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ASD Flashcards

1
Q

Autism is

A

A life long developmental disorder

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2
Q

What are the key characteristics of ASD?

A
  • It covers a broad spectrum
  • May exist alongside other conditions
  • Affects the whole range of intellectual ability
  • Is highly complex
  • Increasingly common in diagnosis
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3
Q

What is the triad of impairments (Wing; 1988)

A
  • Social communication
  • Social interaction
  • Social imagination
  • Flexibility of thought
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4
Q

To achieve a diagnosis of ASD, a person must have

A

Impairment in all three areas of the triad

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5
Q

What are the 3 personality types according to Wing and Gould (1987)?

A
  1. Aloof
  2. Passive
  3. Active odd
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6
Q

What is the prevalence of ASD?

A

0.6% to 1.6%

(Coleman and Gilberg; 2012)

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7
Q

Is there a racial difference in the prevalence of ASD?

A

No

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8
Q

What is a savant?

A

A person with isolated areas of great skills

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9
Q

What percentage of those with ASD are savants?

A

<10%

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10
Q

What is the male:female ratio of ASD?

A

3 or 4:1

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11
Q

What is a strong predictor of later adaptive functioning in individuals with ASD?

A

Useful speech

(DeMyer et al; 1973

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12
Q

What are some of the other differential diagnoses of ASD?

A
  • Hearing loss
  • Severe learning difficulties
  • Rett Syndrome
  • Fragile X Syndrome
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13
Q

What is the approximate prevalence of psychiatric comorbidity with ASD?

A

Up to 75%

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14
Q

What are some of the comorbidities of ASD?

A
  • Intellectual disability
  • Epilepsy
  • ADHD
  • Anxiety
  • Sleep disorders
  • Self injurous behaviour
  • Mutism
  • Food and gastrointestinal problems
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15
Q

When do children first start to show signs of ASD?

A

3 out of 4 children show signs within the first 18 - 30 months

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16
Q

By what age is it possible to diagnose approx 60% of cases?

A

By age 4

(Coleman & Gilberg; 2012)

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17
Q

Between what ages can a diagnosis of ASD be reliably made?

A

Between 2 & 3 years (Charman et al; 2005)

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18
Q

What are some of the first signs of ASD?

A
  • Failure to follow eye gaze
  • Failure to follow point of interest
  • Lack of pretend play
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19
Q

What are some of the indicators of ASD according to the CHAT (Checklist for Autism in Toddlers)?

A
  • No interest in other children
  • No use of fingers to declare interest
  • Lack of showing
  • Lack of imitation
  • No response to name
  • No response to joint attention
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20
Q

What are the characteristics of Asperger’s?

A
  • Average or above IQ
  • Normal language development
  • Triad of impairments
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21
Q

What are the causes of ASD?

A
  • Genetic
  • Neurobiological
  • Viral infections
  • Pregnancy/birth
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22
Q

Is there a single gene for ASD?

A

No

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23
Q

Is there a strong genetic component for ASD?

A

Yes

  • In families with 1 child with ASD, there is a genetic risk of about >3% of having another child with ASD
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24
Q

What is Theory of Mind?

A
  • The intuitive ability to attribute mental states to oneself and others.
  • To make sense of and predict behaviour on the basis of mental states
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25
Q

What is an assessment task for Theory of Mind?

A

The Sally Ann task

(false belief task)

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26
Q

What are some of the implications of Theory of Mind impairment?

A
  • Takes statements literally
  • Does not show empathy
  • Does not understand pretend, deception or complex facial expressions
  • Unable to comprehend shared vs not shared information
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27
Q

What is mentalising?

A

Similar to Theory of Mind. Term devised by Uta Frith

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28
Q

What can Theory of Mind account for in ASD?

A

Social, communication and imagination impairment

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29
Q

What can’t Theory of Mind account for in ASD?

A
  • Repetitive and restricted behaviours
  • Perceptual abilities (savant skills)
  • Preoccupation with parts of objects
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30
Q

What is central coherence (Uta Frith)?

A
  • Refers to a cognitive style or processing bias rather than a deficit
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31
Q

What is strong central coherence?

A

The tendency to integrate information in context

32
Q

What is weak central coherence?

A

The tendency to process details well at the expense of the global meaning

33
Q

What are some of the implications of weak central coherence?

A
  • Overemphasis on detail
  • Lack of context to utterances
  • Difficulties combining and interpreting social information
34
Q

What is executive function?

A

An umbrella term for:

  • planning and decision making
  • working memory
  • impulse control
  • mental flexibility
  • initiating / monitoring action
35
Q

What are some of the implications of impaired executive function?

A

Difficulties:

  • inhibiting instinctive behaviour
  • with flexible thinking
  • initiating actions / thoughts
36
Q

What is empathy?

A

Having an appropriate emotional reaction to someone else’s thoughts / feelings

37
Q

What is systemising?

A

The drive to construct or analyse any kind of system

38
Q

Do people with ASD have higher mechanisms for empathy or systemising?

A

Systemising

(Baron-Cohen; 2009)

39
Q

What is the Extreme Male Brain Theory (Baron-Cohen; 1999)?

A

Those with ASD have an extreme version of the male-type brain

(stronger systemisers)

40
Q

When are male and female brains determined?

A

Pre-natally

41
Q

What stimuli do female babies attend longer to at birth?

