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Child Psychopathology > Autism-Spectrum Disorder > Flashcards

Autism-Spectrum Disorder Flashcards

1
Q

What is autism?

A

A complex neurodevelopment disorder characterized by abnormalities in social communication and unusual behaviors and interests.

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2
Q

What is autism characterized by? (2)

A
  1. Significant and persistent deficits in social interaction and communication skills. 2. By restricted, and repetitive patterns of interests and behaviors.
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3
Q

What is preservation of “sameness”?

A

An anxious and obsessive insistence on the maintenance of sameness in daily routine and activities, which no one, but the child may disrupt.

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4
Q

What are the two “symptom domains” that represent that core features of ASD?

A
  1. Social communication and social interaction. 2. Restricted, repetitive patterns of behaviors, interests, or activities.
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5
Q

Regarding the two symptoms domains of ASD, in order to receive a diagnosis of ASD, what must be fulfilled?

A

The child must display symptoms in both domains.

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6
Q

Regarding the symptoms children must have for an ASD diagnosis, how must they present? (3)

A
  1. The symptoms must be persistent. 2. Occur in multiple settings. 3. Be present early in development.
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7
Q

If a child only has deficits in social communication and interaction (but does not have restricted and repetitive behaviors), what disorder would they be diagnosed with?

A

Social (Pragmatic) Communication Disorder.

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8
Q

What are the three types of symptoms in the Social Communication and Interaction category of ASD?

A
  1. Deficits in social-emotional reciprocity. 2. Deficits in nonverbal communication behaviors used for social interaction. 3. Deficits in developing, maintaining, and understanding relationships.
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9
Q

How many types of symptoms in the Social Communication and Interaction category are needed for a diagnosis of ASD?

A

All three of them.

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10
Q

What are the four types of symptoms in the Restrictive and Repetitive Behaviors category?

A
  1. Stereotyped or repetitive motor movements, use of objects, or speech. 2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior. 3. Highly restricted, fixated interests that are abnormal in intensity or focus. 4. Hyper-reactivity or hypo-reactivity to sensory input or unusual interest in sensory aspects of the environment.
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11
Q

How many types of symptoms in the Restrictive and Repetitive Behaviors category are needed for a diagnosis of ASD?

A

At least two types of symptoms.

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12
Q

What do the specifiers for the two symptom domains of ASD denote?

A

The severity rating for each of the domains. They reflect the extent to which the symptoms interfere with the child’s functioning.

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13
Q

What are the three symptom specifiers for ASD?

A
  1. Level One: requiring support. 2. Level Two: Requiring substantial support. 3. Level Three: Requiring very substantial support.
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14
Q

Why did the DSM eliminate all previous subtypes of ASD and substitute a single overarching category - ADD? (2)

A
  1. To increase the consistency of diagnosing ASD. 2. A recognition that changes in developmental level can lead to changes in symptom presentation.
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15
Q

What is one worry about the creation of one category ASD?

A

Worry that people with mild symptoms (as those previously diagnosed with Asperger’s) would not be diagnosed and, thus, not be treated.

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16
Q

What are three critical factors that lead to differences among those with ASD?

A
  1. Level of intellectual ability. 2. Severity of their language problems. 3. Behavior changes with age.
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17
Q

How can level of intellectual ability lead to differences among those with ASD?

A

Intellectual ability ranges from profound disability to above average intelligence. Intellectual disability may lead to slow development.

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18
Q

How can the severity of their language problems lead to differences among those with ASD?

A

Some speak a lot, whereas some are mute.

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19
Q

How can behavior changes with age lead to differences among those with ASD?

A

Some children make little progress, whereas other develop speech or become more outgoing. Usually those who made progress had average, or above average, intelligence.

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20
Q

What might the lack of understanding of people as social partners lead to?

A

It may lead to treating people as objects, or to directing their actions at the body parts of other people.

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21
Q

Where do people with ASD tend to focus on when looking at faces? Versus normal?

A

They over-emphasize one part of the face, such as the mouth. Most normal children focus on the overall shape or the eyes.

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22
Q

What are protoimperative gestures?

A

Gestures or vocalizations that are used to express needs.

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23
Q

What are protodeclarative gestures?

A

Gestures or vocalizations that direct the visual attention of other people to objects of shared interest.

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24
Q

What is the purpose of protodeclarative gestures?

A

To engage other people in interaction.

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25
Q

Do people with ASD typically have problems with protoimperative gestures or protodeclared gestures? Why?

A

They typically have problems with protodeclared gestures because it requires shared social attention and an implicit understanding of what other people are thinking.

26
Q

What is the “showing gesture”?

A

A declarative gesture used to show someone else something of interest.

27
Q

What are instrumental gestures?

A

Gestures done to get someone to do something for them immediately.

28
Q

What are expressive gestures?

A

Gestures done to convey feelings.

29
Q

Describe how people with ASD use instrumental and expressive gestures.

A

They can do instrumental gestures, but not expressive gestures.

30
Q

About how many children with ASD do not develop useful language?

A

Around half of those with ASD do not develop useful language.

31
Q

Children with ASD who do eventually develop language usually do by what age?

