Autism Flashcards

1
Q

What type of disorder is ASD?

A

neurological

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2
Q

ASD is most common in…

A

males

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3
Q

How do ASD symptoms cluster?

A

Social interaction
Repetitive and restrictive behaviors

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4
Q

What is the prevalence of ASD?

A

Has risen over time.
Cause is still unclear.
Currently reported as 1 in 59 (but 1 in 37 boys).
Large public health burden as ASD is now quite common and an expensive disorder for the country.

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5
Q

What is the DSM V criteria for ASD?

A

Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history
Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history
Symptoms must be present in the early developmental period.
Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning

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6
Q

How does ASD impact social skills?

A

In all areas but most consistently in social participation as social issues are a part of the diagnostic criteria
Difficulty with social interaction and friendships
Difficulty with nonverbal communication in particular
Social isolation and limited romantic relationships

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7
Q

How does ASD impact play?

A

Play is atypical in type, quality, and complexity.
Often pretense is lacking.
Uncommon use of objects.
Sensory seeking.
Limited ideation and creativity.

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8
Q

How does ASD impact sleep?

A

Difficulty falling and staying asleep.
These difficulties are very common in ASD and impact parental sleep as well.

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9
Q

How does ASD impact ADLs and IADLs?

A

May have difficulties in all areas of ADLs or these may be relative strengths.
Common issues include limited diets, fear of toileting, distress over hygiene or dressing tasks, difficulties with dental care.
Safety concerns and escapism common.

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10
Q

How does ASD impact education?

A

Wide ranges of educational performance
Some children are fully included and perform well academically but may struggle socially.
Others have difficulty with behavior in the classroom and have difficulty learning academic content.
Some children are placed in special educational placements.
Determining the proper educational placement can be difficult for parents.

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11
Q

How does ASD impact performance patterns?

A

Many children with ASD struggle with changes to routines.
Prefer structure and predictability.
Often hinders family flexibility.
Families often revolve their activities around the needs of the child with ASD.

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12
Q

How does ASD impact performance skills and client factors?

A

Sensory—Motor difficulties common but highly variable across individuals
- Sensory over responsiveness
- Sensory under responsiveness
- Sensory seeking
- Difficulties with praxis
- Linked with difficulties in many occupations

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13
Q

How does ASD impact family members?

A

Families of a child with ASD are often quite stressed.

They have difficulty
- finding appropriate services.
- managing problem behaviors.
- maintaining employment for both parents.
- being involved in the community with their child.
- knowing how to best parent multiple children with different needs, fairly.

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14
Q

What is the role of the OT in treating ASD?

A

Broad in scope because the needs of these families are wide ranging.

OT is a commonly requested intervention
- to manage ADLs and family routines.
- to deal with sensory concerns and the impact on occupations and behavior.
- to improve child’s ability to participate in the community and in daily family life.

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15
Q

Describe the evaluation process with ASD.

A

Must be comprehensive, strengths based, and family focused
Must include education about the role of OT and what we are able to help with
Must include consideration of social interaction, friendships, and engagement
Must ask about unusual behaviors, safety concerns, and escapism
Should consider the sensory environments the child is in and how they impact performance

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16
Q

Describe intervention for ASD.

A

Multiple interventions may be appropriate for those with ASD.
Many have been designed specifically for this population.
Evidence based practice is CRITICAL.
Consider the focus of the intervention
Adult directed and structured
Child directed, playful, and naturalistic

17
Q

What types of interventions can be used for ASD?

A

Modeling and teaching of skills
Social supports
Environmental and task modifications
Sensory supports
Behavioral supports and strategies
Visual, auditory, and technology supports
Use of structure and routine
Altering preferred and nonpreferred tasks
Using highly motivating objects or activities

18
Q

What are interventions for families of children with ASD?

A

Improving coping and self efficacy through supports and coaching
Parental education and sharing of expertise
Cognitive-behavioral interventions
Optimistic parenting

19
Q

What specific interventions can be used for ASD?

A

Applied behavioral analysis
Floortime/DIR
Reciprocal imitation training
TEACCH
Early start Denver
Relationship development intervention (RDI)
Pivotal response training
SCERTS model
Miller method
Son-rise program
Animal-assisted therapy

20
Q

Interventions for ASD commonly include…

A

behavioral, sensory, cognitive and social supports, specific strategies to motivate and improve behavior, skill, and engagement

21
Q

The interventions for ASD generally fall into one of two categories. What are they?

A

Adult directed and compliance-based
Naturalistic, child directed, and playful

22
Q

What is the floortime and DIR model?

A

Floortime is a family-centered intervention approach with strategies that can easily be incorporated into naturalistic or play-based occupational therapy sessions. Three primary strategies include following the child’s lead/joining in his or her world, challenging creativity, and spontaneity, and expanding interaction to include sensory motor skills and emotions.
The DIR model is a comprehensive program that considers the child’s emotional developmental level, their unique strengths and needs, and their preferences. Through parent-implemented strategies, children progress through six developmental stages of self-regulation and interest in the world: intimacy, engagement and falling in love, two-way communication, complex communication, emotional ideas, and, finally, emotional, and logical thinking.

23
Q

What is reciprocal imitation training?

A

Reciprocal Imitation Training (RIT) is an intervention that begins with a parent or professional imitating the child with autism.
In imitating toy play the adult also imitates gestures, sounds, vocalizations etc., no matter how unusual they are or how silly the adult may feel. The adult exaggerates the imitations, being animated and playful.
Another key feature of this method is the adult’s “narrating” of the activity or play with very simple language.

24
Q

What is animal-assisted therapy?

A

AAT is a therapeutic intervention that uses animals to achieve a specific therapeutic outcome or achieve a specific goal. Often the goals related to AAT are social-emotional or psychological, but motor goals can be important as well.
The animals chosen for AAT are typical smaller animals such as dogs, rabbits, or guinea pigs; however, AAT also occurs with horses and even dolphins. Research documents that for at least some individuals with ASD, AAT reduces arousal levels.