Autism Flashcards
Diagnostic Criteria for ASD
Deficits in:
-Social-emotional reciprocity
- nonverbal communication behaviors
-developing, maintaining, and understanding relationships
Restricted, repetitive patterns of behavior, interests, or activities
Hyper- or hypo- reactivity to sensory input or unusual interest in sensory aspects
What sensory systems are most often impacted with ASD
Auditory
Visual
Tactile
Low threshold and ASD
Auditory- cover ears, difficulties in a social environment
Tactile- particular about the texture of clothing or food
Oral- may have a limited diet due to taste and texture
High thresholds and ASD
most evident in young children
Interoception- don’t respond to pain or hunger
Auditory- don’t respond to noises, maybe even own name
vestib and prop- low registration and seeking
ABA and ASD
tracking and rewarding behaviors
changing a behavior after it occurs
behavior is reinforced by repetitive positive reinforcement’s
Set up certain antecendants and if the wanted behavior occurs they praise it
Relationship-based Model for ASD
Developmental individual relationship based model (DIR)
DIR and ASD
A lot of floor time to get down to the client level and help form a relationship
Develop strategies to regulate
Look at individual Differences
Relationships that help Facilitate growth
Educational Approaches to ASD
TEACCH
SCERTS
TEACCH Approach
structured teaching approach
structured schedule environment, and curriculum
Uses a lot of visual cues and schedules
SCRETS Approach
Incorporates an ABA style in a more natural situations
focuses on changing the environment to improve regulation
incorporates self regulation strategies
Learn, play, thrive
strengths-based approach
looks at neurodiversity as the individual
Responses to visual system
squinting
closing one eye
looking sideways at objects
rubbing eyes
hand flicking in front of face for increased input
staring at patterns
Parvocellular pathway/ Ventral Stream
object recognition
only is focal
allows us to see details
voluntary whether or not we focus on an image
minimal integration with other sensory systems
Mangocellular pathway/Dorsal stream
where is it, where am
repsonds to information in whole visual field
Reponds to motion
often integrated with other systems, if other systems not working this wont either
Often ambient- not knowing what’s going on around
Visual Processing and ASD
difficulty coordinating their focal and ambient visual pathways due to differenes in processing visually infor cortically
Focal system typcially works well
Visual Efficiency
Fixation
Eye movements- pursuits and saccades
Bioncularity
Binocularity
coordination of both eyes
important for depth perception
commonly challenging for individuals with ASD
Strabismus
eyes turning in different directions
common in ASD
can be suttle
Convergence insufficiency
Staying focused on something when it is coming towards or away from eyes
commonly difficult for individuals with ASD
Common visual difficulties for individuals with ASD
see narrow view or world
minimal visual info of what is around them
difficulty with focus, fixation
compensate by providing more Dinesen sensory input to increase body awareness
Visual Interventions with ASD
Increase body awareness and awareness of world around
Use vision to guide movements
look at other sensory systems and how that may be effecting visual skills
Prisms
Shift light before getting to eye
Tricks the image so the eye can see
Chan shift focus in children with nystagmus
corrects misalignment of the eyes
Eval for pupillary response
Ask client to focus on object in room
shine light in pupils and watch for speed of constriction
Response should be the same in both eyes
Ocular alignment- strabismus eval
Client will fixate on penlight in front of them
observe if the penlight is the same in both corneas
Eval for Saccades
hold two markers 16 inches from face
verbally command which color to look at 10 times
observe for accuracy of eye movements and any movements of head or body
Eval for Pursuits
Focus on nose of therapist
Therapist will move marker in all directions and client follows with eyes
Clinician will then move two markers in clockwise and counterclockwise and have client alternate which marker they are looking at
Eval for vergence
Client focuses on the marker in front of him
clinican will move marker toward the face until client sees double
clinican will then move the marker away from face
Sensory Lens and feeding with ASD
common challenges:
noise being too loud
odors
Social atmosphere
Taste
Texture
