Chapter 1 Flashcards
1 in ___ current prevalence estimate (book says 1 in 88, not as current)
Children with autism accounted for __% of SLPs’ caseloads in a 2011 survey
Highest number of these cases in pediatric hospitals, home health, and outpatient clinics and offices
1 in 68 current prevalence estimate (book says 1 in 88, not as current)
Children with autism accounted for 20% of SLPs’ caseloads in a 2011 survey
Highest number of these cases in pediatric hospitals, home health, and outpatient clinics and offices
Differences in diagnostic guidelines between DSM-IV-TR and DSM-V
DSM-IV-TR (2000)
___ domains of impairment (___ interaction, ____, and ____/____ stereotyped behaviors)
ASD subtypes of autistic disorder, Asperger’s disorder, PDD-NOS, ____ disorder, and ___
Less refined ____
Long list of , etc. symptoms
3 domains of impairment (social interaction, communication, and restricted/repetitive stereotyped behaviors)
ASD subtypes of autistic disorder, Asperger’s disorder, PDD-NOS, Rett’s disorder, and CDD
Less refined symptomatology
Long list of , etc. symptoms
___ disorder
Present from ___ or very early in development
Early signs: lack of ___ ___ and failure to respond when ___ is called; later sign can be ___ delay
Difficulties in the following domains
___ interaction, establishment of ___ with others
Communication of ___ and ___
Restricted and repetitive interests, behaviors, and activities
Imagination
Neurodevelopmental disorder
Present from birth or very early in development
Early signs: lack of joint attention and failure to respond when name is called; later sign can be verbal delay
Difficulties in the following domains
Social interaction, establishment of relationships with others
Communication of ideas and feelings
Restricted and repetitive interests, behaviors, and activities
Imagination
(Imagination – due to lack of able to produce speech)
Differences in diagnostic guidelines between DSM-IV-TR and DSM-V
DSM-V (2013)
2 domains of impairment (social communication and restricted/repetitive stereotyped behaviors)
Subtypes condensed to fall under one inclusive diagnosis of Autism Spectrum Disorder
More refined symptomatology, including addition of hypo-or hyperreactivity to sensory input or sensory interests
Short classification of severity for each of the two domains
___ domains of impairment (____ ____ and ____/____ ____ ____)
Subtypes condensed to fall under ___ inclusive diagnosis of Autism Spectrum Disorder
____ refined symptomatology, including addition of ____-or ____ to sensory ____ or sensory ____
Short classification of severity for each of the two domains
Pages 6-12 discuss differences in prior and current diagnoses of ASD, in terms of changes to the DSM
*
Clients who were diagnosed under DSM-IV-TR guidelines will still be seen
Positives to having their “labeled” disorder diagnosis (e.g., Asperger’s disorder)
Use of ____-____ ____
Clients who were diagnosed under DSM-IV-TR guidelines will still be seen
Positives to having their “labeled” disorder diagnosis (e.g., Asperger’s disorder)
Use of person-first language
____ of ____ or perspective-taking in individuals with ASD
Ability to understand ____’ thoughts, ____, ____, and ____
Makes learning “The Hidden Curriculum” difficult
Social difficulties from being literal, need to process things visually, difficulty reading and understanding emotion
Theory of mind or perspective-taking in individuals with ASD
Ability to understand others’ thoughts, feelings, beliefs, and desires
Makes learning “The Hidden Curriculum” difficult
Social difficulties from being literal, need to process things visually, difficulty reading and understanding emotion
Executive function in individuals with ASD
____ ____- Ability to utilize ____-____ cognitive functions and coordinate basic cognitive functions such as ____, ____, and ____
Ability to perceive stimuli in the environment
Respond ____
Flexibly change ___
Anticipate future ____
Consider consequences
Respond in a ____-____ way
____ and ____ behaviors
Attend to multiple sources of info simultaneously
Understand overall meaning of situations
Resist distractions
____ inappropriate responses
Remain on ____ for long periods of time
Executive function in individuals with ASD
Executive function- Ability to utilize higher-order cognitive functions and coordinate basic cognitive functions such as perception, attention, and memory
Ability to perceive stimuli in the environment
Respond adaptively
Flexibly change direction
Anticipate future goals
Consider consequences
Respond in a common-sense way
Plan and sequence behaviors
Attend to multiple sources of info simultaneously
