into the room
-The child is then asked where will Anne look for the ball. A child with ASD will say the box as they are answering from their own perspective.
This was conducted in a study, and the results were as followed:
-20% of children with ASD, said the basket (correct)
-86% of children were down syndrome said the basket
-85% of, neurotypical children, said the basket
-this shows how the children with ASD were more likely to answer with the box as they are answering from their own perspective, not Annes perspective.

Question 10

Evaluate the strengths of theory of mind explanation of ASD
-individual differences

Answer 10

-strength—supporting evidence
-for example, baron Cohen developed the sally-Anne task. This consisted of 3 groups of children (neurotypical, children, children of ASD, and children with Down syndrome) who were told:
-Sally, puts the ball in the basket in front of Anne.
-Anne then leave the room
-whilst Anne has left the room, Sally moves the ball from the basket to the box.
-anne then comes back into the room
-The child is then asked where will Anne look for the ball.
—the findings where that 20% of children with ASD, answered correctly by saying the basket, 86% of the children who had down syndrome answered with the basket and 85% of Neurotypical. Children answered with the basket.
-this is a strength as it provides supporting evidence for the theory of mind explanation, improving the validity of the explanation

Question 11

Evaluate the weaknesses of theory of mind explanation of ASD
-individual differences

Answer 11

-weakness- theory of mind doesn’t explain all characteristics of ASD
-for example, theory of mind can explain the social-communication impairments. As the children don’t understand that thoughts and feelings can differ from their own, meaning that they may not have a good understanding of other people, leading to the social communication defects.
-however, this doesn’t explain the routine or ritual characteristics which some people with ASD experience.
-this shows how the Theory of mind explanation, maybe unsuitable as it doesn’t provide a complete explanation, so therefore can be seen as incomplete, reducing the overall reliability of the explanation.

-weakness— not all people with ASD experience defects in theory of mind.
-for example, theory of mine has been tested for over many years with some studies, not supporting Baron Cohens original findings.
-For example, prior found that children with ASD could actually complete the false believe task successfully. As well as this on Baron Cohens sally-Anne test 20% of children with ASD passed.
-leads us to question the validity of the explanation if not all children with ASD, struggle with theory of mind,

Question 12

How does a method of modifying apply to the theory of mind explanation
-5 mark
-individual differences

Answer 12

-RDI, can be a method of modifying for the theory of mind explanation.
-for example, if research suggests defects, in theory of mind is a cause of ASD behaviours like problems with social and communication, then improving theory of mind should reduce these behaviours.
-RDI is a form of CBT and works on the concept of building dynamic intelligence, this is your ability to think flexibly, and understand events from other peoples points of view.
-One area of RDI is emotional referencing, this is where the child’s verbal or non-verbal communication is worked on to help them, understand how others feel and communicate how they feel.

Question 13

Explain the weak central coherence explanation of ASD
(5mark)
-individual differences

Answer 13

-The weak central coherence explanation of ASD suggests that children with ASD have a local processing preference (This means that they focus more on smaller details). It is also suggested that children of ASD have issues with global processing aswell (have troubles with seeing the wider picture).
-for example Saha and frith conducted a study on weak central coherence from this:
They used, 20 young people with ASD, 13 young people who have learning difficulties, 17 typically developing young people and 16 typically developing children. All of the participants were then shown two dimensional patterns on a card. The participants had to construct the same patterns using smaller individual blocks, there were 40 designs in total.
It was found that the young people have ASD performed better at the task than the other groups, this is because they are better at local processing and task like this require a local processing preference. This shows how they have a weak central coherence as the study requires and have a stronger local processing.

Question 14

Evaluate the strengths of the weak central coherence explanation of ASD
-individual differences

Answer 14

-strength— provides a positive explanation of ASD
-for example, the preference for local processing is not necessarily a defect or a bad thing as it can become to be beneficial.
-For example, those of ASD tend to excel in detailed orientated tasks, such as electronics or design, compared to individuals who may have a preference for global processing.
-therefore, weak central coherence is presenting positivity for ASD and reducing stigma around the disorders, compare to other explanations, such as theory of mind.

