Autism Spectrum disorder Flashcards
Autistic Disorder
Development of social interaction and communication is impaired.
- inability to initiate or sustain conversation
- lack of spoke language
- repetitive speech/ echolalia
- absence of pretend or spontaneous play
Symptoms before age 3
Asperger Syndrome
Delays in social interaction
Repetitive behaviors
NO DELAYS in language, speech, cognition or curiosity
PDD-NOS Pervasive Developmental Disorder - Not Otherwise Specified
Does not meet specific criteria for autism
Diagnostic criteria (3)
Delays or abnormal functioning in AT least 1 of the following areas with onset prior to age 3:
1 - Social interaction
2 - Language as used in social communication
3 - Symbolic or imaginative play
Rhett Disorder
Genetic
Females w typical development
Around 5 months start losing skills, brain growth decelerates
Stereotypical arm mvmts.
Childhood dis integrative disorder
Typical development
Sudden loss of language, bowel and bladder control after 2 years or older
Fragile X syndrome
Genetic
Male
Presentation very similar to ASD
ASD Autism Spectrum Disorder
Autism disorder
Aspergers Syndrome
PDD - NOS
SCD Social Communication Disorder
Limitations in the use of social language
Absence of restricted interests and repetitive behaviors
Screening tools
ADOS - Autism Disorder Observation Scale
M-CHAT - Modified Checklist for Autism in Toddlers
STAT - Screening Tool for Autism in Toddlers and Young Children
Age of Autism diagnosis
Early as 2 years
Typically closer to 4
More sever cases diagnosed earlier…what are the time periods for all 3?
ASD: 4 yrs
PDD-NOS: 4yrs 2mo
Aspergers: 6yrs 2mo
Signs parents may notice within the 1st yr
Vision and hearing
Social and Communication
Fine motor
Potential Risk Factors
Weak genetic link: 10%
Identical twins and siblings
46% children w ASD have above avg intelligence
Children born to older parents have higher risk
Exposure to prescription meds
Vaccination
No connection
Mercury no longer used to bind vaccinations
Chances
1 in 68
Boys: 1 in 42
Girls: 1 in 189
Head circumference
Typical at birth
Increases in first 2 yrs
- overgrowth followed by arrest in growth and degeneration
- overgrowth in frontal, temp, amygdala
Over connection
Short range
Under connection
Long range
- poor integration of areas
- ability to complete simple tasks is uninhibited
Cognitive
Attention
- preoccupied
- diff shifting focus
- lack of or delayed response to name
Executive function
- diff inhibiting repetitive movements
- inflexibility in patterns
Social/communication
Diff dev social relationships Solitary play Lack of eye contact Language -lack of language -echolalia -pragmatic language
Motor
Deficits in: Arm movements Bilateral coordination Gait and balance Praxis/Motor planning
Stereotypical motor behavior
Repetitive behavior
Resistance to change, impulsive behavior
Excessive preoccupation
Gait may appear ataxic: 3 other signs include:
Lack of alternate arm swing
Tow walking
Deficits in feedback (adaptation) and feed forward (anticipation and planning)
Praxis and Imitation
Impaired ability to plan, coordinate and execute complex movement sequences
Able to perform simple motor tasks
May perform more complex tasks spontaneously
Poor imitation skills
During the parent interview, ask them their child preferences for:
Activities
Textures
Routines
Parent interview: Ask them about their child’s communication including:
Onset of speech
Means of communication
Also ask parents during the interview about what 2 factors?
Behavior therapy
Interaction w peers
Who else do we collaborate with?
Psych and special Ed: behavioral plan
Speech and language: comm strategies
Occupational therapists: sensory needs
Standardize Assessment used:
M-ABC movement Assessment Battery for Children
Most common behavioral therapy approach:
ABA - Applied Behavioral Analysis
Each skill broke. Down into diff parts
Need carryover to home!
PECS
Picture Exchange Communication System
Child exchanges picture for desired object
Phases
Developmental Individual Difference Relationship-Based Model
“Floor time”
Promotes social interaction
Adult follows child’s lead
Observe>Approach>Follow child’s lead>Child expresses ideas
Tips for intervention
Consistent space Limited toys Sensory needs must be met! Use schedule Routine Prepare for transitions Allow child to take part in planning