Understand overall meaning of situations
Resist distractions
Suppress inappropriate responses
Remain on task for long periods of time
People with ASD have varying degrees of difficulty with all the previous skills
Treatment skills of EF to focus on as an SLP working with a client with autism:
____ attention
____ attention
Understanding the gist of ____ situations
Socially appropriate things to say/do
____ control
Making logical and socially acceptable decisions
People with ASD have varying degrees of difficulty with all the previous skills
Treatment skills of EF to focus on as an SLP working with a client with autism:
Shifting attention
Discriminating attention
Understanding the gist of complex situations
Socially appropriate things to say/do
Impulse control
Making logical and socially acceptable decisions
Central coherence in individuals with ASD
Difficulty getting the “____ ____;” focus on discrete and highly specific details
____ ____ ____ analogy
Treatment should focus on directly ____ association, ____, and ____ ____ concepts
Central coherence in individuals with ASD
Difficulty getting the “big picture;” focus on discrete and highly specific details
Google Maps zoom analogy
Treatment should focus on directly teaching association, summarization, and main idea concepts
Emotion regulation in individuals with ASD
Ability to control ____ emotional state
Children with ASD struggle with ____ and ____ their ____ states
Emotion regulation problems may be secondary to
Frustration with understanding ____ _____/____ experiences
_____ challenges
Reactions to ____ processing differences
____
____ problems
_____ planning difficulties leading to ____ and _____ motor problems
Emotion regulation in individuals with ASD
Ability to control internal emotional state
Children with ASD struggle with regulating and communicating their emotional states
Emotion regulation problems may be secondary to
Frustration with understanding social conventions/interpersonal experiences
Communication challenges
Reactions to sensory processing differences
Sleep
Feeding problems
Motor planning difficulties leading to speech and gross motor problems
Comorbid anxiety and depression
Range of optimal stimulation
____ arousal- overstimulated, confused, avoidant
____ extreme- giddiness, elation
____ extreme- anxiety, fear, distress
_____ arousal- able to orient, attend, and respond adaptively
____ window for children with autism
____ arousal- does not register with the child at all
Comorbid anxiety and depression
Range of optimal stimulation
High arousal- overstimulated, confused, avoidant
Positive extreme- giddiness, elation
Negative extreme- anxiety, fear, distress
Optimum arousal- able to orient, attend, and respond adaptively
Narrow window for children with autism
Low arousal- does not register with the child at all
Play development in children with ASD
Related to ____ and ____ aspects of language development
Children with ASD lack varied, ____, ____-____ or ____-____ play for their developmental level
Ex. Playing restaurant- skills learned?
Play development in children with ASD
Related to symbolic and social aspects of language development
Children with ASD lack varied, spontaneous, make-believe or social-imitative play for their developmental level
Ex. Playing restaurant- skills learned?
SCERTS model (Prizant et al., 2006) \_\_\_\_ \_\_\_\_ (SC) \_\_\_\_ \_\_\_\_ (ER) \_\_\_\_ \_\_\_\_ (TS)
SCERTS model (Prizant et al., 2006) Social Communication (SC) Emotional Regulation (ER) Transactional Supports (TS)
Article readings
*
Landrigan (2010)
Approximately ____% of children with autism have intellectual disability; however, others have increased intellect, especially in specific areas
Approx. ____% also have severely impaired speech
Prevalence does not discriminate \_\_\_\_, \_\_\_\_, \_\_\_\_class \_\_\_\_-\_\_\_\_x more common in boys
Approximately 50% of children with autism have intellectual disability; however, others have increased intellect, especially in specific areas
Approx. 50% also have severely impaired speech
Prevalence does not discriminate race, ethnicity, social class 3-5x more common in boys
Landrigan (2010) Extremely high concordance rates Additional \_\_\_\_ \_\_\_\_of autism-like traits Role of \_\_\_\_, especially in the \_\_\_\_ trimester, including \_\_\_\_ \_\_\_\_ DDT Ethyl alcohol
High likelihood of the role of currently unidentified toxins contributing to neurodevelopmental disorders
Extremely high concordance rates
Additional familial histories of autism-like traits
Role of toxins, especially in the 1st trimester, including
Lead
Mercury