-strength— supporting evidence
-for example, shaua and frith, tested week central coherence, on four groups of people: 20 young people with ASD, 13 young people who have learning difficulties, 17 normally developing young people and 16 normally developing children. All of the groups were shown at two dimensional pattern, they then had to construct the same pattern using smaller blocks, with shapes on the blocks.
-it was found that the people with ASD performed better than the other groups suggesting that they had a
preference for local processing showing week central coherence
-this increases the validity of the approach as our support and evidence to show how weak central coherence affects people with ASD.

Question 15

Evaluate the weaknesses of the weak central coherence explanation of ASD
-individual differences

Answer 15

-one weakness—> it is unclear on the origins of the local processing preference
-for example, we know that people with ASD have weak central coherence with a preference for local processing, but we do not know where this preference has come from or how this leads to the development of ASD.
-For example, in the explanation of weak central coherence, there are no statements to suggest where the preference comes from or what is caused this, it is suggested that it comes from abnormalities in the right hemisphere. However, there is no proof
-therefore this shows how the explanation lacks validity

Question 16

-explain the refrigerator Mother explanation of ASD
(5mark)
-social psychological

Answer 16

-The refrigerator mother theory was developed by Kanner, who suggested that ASD came from a genuine lack of maternal warmth.
Kanner did the father of children of ASD had a parental coldness are never played with the children. Kanner stated that the parents of children with ASD were “ defrosted, just long enough to have a child”.
-suggested that from this deprive, the child from bonding properly, causing them to see comfort in solitude.
-Kanner also played a large influence on the ASD diagnostic criteria from what he noticed.
-from Kanner findings, Bettelheim then brought the fairy to the public through a book, which was published
-overall from their findings, it was concluded that the challenges faced from having a cold Mother, led to the children being overwhelmed, so they withdraw, which, then leads to the child being met with even more parental coldness, which leads to them, withdrawing themselves even further. Therefore, leading into the symptoms of ASD.

Question 17

Evaluate the strengths of the refrigerator mother explanation of ASD
-social psychological

Answer 17

-one strength— supporting evidence
-Kanner conducted a study, using 11 children with ASD symptoms and their parents. he used observations and found a lack of maternal warmth amongst the parents of the ASD children.
-however, this can be contradicted as use of observations may not be reliable, as they are not objective. For example Kanner could have picked out the findings he wanted from the observations to support his views.
-therefore, although there is supporting evidence, this may not be reliable due to research bias

Question 18

Evaluate the weaknesses of the refrigerator mother explanation of ASD
-social psychological

Answer 18

One weakness— socially sensitive
-for example, the refrigerator mother explanation place the blame on the mothers for their children having ASD. As well as this, calling the mothers with ASD “cold” and comparing their children to concentration, comp prisoners, can lead to negative stigma upon mothers as people may blame them for their child’s disorders, when it may not be their fault.
-therefore, this shows the negative social effects of the refrigerator Mother explanation as it leads to mothers being blamed for their child’s disorders, where it’s not their fault, potentially also causing emotional harm.

One weakness— can’t explain all characteristics of ASD
-for example, the refrigerator, Mother explanation can only explain the social characteristics. As the explanation suggests that the “coldness” from the parents leads to the children seeking comfort in solitude, and also suggests that they may not learn social skills if it has never been taught to them
-however, the explanation provides no explanation for how the lack of maternal warmth leads to repetitive behaviours or ritual characteristics
-therefore the explanation can be seen as incomplete as it doesn’t explain all characteristics, therefore showing how it would lack reliability

Question 19

Describe the emphasising systemising explanation of ASD
(10 mark)
-social psychological

Answer 19

-The emphasising systemising theory was developed by Baron Cohen. Emphasising means to recognise and respond to other people emotional states, And systemising means the drive to analyse or construct a system.
-it is suggested that there are two components to empathy, one is the cognitive element, which is recognising an understanding the mental state of others, and then there is affective empathy, which is the ability to respond appropriately to other peoples emotional state.
-it is suggested that as a part of the emphasising systemising theory, children with ASD, have a lack of empathy, leading to social issues, as they can’t understand peoples feelings and respond appropriately. (showing how they lack effective and cognitive empathy).
-The routine and ritual traits of ASD can be explained through the systemising element.
-This is because children with ASD are likely to have a hyper developed systemising personality. children with ASD are more likely to prefer systemising as it is easier to predict the behaviour or outcome. For example, mechanical systemising would be computer, locks etc.
-hyper developed systemising trait can explain their ability to record specific details, repetitive behaviours and interests.
-from the emphasising systemising theory, lawson conducted an experiment:
three groups of participants took part in the study: males with Asperger syndrome, males without Asperger’s and females from the general population. Each participant then completed two tasks, one of these tasks involved emphasising and the other task involved systemising. on the emphasising task, it was found that female scored significantly higher than the control males, but the control males scored higher than the males with Asperger’s. However, on the systemising task, female scored significantly lower than both male groups, however, both male groups did not differ from each other.
-this shows that ASD can be explained through the emphasising systemising theory, as males with Asperger’s scored lower on the emphasising and higher on the systemising, showing how they have an overdeveloped systemising personality and an underdeveloped emphasising personality. Leading to the traits of ASD.

