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ABAT Exam > Autism Core Knowledge > Flashcards

Autism Core Knowledge Flashcards

1
Q

Who was the researcher who coins the term “autism”? In what year?

A

Leo Kanner in 1943

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2
Q

Who identifies “asperger”? In what year?

A

Hans Asperger in 1944

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3
Q

A1. ASD and common characteristic and deficits

Name 7 typical characteristics of autism.

A
  1. Spends most of their time alone
  2. Sensitivity to nonverbal communications
  3. Little to no speech
  4. Avoids physical contact
  5. Does not make eye contact
  6. Little to no social skills
  7. Motor skills are impaired
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4
Q

autistic disorder:

A

• A condition associated with brain development that impairs how a person interacts with another person

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5
Q

Asperger’s Syndrome:

A
  • A brain development disorder related to autism.Characterized by high intellectual ability coupled with repetitive patterns of interest and activities and impaired social skills.
  • Milder form of autism
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6
Q

What causes Autism Spectrum Disorder (ASD)?

A
  • There is NO single cause of ASD

* Complex relationship between genetic predisposition and environmental factors

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7
Q

What is the “spectrum” in ASD?

A

a range of symptom severity levels with no specific categories. No two individuals with ASD are the same.

It could be from:

  • Minimally impacted
  • Everything in between
  • Highly impacted
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8
Q

What are the ASD: Triad of Primary Impairments?

ABAT Competency Standards:
A2. AUTISM as a spectrum disorder with a triad of primary impairments

A
  1. Social & Emotional Interaction
  2. Imagination & Flexibility of Thought
  3. Social Communication & Language
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9
Q

A2. Autism as a spectrum disorder w/ triads of primary impairments

ASD: Triad of Primary Impairments:
Define Social & Emotional Interaction:

A
  • Standing too close to people
  • Unaware of different ways of, interacting with others
  • Has desire to have friends and relationships but struggles to initiate and maintain these
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10
Q

ASD: Triad of Primary Impairments

Define Imagination & Flexibility of Thought:

A
  • Does not understand others points of view or feelings
  • Takes everything literally
  • Agitated by change in Routine
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11
Q

ASD: Triad of Primary Impairments

Define Social Communication & Language:

A
  • Asks repetitive questions
  • Cannot ‘read between the lines’ of what people mean
  • Communicates for own needs, rather than for ‘social’ engagement
  • Makes factual comments inappropriate to the context
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12
Q

Autism Prevalence Rates:

A
  • 2016: 1 in every 68 children
  • 2018: 1 in every 59 children
  • 2020: 1 in every 54 children

-Rate of people with autism keeps increasing.

-Rate is higher in boys than girls (about 4 times more common in boys)
•Affects all racial, ethnic, and socioeconomic groups

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13
Q

ABAT Competency Standards

A4. Risk Factors to all autism spectrum disorders.

A
  • Genes can make it more likely a person will develop ASD
  • Higher risk for those who have a sibling with ASD
  • Having certain chromosomal or genetic conditions
  • Certain medications (valproic acid and thalidomide) taken during pregnancy •“Some evidence towards “critical period” (before, during and immediately after birth)”
  • Older parents (greater risk)
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14
Q

ABAT Competency Standards

A5.
Terminology Common to ASD Diagnosis are:

A
  1. Pragmatic Language
  2. Receptive Language
  3. Expressive Language
  4. Sensory-motor
  5. Social Skills
  6. Joint Attention
  7. Stereotypy
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15
Q

A5.Terminology Common to ASD Diagnosis

Define Expressive Language:

A

Using words/sentences to express oneself (communicate wants, needs, ideas, etc.)

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16
Q

A5.Terminology Common to ASD Diagnosis

Define Pragmatic Language:

A

Appropriate social language skills, including verbal and non-verbal communication. Includes what we say, how we say it (volume, tone, intonation, etc.) and when to say it.

17
Q

A5.Terminology Common to ASD Diagnosis

Define Receptive Language:

A

Understanding what others say or what is read (e.g., following instructions).

18
Q

A5.Terminology Common to ASD Diagnosis

Define Sensory-motor:

A

The understanding that sensory stimulation/input and motor output are directly tied to each other.

19
Q

A5.Terminology Common to ASD Diagnosis

Define Social Skills:

A

Verbal and non-verbal communication skills we use to communicate with others; Supports in development and maintenance of social relationships.

