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Atypical Brain Development and Degeneration > Autism > Flashcards

Autism Flashcards

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1
Q

Medical model of autism

A

Autism is a disability and results in people experiencing difficulties in a range of areas

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2
Q

Social model of autism

A

Autism is only disabling as autistic people are required to live in a neurotypical world

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3
Q

Autism society logo 1963-2002

A

Puzzle piece with a child crying

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4
Q

Autism society defence of the first logo

A

Puzzle piece = children are handicapped by a puzzling condition, this isolates them from normal human contact

Weeping child = reminder that autistic people suffer from their handicap

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5
Q

Objection to the autism society logo 1963-2002

A

We’re people not puzzles, we’re whole, there’s nothing wrong with us

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6
Q

Autism logo 2018 - present

A

Coloured circle

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7
Q

Autism logo 2018 - present

explantation

A

Out goal is to help transform lives, change attitudes and create a society that works for autistic people

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8
Q

What is Cure Autism Now?

A

An American association which didn’t want autism to exist

Ran from 1995 - 2017

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9
Q

Objection to Cure Autism Now

A

The idea of a cure is insulting and hurtful, and it is simply eugenics

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10
Q

What is Autism Speaks?

A

American organisation which attracts lots of donations

2007 - present

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11
Q

What is the moto of Autism Speaks?

A

Enhancing lives today and accelerating a spectrum of solutions for tomorrow

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12
Q

What are lots of organisations trying to do?

A

Display themselves as more inclusive, rather than trying to ‘cure’ autism, they are trying to make the lives of autistic people better

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13
Q

What did Kanner characterise Autism as (1943)?

A
  • Extreme aloneness
  • Preservation of sameness
  • Delayed/deviant language
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14
Q

Wing’s Triad of impairments

A

1980

  • Socialisation
  • Communication
  • Imagination
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15
Q

What happened in 1980 in terms of Autism?

A

First DSM classification

‘Infantile Autism’

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16
Q

What happened in 1994 in terms of Autism?

A

Introduction of the term Asperger’s

Autism Diagnostic Interview - Revised (ADI-R) test
- Was revised to be able to determine a diagnosis of Autism in children with a mental age of 18 months +

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17
Q

What test became available in 2000?

A

Autism Diagnostic Observation Schedule - Generic (ADOS-G)

18
Q

What changed in the DSM-5 classification of Autism?

A

No longer a triad of impairments

  • Changed to two areas
  • Social communication/interaction
  • Restricted and repetitive behaviours

Changed the name to Autism Spectrum Disorder (ASD) rather than sub diagnoses of Autistic Disorder, Asperger syndrome etc.

19
Q

What was released in 2018 and what changed for Autism?

A

ICD-11

Asperger’s is no longer considered a separate diagnosis

20
Q

DSM-5 Autism Spectrum Disorder

A

Persistent deficits in social communication and social interaction

Restricted, repetitive patterns of behaviour, interests or activities

21
Q

Persistent deficits in social communication and social interaction

A

Deficits in…

  • Social-emotional reciprocity
  • Nonverbal communicative behaviours
  • Developing and maintaining relationships
22
Q

Restricted, repetitive patterns of behaviour, interests, or activities

A
  • Highly restricted, fixated interests
  • Stereotyped or repetitive speech, motor movements, or us of objects
  • Excessive adherence to routines
  • Hyper- or hypo-reactivity to sensory input
23
Q

Positives of the current ASD diagnosis system

A

Has worked reasonably well in terms of facilitation of both research and clinical service

24
Q

Negatives of the current ASD diagnosis system

A
  • Hazy diagnostic boundaries
  • Some clinicians may feel pressured to give a diagnosis as they know it is a ticket for services
  • The combination of genetic heterogeneity and diagnostic uncertainty complicates efforts to identify autism genes (Gupta & State, 2007)
25
Q

Jones & Klin (2013)

A

Trying to move towards an earlier diagnosis

Assessed infants from 2 months old through the first few years of life

Eye-tracking study while children watched videos of a caregiver trying to be engaging

Over the first couple of years, Autistic infants tend to lose interest in looking at the eye region of the caregiver

26
Q

When can the results of Jones & Klin’s (2013) study be seen?

A

From around 6 months over the first couple of years of life

27
Q

Pierce et al. (2011)

A

Assessed toddlers 14 - 42 months in a preferential looking paradigm

Showed infants two videos and looked at which one captured their interest

Neurotypical toddlers preferred the video of other children

Some of the ASD group showed very strong preference for the geometric shapes

28
Q

Conclusion from Pierce et al. (2011) study

A

If an infant spent more than 69% of time looking at the geometric shapes, this can predict a diagnosis of autism

29
Q

Limitation of Pierce et al. (2011)

A

There is a group of ASD infants who didn’t show any differences to the neurotypical infants

Not entirely predictive, can show which infants have autism but cannot rule out who doesn’t

30
Q

Elsabbagh et al. (2012)

A

Infant neural sensitivity to dynamic eye gaze is associated with later emerging autism

Infants 6-10 months participated in the EEG study

At-risk group who developed ASD and the subgroup who developed early and persistent symptoms did not differentiated between gaze towards vs gaze away

31
Q

Conclusion of Elsabbagh et al. (2012)

A

ASD infants are processing social cues differently

32
Q

Autistic brains show what in terms of connectivity?

A

Local over connectivity and long-distance under connectivity

33
Q

What does the difference in connectivity in the brains of autistic people result in?

A

Cognitive style biased towards small details (local) rather than the big picture (global)

34
Q

Kimhi et al., 2014)

A

29 autistic intellectually able 3-6 year olds and 30 intellectually able neurotypical 3-6 year olds

Took 5 tasks

  • Cognitive shifting (EF)
  • Planning (EF)
  • Predicting and explaining others’ knowledge (ToM)
  • Predicting and explaining others’ emotions (ToM)
  • Verbal ability

Autistic individuals did not perform as well on all five tasks

Executive function tasks and verbal IQ contributed to better ToM explanation and prediction abilities

Language ability explained variance in ToM explanation ability

35
Q

Conclusions of Kimhi et al., 2014

A

EF planning skills and language are important for ToM performance and understanding

EF training in pre-schoolers will likely support later ToM development

Language plays an important role in supporting ToM ability

36
Q

Weak central coherence in Autistic individuals

A

Autistic people tend to be better at segmenting and slotting in small details

37
Q

Enhanced perceptual function in Autistic individuals

A

Perception plays a different and superior role in autistic cognition

Better low-level perceptual ability is associated with reduced neural complexity

38
Q

Autistic perception is _____ orientated

A

Locally

39
Q

Higher-order processing is ___ in autism and _____ in non-autistics

A

Optional

Mandatory

40
Q

Atypical perception underlies what?

A

Savant syndrome

Where someone with significant mental disabilities demonstrates abilities far in excess of average
Usually related to memory

Atypical Brain Development and Degeneration (10 decks)

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