Question 20

Evaluate the strengths of the emphasising systemising explanation of ASD
-social psychological

Answer 20

-strength- supporting evidence
- for example, Lawson conducted a study, three groups of participants took part in the study: males with Asperger syndrome, males without Asperger’s and females from the general population. Each participant then completed two tasks, one of these tasks involved emphasising and the other task involved systemising. on the emphasising task, it was found that female scored significantly higher than the control males, but the control males scored higher than the males with Asperger’s. However, on the systemising task, female scored significantly lower than both male groups, however, both male groups did not differ from each other.
C-however, the study can be criticised as no females with ASD, we used in the study, this means that we cannot see whether the systemising preference in males with ASD, or if it is in females with ASD as well.
-therefore, although they are supporting evidence, it lacks validity as it doesn’t represent everyone with ASD

-strength— pratical application
-for example, the emphasising systemising theory has led to the successful application of transporters animation.
-This is where actors facial expressions are put onto mechanical systems, for example trains, so that Yom children with ASD are attracted to look at the facial expressions as they are drawn to the systemising nature of the trains. However, through this, they are also learning empathy as you’re gaining an understanding of facial expressions.
-therefore this shows how the emphasising systemising explanation has led to a successful application to improve the characteristics of ASD

Question 21

Evaluate the weaknesses of the emphasising systemising explanation of ASD
-social psychological

Answer 21

One weakness—> there are issues with the methodology of how emphasising systemising is measured
-for example, emphasising systemising is measured through questionnaires, this is an issue as concepts like empathy are hard to objectively measure and score.
-also asking questions on empathy may lead to a social desirability bias, as people are likely to avoid extremes in Likart charts or lie on the answers to come across as more empathetic.
-this shows how there are retrospective issues with the nature of the data collected, as it can lead to people lying, and also empathy isn’t something that can easily be objectively measured, showing how to study with lack reliability.

Question 22

Explain how the emphasising systemising explanation of ASD, can be applied to a method of modifying
(5mark)
Social psychological

Answer 22

-The emphasising systemising theory has led to the development of Lego therapy as a method of modifying.
-for example, if research suggests that people with ASD have a hyper developed systemising, then we can use this to help develop the social skills of children with ASD.
-Lego therapy is a child lead therapy the aim to improve social interactions of children of ASD by appealing to their systemising brain. Children are given roles and asked to construct a model from Lego. to be successful, they must work together. The process of building Lego models appeals to children with ASD as a toy itself is suited to be in systemised.

Question 23

Explain the picture exchange communication system as a method of modifying ASD

Answer 23

-The picture exchange communication system was developed as an alternative communication system for children with ASD, which aims to teach functional communication, as well as allowing for spontaneous communication.
-The picture exchange, communication system is based upon behaviourist principles and uses reinforcement to improve social behaviour.
-The first stage of the picture exchange communication system is the pre-assessment, Before the picture exchange, communication system takes place it is important to determine what a child likes and what will be rewarding to them. Reinforcement assessment is carried out where the child is observed in order to work out their preferences. This involves place in several items in front of the child and seeing which one they go for.
-after this, the six phases of the picture, exchange communication can take place:
The first stage is teaching the child how to communicate, For example, a child is shown an item which they are motivated to have, when the child goes to reach for the item, they then guided to pick up the photo and give it to the adult, once the photo is exchanged, they are then given the positive reinforcement.
-The second stage is about increasing independence. for example, the distance between the teacher and the child is increased, which requires more effort from the child to exchange the picture.
-The third stage is about learning to discriminate. For example, the range of pictures in the child book is increased and the child has to learn to choose the picture they want, to get the object they want.
-The fourth stage is sentence, structured development. The child is given sentence strips to which they have to build up sentences if they want their award. For example, a ball might be added to the sentence of “ I want a ball”
-The fifth stage is where the child would answer questions such as “what do you want”. This helps the child to learn, spontaneous communication and reply with their needs.
-The sixth and final stage allows the child to comment on their environment and discriminate between what they want and what they see. For example, the word strips are expanded to sentences like: I want, i see, I hear. When the child uses the sentence, I see a ball, they do not get given the ball. However, when the child uses the sentence strip of I want a ball they will be positively reinforced, as it is teaching them to ask for their needs.