20
Q

A5.Terminology Common to ASD Diagnosis

Define Stereotypy:

A

Repetitive or restricted movements or sounds that serve no functional purpose (automatically reinforced)

21
Q

A5.Terminology Common to ASD Diagnosis

Define Joint Attention:

A
  • Occurs when 2 people share interest in an object
  • When the child points to something, not because they want it, but to show it to someone for a social purpose.
  • The child can respond to someone initiating the joint attention, or the child can initiate it.
  • Example: Pointing to a toy, bringing attention to something.
22
Q

Define Hypo-sensitivity:

A
  • Under reactivity to a sensory input •Brain doesn’t register incoming stimuli appropriately so the child is not as affected by the stimuli.
  • Example: Child spinning constantly and never appears to be dizzy.
23
Q

Define Hyper-sensitive:

A
  • Overreactivity to sensory input
  • Being overwhelmed by a stimuli that most people would consider normal or common.
  • Example: Whenever the phone rings, a child with hypersensitivity might close their ears shut because they are sensitive to the noise.
24
Q

Obtaining Diagnosis

A
  • ASD can be reliably diagnosed by age 2; earlier diagnosis increases opportunities for intervention that supports development and improves quality of life
  • If a parent has concerns (red flags), they should contact their pediatrician.
  • Developmental Evaluation: in-depth look at a child’s development, by a trained specialist, such as a developmental pediatrician, child psychologist, or pediatric neurologist. -Consists of observation of the child, structured testing, and interview tools/questionnaires-Uses the criteria in the DSM-V-Results are either meets criteria for ASD or does not meet criteria.
25
Q

Serial Memory Processing

A

The act of attending to and processing one item at a time

  • Information is sequential or in stages
  • Similar to DTT Example:When teaching a child coins, we would first introduce the child to every coin individually
26
Q

Parallel Memory Processing

A
  • The act of attending to and processing all items simultaneously
  • Knowing your color, motion, shape, and depth
  • Similar to PRT Example:After the child has learned each coin individually, we would do a trial with all coins mixed. 205
27
Q

Highly Functional Autism

A

It’s often used to refer to people with autism spectrum disorder who read, write, speak, and manage life skills without much assistance. High-functioning autism is often used to refer to those on the milder end of the spectrum.

28
Q

Common Characteristics

A

Difficulty with social interactions and exhibit a restricted range of interests and/or repetitive behaviors. Motor development may be delayed.

29
Q

Autism Spectrum Disorder (ASD)

A

There is no single cause of ASD. Characterized buy social communication deficits and restricted and repetitive behavior patterns.

30
Q

ABAT Competency Standards

A3. Red Flags use in early diagnosis

A
  • Not responding to their name (12)
  • Not pointing at objects to show interest(14)
  • Not playing “pretend” games (18)
  • Avoiding eye contact and wanting to be alone
  • Having trouble understanding other people’s feelings or talking about their own feelings
  • Having delayed speech and language skills
  • Repeating words or phrases over and over (echolalia)
  • Giving unrelated answers to questions
  • Getting upset by minor changes
  • Having obsessive interests
  • Flapping their hands, rocking their body, or spinning in circles
  • Having unusual reactions to the way things sound, smell, taste, look, or feel
31
Q

ABAT COMPETENCY STANDARDS

A6. Medical Conditions Associated with ASD

A

Learning disabilities:Processing disorders

  • Auditory Processing Disorder (APD)
  • Visual Processing Disorder (VPD)

Sensory Processing Disorder (SPD)

  • Gastrointestinal problems
  • Feeding problems
  • Disrupted/inconsistent sleep
  • Epilepsy
  • Anxiety
  • Depression
  • Obsessive compulsive disorder (OCD)
  • Attention deficit hyperactivity disorder
32
Q

A7. ABAT Competency Standards

Identify co morbid disorders associated with ASD

A

Children with ASD may also have other medical or psychiatric conditions, this is called Comorbidity. Some common conditions that might be diagnosed with children with ASD are:

  • Anxiety
  • ADHD
  • Bipolar disorder
  • Clinical depression
  • Down syndrome
  • Fragile X syndrome
  • Gastrointestinal Symptoms
  • Intellectual disability and developmental delays
  • Motor difficulties
  • OCD
  • Seizures and epilepsy
  • Tourette Syndrome
  • TuberousSclerosis

ABAT Exam (7 decks)

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