Autism Spectrum Disorder Flashcards
social communication components
- joint attention
- social reciprocity
- social cognition
- language and related cognitive skills
restricted and repetitive behaviors
- preoccupations and special interests (verbal and non-verbal)
- routines and resistance to change
- stereotyped and ritualistic behaviors (verbal and non-verbal)
- preoccupation with parts of objects
sensory issues
- hypo/hyper-sensitivity
- emotional regulation (behavior, eating)
- activities of daily living (sleeping, bathroom)
neurodevelopmental disorder vs. difference
disorder:
- deficits and impairment based
- disability associated primarily with brain functioning
- autism is a disability
difference:
- strengths based
- neurodiversity is uniqueness
- variations in neurological development and functioning are natural, not pathological
- autistic brains exist along neurotypical brains without judgement
why diagnose
- bring clarity to confusion
- understand how to help
- better, more redined evidence based intervention
- self understanding and motivation
- helps to explain why a child is experiencing difficulties
- key to accessing services
example of diagnostic pathway
- referral to primary care SLT and assessed (required MDT or interdisciplinary assessment)
- referral to CDNT and assessed (required diagnostic assessment)
- MDT/interdisciplinary diagnostic assessment completed
MDT
- OT
- social work
- physiotherapy
- pediatrician
- psychology
- SLT
comprehensive background info includes ?
- developmental history
- family history
- current concerns
- presentation
assessment includes
- baseline clinical assessment
- parent and school reports
- observation in natural contexts (school)
baseline clinical assessment includes
cognitive, adaptive behavior, language, social communication, sensory, fine motor
diagnostic assessment includes
- play based assessment
- clinical interview with parent
- cross reference with DSM-V
communication development includes which domains
- cognitive
- motor
- social
- language
foundations of communication
- verbal and nonverbal
- attention
- intention reading
- symbolic function
- play
considerations for SLT assessment
- autism is a heterogenous condition
- observe in various settings with various people
- all behaviors have communicative intent (analyze)
- build a profile of strengths
- non-verbal ≠ non-communicating
- observe and investigate how, why, where, when, with who, and about what
- assess skills in joint attention and symbol use
- assess comprehension of verbal and non-verbal
- investigate AAC systems
- use motivations and consider sensory needs
- consider apraxia
assessing a child who uses single words and phrases
- observation, reports, standardized assessment, informal assessment, behavior sampling (comprehension and expression of verbal and non-verbal, consider literacy skills)
- observe and investigate how, why, where, when, with whom, and about what someone communicates (part of speech and ability to report events or retell a story, play - explorative, conventional, pretend)
- assess all areas of language: phonology, syntax, semantics, pragmatics (if echolalia occurs, in what context and what purpose)