Question 24

Evaluate the effectiveness of the picture exchange communication system as a method of modifying ASD

Answer 24

-One strength— supporting evidence
-for example, Charlop Christy did a study on the development of speech in 3 boys with ASD. The picture exchange communication system was used within 2, 15 minute sessions each week. It was found that all three children made spontaneous speech afterwards, and this was maintained after 12 month follow-up.
-however, this study can be criticised as only three people with ASD were used, so therefore this is too small of a sample to represent everyone with ASD.
Therefore, although there is support in evidence, it can be criticised due to its un invalid sample.

-one weakness— limited support for effectiveness across-the-board.
-for example, flippin reviewed 8 research studies, which use the picture exchange communication system, and evaluated the scientific quality of each study.
It was found that the studies offered limited support for PECS and it was found that there was no reliable evidence that the improvements lasted overtime.
-therefore this shows how the picture exchange communication system might not be e effective as it appears, the results are not long lasting, and the results are minimal to begin with.

One strength— PECS is easy to use
-for example, a study by charlop Christy, showed that participants passed through the picture, exchange, communication system very rapidly with a meantime of 170 minutes for all six stages
-this shows how pecks is easy to use as the children of ASD managed to pass through each phase quickly showing how there was no problems within the stages
-therefore, this would be effective for children with ASD, as it is simple and easy to use.

Question 25

Evaluate the social implications of the picture exchange communication system as a method of modifying ASD

Answer 25

One negative — the therapy has a high cost
-for example, the picture exchange communication system is trade marketed, this means that schools, parents, etc. have to pay to be trained in PECS. This may cost too much for a lot of schools and families as they have to afford the expenses of the picture exchange communication and the equipment on top of this e.g. velcro books.
-therefore, this can lead us to question whether the costs of the therapy are too much for the benefits it brings

-One strength— the success of the therapy can outweigh the negative social effects
-for example, the therapy may contribute to ASD children having greater independence as adults, this is because it aims to improve the communication skills and their spontaneous responses.
-therefore, this would lead to both economic and social benefits as it means they can fit into society better and function perhaps even getting jobs

Question 26

Evaluate the ethical implications of the picture exchange communication system as a method of modifying ASD

Answer 26

-One ethical implication—> is trade marketed
-The picture exchange communication system is a trademarked organisation, which involves schools and families having to be trained in PECS And also involves them having to buy the correct equipment.
-As the therapy is trademarked it can lead to us questioning the true aims, and whether the therapy intends to help ASD children or whether it just aims to make money.
-therefore, the ethics of this can be questioned as the method of modifying is using children with ASD to make money, therefore leading us to question the true aim.

Question 27

Explain RDI as a method of modifying ASD

Answer 27

-RDI, is a form of cognitive behavioural therapy which is used for ASD children. It was developed by gutstein and steedly in order to address the social and communication difficulties of ASD children.
-RDI aims to modify the way in which children with ASD think. for example, RDI is based on the concept of dynamic intelligence, so aims to help the children think more flexibly to consider other peoples viewpoints, to realise that others thoughts differer from there own
-The RDI process is a parent based method of modifying. For example, parents undertake training in order for them to coach real life settings with their whole family. However, a trained RDI consultant still works with each family, they do this through watching the interactions between the parent and the child and by Developing a set of objectives to help the child with the RDI process eg. Simplifying home environment.
-there are six main objectives of RDI
-The first objective is emotional referencing, this is improving the child’s verbal and non-verbal communication skills, so they understand others feelings
-The second objective is social coordination, this is controlling the behaviour to fit other peoples emotions
-The third objective is declarative language, this is developing verbal and non-verbal communication, allowing a child to express their interest
-The fourth objective would be flexible thinking, this is the child developing the ability to adapt calmly situations e.g when there is a change in the usual routine
-The fifth main objective is relevant information processing, this is where the child puts their problems into a wider concept, allowing them to problems solve when there is no set right or wrong
-The sixth and final objective is for sight and hindsight, this is helping the child to anticipate what may occur as a result of their behaviour.

