ASD Overview Flashcards
“DSM-V TRAITS OF ASD”
According to the DSM-V
- _________ deficits in ______ communication and social _________ across multiple contexts.
- Restricted, ________ patterns of _______, interests and _________.
- The ________ are present in the early ___________ period.
- Cause ________ significant ____________ in social, ___________ or other important areas of current ___________.
- These __________ are not better explained by __________ disability or global developmental ______.
- _______ communication should be ______ that expected for ________ developmental level.
- PERSISTENT deficits in SOCIAL communication and social INTERACTION across multiple contexts.
- Restricted, REPETITIVE patterns of BEHAVIOR, interests and ACTIVITIES.
- The SYMPTOMS are present in the early DEVELOPMENTAL period.
- Cause CLINICALLY significant IMPAIRMENT in social, OCCUPATIONAL or other important areas of current FUNCTIONING.
- These DISTURBANCES are not better explained by INTELLECTUAL disability or global developmental DELAY.
- SOCIAL communication should be BELOW that expected for GENERAL developmental level.
“SPECIFIERS OF ASD”
Specifiers of an ASD diagnosis include…
With or without accompanying __________ and/or language __________.
__________ with a known medical, _______ condition, or ___________ factor
Association with another _____-developmental, ______, or behavior disorder or ________.
ASD _______ ranges from Level __ to Level __ and are based on the level of _______ needed for ______ communication and ________, repetitive ________.
With or without accompanying INTELLECTUAL and/or language IMPAIRMENT.
ASSOCIATION with a known medical, GENETIC condition, or ENVIRONMENTAL factor.
Association with another NEURO-developmental, MENTAL, or behavior disorder or CATATONIA.
ASD SEVERITY ranges from Level 1 to Level 3 and are based on the level of SUPPORT needed for social communication and RESTRICTED, repetitive BEHAVIORS.
“ASD TRAITS”
Early ______ symptoms must be _______ in the early developmental period prior to ___ year.
May not _____ manifest until _______ demands exceed limited _________, or may be _______ by learned _________ later in life.
Early onset ________ problems and _____ disturbance are also present.
Early ONSET symptoms must be PRESENT in the early developmental period prior to ONE year.
May not FULLY manifest until SOCIAL demands exceed limited CAPACITIES, or may be MASKED by learned STRATEGIES later in life.
Early onset FEEDING problems and SLEEP disturbance are also present.
“ASD TRAITS”
_____ Onset occurs after the ______ year.
Children achieve ___________ milestones in motor, ________, and cognitive skills.
Demonstrate a reasonable _______ _________.
Develop early _______ and ___________ play.
________ regression in speech, _________ peaks at ___ months.
_______ to a child with _____ onset ASD at __ years.
LATE Onset occurs after the SECOND year.
Children achieve DEVELOPMENTAL milestones in motor, LINGUISTIC, and cognitive skills
Demonstrate a reasonable SPOKEN VOCABULARY.
Develop early SYMBOLIC and IMAGINATIVE play.
SUDDEN regression in speech, VOCABULARY peaks at 18 months.
SIMILAR to a child with EARLY onset ASD at 3 years.
“EARLY WARNING SIGNS”
Research involving children with Autism has found:
- mths of age: a decline in ___ fixation takes place for children with ASD which is not noted in ___ infants.
_-__ mths of age: _____ differences in sensory-motor and social _______ as well as differences in the use of ___________ ________.
_-yr of age: children with ASD exhibit fewer ______ attention and ___________ behaviors when compared to ___ same-age peers and they exhibit _______ eye contact, _______, decreased ______ level, and _______ language.
__-mths of age: ___________ in children’s ________ development and ______ relatedness are noted.
Research involving children with Autism has found:
2-6 mths of age: a decline in EYE fixation takes place for children with ASD which is not noted in TD infants.
9-12 mths of age: SUBTLE differences in sensory-motor and social BEHAVIOR as well as differences in the use of COMMUNICATIVE GESTURES.
1-yr of age: children with ASD exhibit fewer JOINT attention and COMMUNICATION behaviors when compared to TD same-age peers and they exhibit ATYPICAL eye contact, PASSIVITY, decreased ACTIVITY level, and DELAYED language.
14-mths of age: ABNORMALITIES in children’s LANGUAGE development and SOCIAL relatedness are noted.
“SIX ASPECTS OF AUTISM”
- Social __________
- _________ Abilities
- Cognition
- Special _________
- Sensory __________
- _________ and Management of _________
- Social REASONING
- LANGUAGE Abilities
- Cognition
- Special INTERESTS
- Sensory SENSITIVITY
- EXPRESSION and Management of FUNCTIONS
“1. SOCIAL REASONING PROFILES”
_____ child actively avoids ______ interactions.
________ child ________ social interactions.
“______ but odd” child wants to ______ but appears
odd.
Child ______ to be friends but presents with _____ in social _______.
ALOOF child actively avoids SOCIAL interactions.
PASSIVE child TOLERATES social interactions.
“ACTIVE but odd” child/wants to INTERACT but appears
odd.
Child WANTS to be friends but presents with DELAYS in social MATURITY.
