Autism Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

Origins

A
  • KANNER (1943); first “diagnosed” by mother; “can’t reach son” as doesn’t pay attention to her; “shadow” in own world; no sense of relationship/personal offering; speaks in 3rd person
  • WING (1952); recognised signs of rare Asperger’s in daughter; devoted life to work in the area; “… nature never draws a line without smudging it…”
  • COHEN (1980); didn’t “know there were people” til 7y; still actively reminds himself; never befriended anyone; doesn’t know what to do w/people
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2
Q

Modern Representation

A
  • RAIN MAN, THE MOVIE (1988); Savant Syndrome; brought it to public awareness more than any movements since Dr. Down’s diagnosis in 1887; critically claimed to be authentic and sensitive; “… thinking in pictures…”
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3
Q

Statistics

A
  • 75% autistic children also have learning disability; remainder have “borderline” learning disability
  • roughly equally common across culture/social class
  • 3-4 : 1 = boy : girl ratio; more frequent in males
  • 6/10000 are “clearly autistic”
  • 20/10000 have autistic characteristics
  • autistic continuum disorders have Asperger’s syndrome as a variant
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4
Q

Asperger’s Syndrome

A
  • severe impairment in reciprocal social interaction
  • inability/lack of desire to interact w/peers
  • lack of social cue appreciation
  • stereotypically socially/emotionally inappropriate behaviour
  • Wing called it “shading into eccentric normality within autism spectrum”
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5
Q

Autism Causes

A

PARENTAL INFLUENCE
“MMR VACCINE”
BIOLOGICAL CAUSES
LACK OF THEORY OF MIND/EMPATHY

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6
Q

AC: Parental Influence

A
  • “REFRIGERATOR MOTHER”: historical notion of cold/rejecting/strict parents/mothers “causing” autism
  • attachment theory; concept of lack of bond between mother-child
  • damaging w/absolutely no evidence BUT cold parenting may be due to genetic factor of parent possibly having undiagnosed autism
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7
Q

AC: MMR Vaccine

A
  • LANCET (1998); advocated link
  • controversy; “3-in-1” (measles/mumps/rubella)
  • 2-3 times annually; 4-6y & 12-13y (USA)
  • KAYE (2001); autism increased; 0-3/10000 = 1988; 2.1/10000 = 1999 though MMR didn’t change; didn’t consider awareness explanation; risk of increase “still unknown”
  • TAYLOR (2002); 278 autistic kids; 195 atypically autistic kids; longitudinal since 1979 through MMR intro
  • no causal link evidence
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8
Q

AC: Lack of Theory of Mind/Empathy (ToM)

A
  • BARON-COHEN (2006); “… ability to attribute mental states to others to infer others thoughts/feelings (aka. cognitive empathy); drive to respond w/appropriate emotions to someone’s mental state (aka. affective empathy)
  • both ToM components impaired in autism/Asperger’s
  • causes Triad of Impairment (TOI)
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9
Q

AC-ToM: Triad of Impairment

A
  • caused by:
    DEVELOPMENTAL DEFICIT/DELAY
  • attempts to control frightening/unpredictable world; chaotic internal world = monitored external world
  • autism defined by “absence” compared w/”normal”, non-disabled development of ToI characteristics:
    SOCIAL IMPAIRMENT
    LANGUAGE IMPAIRMENT (turn taking/gesturing affected in particular)
    RESTRICTED BEHAVIOURAL REPERTOIRE
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10
Q

AC: Biological Causes

A
  • major biological roots:
    GENETICS = 91% MZ twin concordance; 0% DZ twins; 3% regular siblings affected
    ILLNESS = rubella/meningitis/tuber sclerosis/encephalitis direct causes of significant autism cases; often increased neurological abnormality (ie. EEG/MRI)
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11
Q

AC-BC: Neural Bases

A
  • temporal lobe/cerebellum/frontal cortex/hippocampus/amygdala abnormalities
  • fMRI suggests the temporal lobe fusiform (“face area”) is impaired; interesting as associated w/face recognition/emotional expression; aligns w/difficulty in computing facial emotions in autistic people
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12
Q

AC-BC: Circuit Bases

A
  • decrease of social brain circuits between brain clusters involved w/emotional social behaviour (limbic brain), language/communication and visual perception/movement interplay
  • participants w/greatest social interaction difficulties had strongest decrease
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13
Q

AC-ToM-TOI: Developmental Deficit/Delay In Communication

A
  • people w/autistic characteristics are disadvantaged; don’t have abilities to “attend” to others via social/communication skills
  • at risk of misunderstanding “social world” and adopting anxiety/idiosyncratic “coping” behaviour
  • causes TOI
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14
Q

AC-ToM-TOI: Social Impairment

A
  • ABSENT/IMPAIRED IMITATION: doesn’t wave good-bye/mechanical imitation of context behaviour
  • ABSENT/ABORMAL SOCIAL PLAY: preference of solitary play
  • IMPAIRED FRIENDSHIP NAVIGATION: lack of understanding for conventions OR complete withdrawal
  • NO/LACK OF WANTING TO SEEK COMFORT FROM OTHERS IN TIMES OF DISTRESS:
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15
Q

AC-ToM-TOI: Social Impairment (Cause)

A
  • lack of Theory of Mind (ToM); inability to consider own/others mental states; underlies difficulties in social relationships
  • ie. FRITH (1989); “Sally Anne”; autistic people are severely delayed in ToM; Sally steals Anne’s marble from her basket; when Anne wants to play with it, where will she look?
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16
Q

AC-ToM-TOI: Language Impairment

A
  • DELAYED APPROPRIATE COMMUNICATION; babbling/mime/speech
  • ABSENT/ABNORMAL NONVERBAL COMMUNICATION; eye-contact/gestures
  • ABNORMAL SPEECH FORM/PRODUCTION; stereotyped/repetitive speech (echolalia)/volume/stress/questioning
  • PRONOMIAL REVERSALS; 3rd person pronouns rather than 1st
  • MISUNDERSTANDING OF ABSTARCT LANGUAGE; ie. “just give me a hand”
17
Q

AC-ToM-TOI: Restricted Behavioural Repertoire

A
  • STEREOTYPED MOVEMENTS; stimming (ie. hand flicking/rocking)
  • UNUSUAL OBJECT PREOCCUPATION/ATTACHMENT; spinning toy carried everywhere
  • EXTREME DISTRESS OVER THE “TRIVIAL”; aka. neophobia; fear of the new (ie. vase placed differently)
  • STRICT ROUTINES
  • IMAGINATIVE ABSENCE
  • STEREOTYPED INTEREST PATTERNS; bus timetables/measuring things
18
Q

Goals of Intervention

A
  • promoting independence via adaptive/engaging skill provision; aids making sense of world
  • relieving anxiety/frustration/difficult behaviour symptoms via communication skill focus
  • “super-parenting” gives parents of autistic kids skills to better support kids
  • apps (ie. Autism Glass) can scan faces for kids and immediately show them what someone’s emotion via facial recognition software
19
Q

GOI: Issues

A

LACK OF REWARD:

- educational systems rely on teaching routine; “social praise” isn’t understood so no personal reinforcement

20
Q

Summary

A
  • Autism/Asperger’s constitutes of biologically based cognitive disability/difference; sufferers at risk of “learning disability” label
  • manifests in disorders/variant social/language development; in rigidity w/thought/behaviour patterns
  • no necessary “global” deficit of skills unlike other learning disability; each individual has own ability pattern; ability to cope w/social world varies
  • most interventions are promising