A

They usually do by age 5.

32
Q

What is pronoun reversal?

A

A common language impairment in children with ASD that occurs when a child repeats personal pronouns exactly as heard, without changing them to suit the situation. For ex., when asking “Whats your name” they would reply, “Your name is Tim,” rather than, “My name is Tim.”

33
Q

What is pragmatics? How is it related to those with ASD?

A

The appropriate use of language in social and communicative contexts. They display profound impairment in this.

34
Q

What are some nonvervbal impairments common in those with ASD? What does it suggest?

A

Monotonic voice and lack of gestures which suggests difficulty in expressing emotions.

35
Q

What are some verbal impairments common in those with ASD?

A

Problems with narrative discourse, including stories lacking in detail and difficulty providing sufficient information to others.

36
Q

What is echolalia?

A

A common type of repetitive speech characterized by the child’s parrot-like repetition of words, or word combinations that he has heard, either immediately after hearing them, or at a later time.

37
Q

What is perseverative speech?

A

Incessant talking about one topic and incessant questioning.

38
Q

What are the two identified dimensions of restricted and repetitive behaviors?

A
  1. Repetitive sensory and motor behaviors. 2. Insistence on sameness behaviors.
39
Q

What type of behaviors are included in the repetitive sensory and motor behaviors dimension of restricted and repetitive behaviors? (3)

A
  1. Hand and body mannerisms. 2. Repetitive object use. 3. Unusual sensory interests.
40
Q

What type of behaviors are included in the insistence on sameness behaviors dimension of restricted and repetitive behaviors? (2)

A
  1. Compulsions and rituals. 2. Resistance to change.
41
Q

Describe how the frequency of repetitive sensory and motor behaviors change over time?

A

Remains relatively high over time.

42
Q

Describe how the frequency of Insistence on sameness behaviors change over time?

A

They start low, and increase and worsen over time.

43
Q

What are self-stimulatory behaviors?

A

Stereotyped, as well as, repetitive body movements or movements of objects.

44
Q

What is sensory overresponsivity?

A

Negative responses to, or avoidance of sensory stimuli, that is accompanied by overactive brain responses in the primary sensory areas of the brain, and areas related to affective processing and regulation, including touch.

45
Q

What are two types of cognitive limitations proposed to underlie ASD?

A
  1. Specific cognitive deficits in processing social-emotional information. 2. More general cognitive deficits in information processing, planning, and attention.
46
Q

What is mentalization or theory of mind?

A

The development of the awareness of mental states in themselves and others.

47
Q

About how many individuals with ASD also experience seizures?

A

25%.

48
Q

How prevalent is ASD?

A

1-2%

49
Q

If one monozygotic (identical) twin has ASD, what is the likelihood that the other will develop it too? For fraternal twins? What does this suggest?

A

70-90% for monozygotic twins. Near zero for fraternal twins. Suggesting ASD might have a heritability of up to 90%.

50
Q

What are susceptibility genes?

A

Gense implicated in causing a disorder, but do not cause the disorder themselves.

51
Q

Have any susceptibility genes been found for ASD?

A

No.

52
Q

What has brain science shown to be implicated with the development of ASD?

A

Abnormalities in brain structure and functioning that are consistent with early disturbances in neural development, possible tracing back to prenatal development.

53
Q

How is the cerebellum implicated in ASD?

A

Those with ASD tend to have smaller cerebellums which is involved with modulating emotion, language, executive function, learning, thought, and attention.

54
Q

What are the main goals of treatment for ASD? (3)

A
  1. Minimize core symptoms. 2. Maximize child’s independence and quality of life. 3. Help the child and family cope more effectively with the disorder.
55
Q

What is discrete trial training? Is it the first way to teach the skill?

A

First way readiness skills are taught. A step-by-step approach to presenting a stimulus and requiring a specific response.

56
Q

What is incidental training? Is it the first way to teach the skill?

A

Second way to teach readiness skills. Attempts to strengthen behavior by capitalizing on naturally occurring opportunities.

57
Q

What procedures are effective in eliminating disruptive behaviors? (3)

A
  1. Ignoring the behavior. 2. Mild forms of punishment. 3. Rewarding competing behaviors.
58
Q

What are five aspects of the treatment of ASD?

A
  1. Initial stages. 2. Reducing Disruptive Behavior. 3. Teaching appropriate Social Behavior. 4. Teaching appropriate communication skills. 5. Executive function intervention.
59
Q

What is operant speech training?

A

A step-by-step approach that first increases the child’s vocalizations and then teaches them imitation of sounds and words, the meaning of words, labeling objects, making verbal requests, and expressing desires.

60
Q

Treatments for ASD usually contain what common features?

A
  1. Start early. 2. Intensive. 3. Low Student-Teacher Ratio. 4. High Structure. 5. Family Inclusion. 6. Peer Interactions. 7. Generalization (teach child to use learned skills in other settings). 8. Ongoing Assessment (monitor child’s progress and make adjustments in treatment when needed).
61
Q

What is the most evidence-based treatments for ASD?

A

Applied Behavior Analysis or Early Intensive Behavioral Intervention (EIBI).

Child Psychopathology (14 decks)

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