Class 4: Autism Spectrum Disorder Flashcards
Three broad impairments in ASD
Socialization, communication, repetitive/restrictive behavior
Prevalence of ASD
1 in 36
Is prevalence in ASD higher in boys or girls?
Boys
Why have cases of ASD increased?
Change in conceptualization of autism, what was previously four disorders is now one disorder – ASD
Challenges of ASD in schools
Increased numbers of identified students and increased emphasis on individual program in general education classrooms
Previous four categories in DSM-IV-TR before ASD
Autistic Disorder
Retts
Aspergers
PDD
Autism is now defined on a _______
spectrum of severity and impairment.
ASD DSM diagnostic criteria
- Onset in early developmental period
- Persistent deficits in social communication and social interaction
- Prescence of restricted, repetitive patterns of behavior, interests and activities
Two contexts of social communication/interaction affected by ASD
Emotional reciprocity
Development, maintenance and understanding of relationships
IDEA Definition of Autism
- Developmental disability significantly affecting verbal/non-verbal communication and social interaction
- Evident before age 3
- ADVERSELY AFFECTS STUDENT EDUCATIONAL PERFORMANCE
- Repetitive movements, restricted interests
Similarities between IDEA and DSM conceptualization of autism/aSD
- Onset in developmental period
- Persistent difficulties in social communication/interaction
- Repetitive/restricted interests
Main difference between IDEA conceptualization of autism and DSM conceptualization (or any disorder for that matter)
IDEA specifies adverse effects on students educational performance (compared to DSM, IDEA is de facto diagnostic system)
ASD Implications in Social Interaction
Poor eye contact, limited use of gestures to communicate, inability to form developmentally appropriate friendships, lack of awareness of other’s feelings
ASD possible impairments in communication
Lack of speech
Oddities of speech (echolalia/pronoun reversal)
Lack of pretend play
ASD, examples ofRepetitive, Restricted Patterns of Behavior
Narrow patterns of interest
Rigidity in routines
Repetitive motor movements
Associated Features of ASD
Sleep disturbances
Emotional abnormalities (mood changes, fears, overreaction to change in routine, under-sensitive to other things)
ASDCauses
Genetic inheritance (not a specific gene but non-specific inherited factor)
Abnormalities in brain development
Genetic factors interact with environmental factors
3 important aspects of School-Based Assessment for ASD
Verification - Does the child have ASD?
Programming - Develop appropriate, realistic instructional objectives and interventions
Evaluation - establish baselines which measures of progress can be comapred
Core domains of assessment for ASD
Social competence
Communication
Behavioral variability
Environmental influence (strengths and weaknesses, level of family support)
Three primary methods of assessment for ASD
Observation (behavioral, direct observation of student/other interactions)
Verbal report (interviews w/ parents teachers possible child)
Direct interaction (manipulate situations, functional assessment)
Best to make it standard practice to _____ and _ with every child referred for ASD
Observe and interact
When would a cognitive assessment be appropriate in assessment of a child with ASD?
If you suspect ID
Treatment for ASD is based on…
operant conditioning and applied behavior analysis