A

Social stimuli

(faces and voices)

42
Q

What stimuli do male babies attend longer to at birth?

A

Non-social stimuli

(mobiles)

43
Q

What is the prevalence of children with ASD also having difficulties with eating / drinking?

A

Three quarters

44
Q

What are some of the eating and drinking issues associated with ASD?

A
  • Food neophobia
  • Restricted diets
  • Refusal of textures
  • Inflexible routines around food
  • Poor oral hygiene
  • Stress
45
Q

What are some of the assessments for eating and drinking issues?

A
  • Detailed food case history
  • Food diary
  • Observation of meal times in different settings
  • Referral to dysphagia specialist etc
  • Environmental affects
46
Q

What are some of the interventions for eating and drinking issues?

A
  • Structure
  • Consistency
  • Communication (choosing and requesting skills)
47
Q

What is echolalia?

A

The repetition or echoing of verbal utterances made by another person

48
Q

What percentage of those with ASD exhibit echolalia?

A

Up to 75%

49
Q

What are some of the interactive functions of echolalia?

A
  • Turn-taking
  • Labelling
  • Affirming
  • Requesting
  • Protesting
50
Q

What are some of the non-interactive functions of echolalia?

A
  • High arousal
  • Rehearsal
  • Self-regulatory
  • Self-directive
  • Situation association
51
Q

What are some of the family problems associated with ASD?

A
  • Fears of bad parenting
  • Sensory sensitivities restricting environments
  • Sleep problems
  • Eating and drinking difficulties
  • Financial and relationship difficulties
52
Q

What do SLTs need to be conscious of with ASD diagnoses and intervention?

A
  • Of the added demands for parents to participate in intervention seeming like an additional burden
  • Being flexible and considerate of family priorities
  • Conscious of the range of problems facing care givers
53
Q

What are the three main diagnostic assessments for ASD?

A
  1. Diagnostic Interview for Social and Communication Disorders (DISCO)
  2. Autism Diagnostic Interview Revised (ADI-R)
  3. Autism Diagnostic Observation Schedule (ADOS)
54
Q

What should an SLT assessment for ASD include?

A
  • Case history
  • Observations
  • Language assessment: formal/informal
  • Checklists for typical features completed directly or through parent/carer interview
  • Analysis of language samples (e.g. conversational analysis)
  • Diagnostic assessments
55
Q

What are some of the assessment checklists for ASD?

A
  • Gilliam Autism Rating Scale (GARS) ages 3 to 22, quick to administer, provides Standard Scores, Percentiles and an Autism Quotient Pragmatics Profile
  • Symbolic Play Test
  • Understanding Ambiguity Test
  • Checklists in CELF4
56
Q

What are the general aims of intervention for ASD?

A
  • Minimise difficulties
  • Increase tolerance levels
  • Encourage development of self-management skills
  • Foster independence
  • Enable more effective learning
  • Provide structure and predictability
57
Q

What three things must always be considered in intervention?

A

Means, reasons, opportunities

58
Q

What is involved in the Hanen Programme?

A
  • Combination of parent groups and video sessions
  • Focus is parent child interaction
  • Understanding the stage of communication of the child
59
Q

What do behavioural approaches to ASD intervention aim to do?

A

Reinforcing positive behaviour, therefore decreasing negative behaviours via reward

60
Q

What is the underlying principal of ABA?

A
  • Assumes that as autism is behavioural in nature
  • Elimination of Autistic behaviours will result in recovery
  • Breaks down skills into manageable pieces and then builds upon those skills so that a childlearns how to learn in the natural environment.
61
Q

How many hours per week does the ABA programme consist of?

A

35 - 40 hours

62
Q

What does PECS stand for?

A

Picture Exchange Communication System

63
Q

How many stages of PECS are there?

A

6

64
Q

What should ASD intervention for school-aged children focus on?

A
  • Play: imaginative and co-operative
  • Expanding vocab and language structures
  • Emotions
  • Idioms
  • Homophones
  • Humour
  • Sarcasm
  • Inferring mental states
  • Social skills
  • Self help strategies
65
Q

What are social skills?

A

Conversations, initiating, taking turns, finishing, showing interest, repair

66
Q

What does SPELL stand for in relation to ASD intervention?

A
  • Structure
  • Positive (approaches and expectations)
  • Empathy
  • Low arousal
  • Links
67
Q

What are the principles of TEACH?

A
  • Giving the child maximum clues about what to do
  • Structured programme, visual timetables
  • Individual programmes
  • Functional
68
Q

What does TEACH stand for?

A

Teaching and Education of Autistic and related Communication Handicapped Children

69
Q

What are social stories?

A

They describe a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style

70
Q

What does IPG stand for?

A

Integrated Play Group

71
Q

What do social skills groups focus on?

A

Emotions, body language, tone of voice, greetings, friendships, assertiveness

72
Q

Who / what should be used for social skills groups?

A

Models, being explicit, video, role play, real life

73
Q

List some visuals that could be used with client’s with ASD

A

Symbols

  • Signs
  • Gestures
  • White board
  • Checklists
  • Key fobs
  • Choice boards
74
Q

What should you always consider with therapy?

A

Making it functional and using the client’s interests

75
Q

How can you make instructions clearer for children with ASD?

A
  • Use visuals
  • Preface with their name
  • Break instructions into chunks
  • Use concrete elicit instructions

Developmental (3 decks)

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