Question 28

Evaluate the effectiveness of RDI as a method of modifying ASD behaviours

Answer 28

One strength— supporting evidence
Gutstein conducted a study using 16 children who took part in RDI for 2 years. He found that 15 of the 16 children were taught in special educational classrooms before RDI, and only free will talk like this after. As well as this 14 of the children assessed as being within the ASD range before RDI, and afterwards only two fell into this category.
C- however, RDI was developed by gutstein himself, So as it is his own theory, the research, maybe heavily bias
-therefore, although there is support in evidence researcher bias may impact the study on the findings, therefore lack and reliability

One weakness— doesn’t address all ASD characteristics.
-for example, The method of modifying only addresses the social and communication issues children with ASD may face. This is because the method of modifying only focuses on dynamic intelligence and the child’s ability to understand other peoples needs.
-therefore this means that RDI ignores the repetitive behaviours, routines and ritual characteristics which children with ASD face.
-therefore, this therapy can be seen as ineffective as it doesn’t help with all the characteristics of ASD.

One weakness— a lot of studies used, lack scientific research methods
-for example, studies have been conducted using RDI, that do not use: control groups, random communication, blind procedures, etc.
An example of this would be gutsteins study.
-From the lack of scientific research methods, autism UK states that “ because of the lack of scientific evidence in favour of the RDI programme, we do not currently recommend its use”.
-therefore this shows how a lack of scientific research methods has led to the method of modifying being criticised, as a results can be seen as unreliable and of a poor quality, lead into research groups, not recommending its use

Question 29

Evaluate the social implications of RDI as a method of modifying ASD behaviours

Answer 29

-One social implication—-the cost RDI brings to society
-for example, it can be said that RDI creates an opportunity cost as money is being wasted into ineffective programs, such as RDI, which have no significant evidence to show that they work
-This means the other treatments which may be more effective than RDI, such as music therapy or animal assisted therapy become unavailable, as the money is going into RDI instead, allowing RDI to thrive and method of modifying to collapse
Therefore, this leaves to negative economical implications, as money is being invested into after modifying, which is ineffective, showing how the money is just wasted.

Question 30

Evaluate the ethical implications of RDI as a method of modifying ASD behaviours

Answer 30

-One weakness— it can lead to false hope in families.
-for example, there is no scientific evidence to show that RDI is effective in modifying, the social communication characteristics of ASD.
-however, ADI has been continued to be promoted by companies, even though there is no evidence that works, this would give families hope that there is a solution to modifying their ASD child’s behaviour. The therapy would then be ineffective.
-This leads us to question the promotion of an intervention which leads into false hope in parents.

-another ethical weakness— RDI is trademarked.
-for example, as RDI is trade marketed, families have to pay to be trained to conduct RDI in a family setting, as well as paying to have a consultant.
-this can lead us the question, if the true aims of RDI are to actually help children of ASD, or just exploit them and use their developmental condition as a way of making money
-this is an ethical issue as if they are making money of children with ASD, then it can lead us to question the true aims of the method of modifying

Question 31

-what are the similarities between the picture exchange communication system and RDI as methods of modifying

Answer 31

-both RDI, and PECS have supporting evidence
-Both aims help with social communication characteristics of ASD
-They are both marketed, so make a profit out of this, questionable goal?
-They both aim to help with improvement in ASD communication, therefore improving family life
-they both have a high cost upon society and prevent participation in other therapies
-they are both relatively easy as they can both be conducted at home

Question 32

-what are the differences between the picture exchange communication system and RDI as methods of modifying

Answer 32

-PECS is a long-term method of modifying, whereas RDI is a short term method of modifying
-PECS can been seen as manipulation due to the conditioning aspect of positive reinforcement, whereas RDI does not use any conditioning techniques
-PECS is mainly used in the classroom environment, where is RDI can be used in the family and intends to be used in outdoor life.