autism spectrum disorder and SI Flashcards
1
Q
Autism etiology
A
- no single etiology
- neurologically based
- probable genetic predisposition aand environmental interactions. incr incidence among families
2
Q
autism pathophysiology
A
- -under connectivity of brain
- diminished communication between brain regions
- inflammation of the glia
- may be associated withmotor deficits
- decr Purkinje cells in cerebellum
- dysfunctional mirror neurons
3
Q
ASD defined
A
- repetitive and characteristic patterns of behavior an difficulties with social communication and interaction
- “spectrum”
- wide range of SX skills and levels of disability
4
Q
DSM-V diagnostic criteria
A
- persistent deficits in communication aand social interaction
- restricted, repetitive patterns or behavior, interest or activities
- sx present in early development
- SX cause clinically significant impairment in social, occupational or other important aareas of function
- disturbances are not better explained by intellectual disability or global developmental delay
5
Q
ASD social imapirments
A
- difficulty with socially engaging in conversations
- difficulty understanding the feelings of others and expressing their own
- may not respond to name
6
Q
ASD communication
A
- fluent speech-> no speech
- fluent may be awkward or inappropriate
- -delayed speech and language development is common
- repeating phrases, unrelated responses.
- speak only on limited topics
- flat, robot like, sing song voice
7
Q
repetitive and characteristic behaviors
A
- arm flapping, rocking, spinning
- fixate on objects like wheels on toys
- may fixate on a topic
- difficulty with changes in routine
- overstimulation can lead to out bursts
8
Q
ASD motor function
A
- atypical movement patterns during locomotion, reaching and aiming
- gait characteristics: instability , reduced ROM at ankle, incr variability of stride length
- poor coordination
- delay onset of walking
- postural asymmetries and abnormal muscle tone
9
Q
early indicator for evaluation
A
- no babbling by 1
- no words by 16 months or 2 word phrases by 2 years
- no response to name
- loss of previously acquired language
- poor eye contact
- no smiling or social responsiveness
- excessive lining up of objects
10
Q
late indicator for evaluation
A
- difficulty making friends
- impaired ability to initiate or sustain conversation
- absent/impaired imaginative and social play
- repetitive language
- abnormally intense interest
- preoccupation with certain objects
- inflexible adherence to routine
11
Q
specific motor intervention
-exercise and physical activity
A
- delayed motor skill development and impaired motor skill performance
- prone to sedentary lifestyke
- research is limited and primarily focuses on changes in behavior and social integration
- swimming
- better with one- on -one
12
Q
specific motor interventions
- sensory processing intervention
A
- weighted vests and compression garments
- brushing and sensory diets
13
Q
sensory integration definition
A
- the process by which input is organized into meaningful information for the brain to use, allowing for appropriate responses of the situation
14
Q
sensation and the whole brain
A
- with a more organized sensory system, the nervous system functions more “holistically”
15
Q
causes of Sensory integration issues
A
- theories
- genetic predisposition
- minor abnormality of brain development
- environmental toxins
- sensory depravation
- “internal sensory depravation”
-neurological disorder the child cannot control
16
Q
common S/S of SI
A
- hyperactivity or distractibility: always moving but may not be purposeful. difficulty with organization in older children
- behavior problems. “fuzzy child” difficulty playing with others. overly sensitive and feelings often hurt
-speech aand language delay
17
Q
muscle tone and coordination in SI children
A
- low muscle tone
- frequent stumbles and LOB
- dropping pencils often
- falling out of chair
- difficulty stacking clocks,manipulating toys, completing puzzles
18
Q
learning difficulties at school in children with SI
A
- may interfere with learning process
- may cause poor behavior that interferes with school work
- adolescence may have lack of organization
19
Q
vestibular system in children with SI
A
- children with impaired vestibular processing may have inadequate postural cackground movements
- demonstrate poor co-contraction
- lack protective extension
20
Q
underactive vestibular system
A
may not become dizzy or queasy even with prolonged or intense spinning
21
Q
vestibular bilateral disorder
A
- subtle sx may not be recognized prior to starting school
- teachers or school psychologist believe the child has dyslexia or attention problems
- difficulty with postural responses
- poor integration of sides of the body
22
Q
gravitational insecurity
-overactive vestibular responses
A
- excessive emotional response to vestibular movement
- extremely cautious to avoid falling
- manipulate environment and those around him to avoid distress
- inadequate proprioceptive required to modulate vestibular sensation may be a contributing factor
- therapists must guide, not puch
23
Q
developmental dyspraxia
A
- deficit in motor planning
- severe= apraxia
- children create body maps based on varied performance of the same task
- inaccurate localization of touch stimuli
- proprioception and kinesthesia are important in motor planning
- observed to repeatedly try hard, but it doesn’t “sink in”
24
Q
tactile defensiveness
A
- tendency to respons emotionally and negatively to touch sensations
- constant input from clothing
- may avoid exposing hands to glue , sand , paint, food
- needs more touch, but is less able to modulate
25
Q
assessment of sensory integration
A
- evaluate which systems are overreacting and which are underreacting
- sensory integration and praxis tests (SIPT)
- requires certification
- sensory profile (infant toddler, child 0-14
-working with family and teachers to determine child’s needs and goals
26
Q
therapeutic activities
A
- most effective whe child directs his own activities except mayb eASD
- good therapy looks like a child at play
- goal is not to teach a specific motor skill, rather to help create experiences that will lead to adaptive responses