DDT
Ethyl alcohol
High likelihood of the role of currently unidentified toxins contributing to neurodevelopmental disorders
Landrigan (2010) \_\_\_\_exposures specifically linked to autism \_\_\_\_ Misoprostol Valproic acid Maternal \_\_\_\_in early pregnancy Chlorpyrifos \_\_\_\_
No reliable evidence for association between autism and childhood ____
Environmental exposures specifically linked to autism Thalidomide Misoprostol Valproic acid Maternal rubella in early pregnancy Chlorpyrifos insecticide
No reliable evidence for association between autism and childhood immunization
Rezendes & Scarpa (2011) Parental \_\_\_\_and autism \_\_\_\_of children with autism show more depressive symptoms than do \_\_\_\_(fathers still have high levels of depressive symptoms than controls) High levels of parental \_\_\_\_as well Increased \_\_\_\_--> increased \_\_\_\_symptoms
Rezendes & Scarpa (2011)
Parental depression and autism
Mothers of children with autism show more depressive symptoms than do fathers (fathers still have high levels of depressive symptoms than controls)
High levels of parental anxiety as well
Increased stress –> increased parental symptoms
Rezendes & Scarpa (2011) Other contributions to parental (especially maternal) depressive symptoms in families with children with ASD \_\_\_\_ \_\_\_\_problems Lack of \_\_\_\_behaviors Self-\_\_\_\_or \_\_\_\_to others \_\_\_\_behaviors
Parental self-____in parents with children with ASD
How does parental self-efficacy affect parental psychopathology?
The role of feelings of parental guilt
Self-efficacy – how capable or effective you think you are?
Other contributions to parental (especially maternal) depressive symptoms in families with children with ASD Child behavioral problems Lack of prosocial behaviors Self-harm or harm to others Destructive behaviors
Parental self-efficacy in parents with children with ASD
How does parental self-efficacy affect parental psychopathology?
The role of feelings of parental guilt
Self-efficacy – how capable or effective you think you are?
Current study Aims/purpose? Hypotheses? Participants? Measures? Results? Discussion?
How can this information help SLPs?
Hypotheses – maternal stress would mediate… basically, stress would play a role in how effective of a parent they thought they were. Maternal self-efficacy would mediate the relationship between stress, depression, and parenting.
Participants – 134 mothers of autism (3-16)
Measures – parental stress, psychological testing, and parental competence..
Results – when parents get stressed out from increasing behavior problems, if they feel like they’re good at parenting, they don’t show the high levels of stress. Confidence in parenting mediates the stress. That result remained even when controlling for subtype and level of functioning.
How could you use that when dealing with clients?
Parenting competence scale
McPartland et al. (2011)
Neural bases of ASD
Social information processing theories of ASD
Decreased biological motion detection (Superior Temporal Sulcus)
Reduced attention to ____in the ____year of life (____Face Area)
Fixation on different parts of ____(i.e., ____vs. ____), thus ____down facial ____
Difficult in ____
Superior Temporal Sulcus – biological movement vs. inanimate object is thrown.
Fixating on one ____of the face, rather than taking it in as a ____.
McPartland et al. (2011)
Neural bases of ASD
Social information processing theories of ASD
Decreased biological motion detection (Superior Temporal Sulcus)
Reduced attention to faces in the first year of life (Fusiform Face Area)
Fixation on different parts of faces (i.e., mouth vs. eyes), thus slowing down facial processing
Difficult in attention
Superior Temporal Sulcus – biological movement vs. inanimate object is thrown.
Fixating on one part of the face, rather than taking it in as a whole.
McPartland et al. (2011)
Interconnectivity theories of ASD
Impairment in ____.and ____.information processing
Intact simple, local processing
Help explain widespread ____., ____., ____., etc. difficulties in ASD
____.connectivity of ____.matter tracts at rest and during ____.perception, ____., ____., and other tasks
Some conflicting evidence for the role of ____.
McPartland et al. (2011)
Interconnectivity theories of ASD
Impairment in complex and distributed information processing
Intact simple, local processing
Help explain widespread cognitive, social, emotional, etc. difficulties in ASD
Atypical connectivity of white matter tracts at rest and during social perception, language, ToM, and other tasks
Some conflicting evidence for the role of connectivity