“2. LANGUAGE ABILITIES PROFILES”
______ child who has sounds, but not ______.
Child has better ___________ than __________ but doesn’t develop spontaneous _______ language.
___________ but speech requires an _______ prompt. Presents with ________.
Remarkable verbal _______ and vocabulary but encounters _________ with pragmatic aspects of language.
Child is ________, has an unusual _______, literal interpretation of comments.
Challenges with ________ discrimination and auditory _________.
SILENT child who has sounds, but not WORDS.
Child has better COMPREHENSION than EXPRESSION but doesn’t develop spontaneous GESTURAL language
VOCALIZATIONS but speech requires an EXTERNAL prompt. Presents with ECHOLALIA.
Remarkable verbal FLUENCY and vocabulary but encounters PROBLEMS with pragmatic aspects of language.
Child is PEDANTIC, has an unusual PROSODY, literal interpretation of comments.
Challenges with AUDITORY discrimination and auditory PROCESSING.
“3. COGNITION”
_________ learning difficulties and a significant __________ impairment on a _____________ intelligence scale.
Delays in ____ skills; interested in ________ qualities of objects.
Children will exhibit an uneven _______ profile.
Children can have ______-level math skills but deficits in ________ or ______ skills.
PROFOUND learning difficulties and a significant INTELLECTUAL impairment on a STANDARDIZED intelligence scale.
Delays in PLAY skills; interested in SENSORY qualities of objects.
Children will exhibit an uneven COGNITIVE profile.
Children can have HIGHER-level math skills but deficits in READING or NUMBER skills.
“3. COGNITION”
Children may also have problems with __________, time ___________ or working ________.
Approximately __% of CWA develop _______ characteristics.
Savant: __________ abilities in an area _________ to the child’s overall ______ of ______.
Important to remember that the child’s area of _______ can be used to _______ the development of other ______ in and out of the ___________.
Children may also have problems with ORGANIZATION, time MANAGEMENT or working MEMORY.
Approximately 10% of CWA develop SAVANT characteristics.
Savant: REMARKABLE abilities in an area COMPARED to the child’s overall LEVEL of ABILITY.
Important to remember that the child’s area of STRENGTH can be used to SUPPORT the development of other SKILLS in and out of the CLASSROOM.
“4. SPECIAL INTERESTS”
Children may have intense _______ interests that can be usual or _________.
Acquire ___________ or facts about a topic that are sometimes _______ to peers’ interests or sometimes ____________.
Focus of the child ________ that is chosen by child according to developmental _______ or ________.
Children may have intense SPECIAL interests that can be usual or ECCENTRIC.
Acquire INFORMATION or facts about a topic that are sometimes SIMILAR to peers’ interests or sometimes IDIOSYNCRATIC.
Focus of the child CHANGES that is chosen by child according to developmental LEVEL or CAPACITY.
“5. SENSORY SENSITIVITY”
______-________ to ________ information like lights, sounds, ______, or smell.
Children might be hyper-________ in anticipation of next alarming _______ experience.
Lack of ________ response to sensory ___________.
Child _____ to communicate _____, experiences limited discomfort when ______.
Sensory _________ occurs when experiences are ____________ and unavoidable.
HYPER-SENSITIVE to SENSORY information like lights, sounds, TOUCH, or smell.
Children might be hyper-VIGILANT in anticipation of next alarming SENSORY experience.
Lack of VISIBLE response to sensory EXPERIENCES.
Child FAILS to communicate PAIN, experiences limited discomfort when COLD.
Sensory MELTDOWN occurs when experiences are OVERWHELMING and unavoidable.
“6. EXPRESSION AND MANAGEMENT OF AUTISM”
___________ and management of child’s ability to express _______-emotional functions.
_________ behavior therapy to treat ______ disorders at __-__ years of age.
It is important to assess the ___ aspects of ASD.
Children can have ______ abilities in each of the six aspects.
ASSESSMENT and management of child’s ability to express SOCIAL-emotional functions.
COGNITIVE behavior therapy to treat MOOD disorders at 5-7 years of age.
It is important to assess the SIX aspects of ASD.
Children can have VARIED abilities in each of the six aspects.
” HISTORICAL CAUSES OF ASD”
Historically, in the ____s-_____s it was considered to be an expression of ___________.
___________ mother, a theory popular in the mid-20th Century but later disproved, that ______ was the result of a _____, _________ mother.
Autism considered to be __________ in nature.
Historically, in the 1940s-1970s it was considered to be an expression of SCHIZOPHRENIA.
REFRIGERATOR mother, a theory popular in the mid-20th Century but later disproved, that AUTISM was the result of a COLD, UNFEELING mother.
Autism considered to be PSYCHOGENIC in nature.
“CAUSES OF ASD”
There are 6 potential causes of ASD.
- ________
- Neurology
- Errors of ___________
- ________ During Pregnancy and Early __________
- Family History of _____________ Disorders
- ________ Differences
There are 6 potential causes of ASD.
- GENETICS
- Neurology
- Errors of METABOLISM
- INFECTIONS During Pregnancy and Early CHILDHOOD
- Family History of AUTOIMMUNE Disorders
- GENDER Differences
