Autism Spectrum Flashcards
Which of the pervasive developmental disorders got deleted form the DSM-V
Rett’s disorder and childhood disintegrative disorder
What are the pervasive developmental disorders
disorders that were all characterized by long‐standing and overarching deficits in functioning
Autistic disorder:
Was diagnosed when there were significant impairments in social interactions and communication, along with restricted repetitive and stereotyped behavioral patterns, with onset before the age of 3 years old. The prevalence rate with this diagnostic definition was 0.05%.
Asperger’s disorder:
First appearing as a disorder in 1994 with the publication of DSM‐IV, this disorder was diagnosed when there were significant impairments in social interactions along with restricted repetitive and stereotyped behavioral patterns, but when there were no significant delays in language. The disorder was considered to be less severe than autistic disorder and prevalence was estimated at less than 1%, with conservative estimates ranging from 0.025% to 0.5%.
Pervasive developmental disorder
—not otherwise specified: This disorder was diagnosed when children showed significant impairments in their social interactions, communication skills, or repetitive behaviors but did not meet criteria for another pervasive developmental disorder like autistic disorder, Asperger’s disorder, Rett’s disorder, or childhood disintegrative disorder. Although specific prevalence data were not available in DSM‐IV, the disorder was thought to be very rare (American Psychiatric Association, 1994).
Rett’s disorder:
Also new to DSM‐IV, this disorder was diagnosed when the infant appeared to be developing normally up until 5 months, and then between 5 months and 4 years old, the growth of the child’s head started to decelerate and previous abilities (such as social engagement, purposeful hand movements, and coordination) were lost. This disorder only appeared in girls and was extremely rare
Childhood disintegrative disorder:
Also new to DSM‐IV in 1994, this disorder was diagnosed when a child had experienced relatively normal development for the first 2 years of life and then at some point before the age of 10, there was a loss of previous skills such as language, adaptive behavior, toilet training, play, and motor skills, and there were deficits in social interactions, communication, and behavioral patterns. This disorder was extremely rare with estimates at 0.01% and was also known as Heller’s disease.
Differences between Asperger’s and autism
1) Intellectual Functioning- Average or above average in children with Asperger’s disorder, whereas children with autistic disorder showed significantly impaired intellectual functioning
2) Language development- not delayed in children with Asperger’s disorder. but they might not have made adjustments for the social context of these conversations(e.g., they talked to a 2‐year‐old the same way they talked with an adult).
3) Physical gait and motor skills- Asperger’s disorder tended to be limited and they were described as clumsy, whereas the physical abilities of children with autistic disorder tended not to be problematic.
4) Social interactions- Asperger’s disorder tended to be limited (e.g., these children were often seen as peculiar or naive in their social interactions) Many children with Asperger’s disorder seemed to desire social interactions, but they lacked the skills with which to engage in smooth social interactions. Children with autistic disorder, on the other hand, rarely seemed to have any desire for seeking out social interactions.
Similarities between Asperger’s and autism
Both groups of children showed communication and socialization skill deficits, although there were still more severe behavioral problems in the children with autistic disorder
umbrella diagnosis of autism spectrum disorder- supporting
1) using the term “autism spectrum disorder” to refer to youth with deficits in social interaction, communication, and restricted/repetitive behavior
2) Multinational studies presented great variability in diagnosis
3) Few major differences in functioning between youth diagnosed with Asperger’s disorder and those diagnosed with autistic disorder who were high‐functioning and there were no differential treatment responses between the two groups
4) A dimensional understanding of autism is more reflective of behavior as it naturally occurs.
5) High validity studies regarding criteria use
Unique aspects of autism spectrum disorder
1-Pervasive limitations in social interaction and social communication in many different settings, including but not limited to, limited social–emotional reciprocity, limited nonverbal communication, and challenges in developing and maintaining friendships and peer relationships
2- Restricted and repetitive pattern of activities, behavior, and interests, as reflected in at least two of the following: repetitive or stereotyped movements, insisting on rigid structure and the sameness of their environment, extreme and unmovable interests in certain limited topics or objects, dysfunctional dealings with sensory input (either being too reactive or not reactive enough to sensory stimulation such as pain, sound, touch, smell, or sight
3- Limitations are evident early in the developmental period
4- Clinically significant distress and/or impairment in academic, social, or occupational functioning
5- These deficits are not solely due to intellectual disability (which can co‐occur with autism spectrum disorder, but is not required for a diagnosis)
6- Severity is specified based on impairments in social communication and restricted, repetitive patterns of behavior: Level 1 (“requiring support”), Level 2 (“requiring substantial support”), and Level 3 (“requiring very substantial support”)
7- Individuals who already had a diagnosis from DSM‐IV of autistic disorder, Asperger’s disorder, or pervasive developmental disorder—not otherwise specified should be given the autism spectrum disorder diagnosis if appropriate
Who gets diagnosed with social (pragmatic) communication disorder
youth who have significant impairments in social communication, but who do not meet the full criteria for autism spectrum disorder.
social (pragmatic) communication disorder
there are chronic difficulties with both nonverbal and verbal communication related to using language for social purposes (e.g., saying hello and goodbye), being able to change style of communication due to changing situations (e.g., speaking differently to the teacher in contrast to another student), following rules of social communication (e.g., taking turns in conversations and using nonverbal and verbal cues to facilitate the conversation), and being able to understand the nuances of communication (e.g., creating and understanding jokes and being able to make inferences in what others say).
Prevalence Rate DSMV and CDC
just under 1%-1.7%
Patterns
Born with ASD and more subtle signs can be identify in infancy
4:1 ratio boys to girls
In every SES and race/ethnicity group
