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ASD > CLASS/WORKSHOP/READING 1 > Flashcards

CLASS/WORKSHOP/READING 1 Flashcards

1
Q

When conducting an ASD specific case history, what would you need to find out?

A
  • Family history of SLC or social communication difficulties
  • Pregnancy and birth
  • Medical history
  • Milestones
  • Notable behaviours: obsessions, preoccupation’s, routines, self stimulating behaviours, ability to cope with change and transitions
  • Development of joint attention, prelinguistic development (meaningful sounds, babbling, gestures)
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2
Q

What needs to be assessed in an OT’s Motor and sensory development assesment?

A
  • Gross and Fine motor movement
  • Observation of gait and posture
  • Eating and drinking (oral motor skill, unusual responses or preferences)
  • Sensory: Hypo- or hyper- sensitivity to pain, temperature, taste, texture, smell, light, noise, touch
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3
Q

What elements of a child’s play need to be observed?

A
  • Quality and stage: Symbolic Play Test
  • Joint attention play, imitation play, imaginative play
  • specific toy/game preferences
  • Observe peer interaction in play/nursery
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4
Q

What elements of a child’s attention, listening and cognition need to be observed?

A
  • Stage of attention in play/interaction in relation to age, joint attention with parents, others…
  • Hearing assessment, parental concerns about hearing
  • Activity levels and fluctuation
  • Cognitive development / symbolic understanding (Educational or Clinical Psychologist assessment?)
  • Intentionality, contingency awareness, object permanence stages
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5
Q

What elements of a child’s RECEPTIVE language need to be observed and how can it be tested?

A
  • Vocabulary understanding
  • Situational understanding
  • Assess on Reynell Developmental Language Scales, or Preschool Language Scales or REEL, information carrying word level via Derbyshire Language Scheme assessments or informal testing
  • Parent questionnaires e.g. MacArthur- Bates-
    Communicative Development Inventories
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6
Q

What elements of a child’s EXPRESSIVE language need to be observed?

A
  • How do they communicate non-verbally? Symbolic noises, canonical babbling, gestures etc.
  • Pointing to get, and pointing to show/share?
  • Interaction with parent / SLT – how parent thinks child communicates
  • Communication functions used; how do they request, comment, wave bye bye, gain attention, etc. Do they show or point to things?
  • Pragmatics – eye contact, social initiations, responses etc.
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7
Q

What are the core impairments of autism?

A
  1. Social communication/interaction impairments

2. Restrictive or repetitive behaviours, interests and activities

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8
Q

What are the two diagnostic systems and what are their core principles?

A

ICD-10 (WHO) UK
- Triad of impairments: 1. Social interaction deficits,
2. Social communication deficits
3. RRBIs
- Diagnosis in separate categories (e.g. Aspbergers,
Classic Autism….)

DCM-5 (USA)
- Dyad of impairments: 1. Social interaction/communication
deficits
2. RRBIs
- All diagnosis are ASD, but on different dimensions

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9
Q

What variation can there be from one child to another, both with a diagnosis of autism?

A
  1. Varying severity of ASD symptoms
  2. Varying levels of intellectual functioning (at least 50%
    have a co-existing intellectual disability)
  3. Varying levels of Language functioning (10% remain non
    verbal)
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10
Q

Associated conditions for ASD?

A
  • Mental Health disorders (e.g. anxiety, depression, OCD)
  • Emotion regulation and neuro-cognitive issues
  • Sensory processing disorder and developmental motor
    disorder closely associated
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11
Q

What are examples of alerting signals for ASD?

A
  • Loss of language skills (regression) may affect around a third of children with ASD
  • Reduced social interaction and responsiveness (e.g. responding to name, imitation, social smiling, eye gaze)
  • Atypical or repetitive interests in objects, insistence on sameness
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12
Q

Examples of screening tools for autism include?

A
  • Checklist for Autism in Toddlers (CHAT)

- Social Communication Questionnaire (For older children)

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13
Q

What are some purposes of diagnosis?

A
  • Help parents (and other family members) understand their child and adapt to their situation
  • Ensure the child is supported and nurtured accordingly (as early as possible)
  • Ensure services are alerted to the child’s needs and can make plans and provisions accordingly.
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14
Q

What are the three principles of assessment in ASD?

A

Must be:

  • Multidisciplinary
  • Multi setting
  • Multi method
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15
Q

What three stages will diagnostic assessment include?

A
  1. Initial general developmental/ medical assessment
  2. Multi-agency ASD specific assessment
  3. Possible referral to tertiary services
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16
Q

What three parts with the ASD specific assessment involve?

A
  1. Observations of child within contexts
    -Range of relevent contexts and partners
    -e.g. Home/ day care/ Educational settings
    -Focus on reciprocal social interaction &
    communication, and RRBIs
  2. ASD specific case history
    -Developmental: widely probe about past and current
    behaviours in relevant areas
    -Family history: Careful exploration
  3. Individual assessment
    -ASD specific (ADOS)
    -Broader functioning (physical/medical, cognitive,
    sensory, communicative)
17
Q

What are the 5 modules of ADOS?

A
  • Toddler Module: 12-30 months yr old
  • Module 1: Pre-verbal/ single words (31m+)
  • Module 2: phrase speech
  • Module 3: Fluent speech (child/adolescent)
  • Module 4: Fluent speech (adolescent/ adult)
18
Q

What are the key things observed in the toddler module? What might the adult assessing the child do?

A

Observe:

  • Free play
  • Response to name, social smile, joint attention
  • Routines (symbolic and social)

Adult will:
- playfully (but intentionally) prevent access to child’s
chosen toy
- appear unable to complete a play activity
- briefly ignore the child

19
Q

What are the key things observed in module 3? What might the adult assessing the child do?

A

Observe:
- child’s play: construction, make believe, interact with
others, can child demonstrate a daily task
- child’s conversation and reporting: can they describe a
picture, tell a story from a book
- Can they request more pieces, cope with a break

Adult will:
- Interview child about emotions, relationships, loneliness,
social difficulties and annoyance.

20
Q

What early SLT assessment might be preformed?

A
  • Parent Report (e.g. McArthur-Bates-Communicative-
    Development-Inventories)
  • Informal Communication observation
  • Observation tools and scales (e.g. Communication
    Symbolic Behaviour Scales- Developmental Profile)
  • Standardised assessment (e.g. Preschool language scale)
21
Q

What might later SLT assessment be testing?

A

Through various sources (observations, standardised assessments, reports and samples)

  • Standardised Language Assessment (Is expressive
    stronger than receptive?)
  • Stereotyped behaviours: Echolalia, neologisms
  • Pronoun reversal
  • Prosody: rate, volume, rhythm, fluency, intonation
  • Pragmatic Functioning
22
Q

According to DSM5, what differential diagnosis could be given? How do these two diagnosis differ?

A
  • Autism Spectrum Disorder
  • Social Communication Disorder
  • ASD includes the presence of RRBIs, SCD doesn’t.
23
Q

According to Wetherby et al (2004), What differentiates children with ASD to TYPICALLY DEVELOPING children under 2?

A
  1. Lack of response to contextual cues
  2. Lack of pointing
  3. Lack of vocalisations with consonants
  4. Lack of varied conventional play with toys
24
Q

According to Wetherby et al (2004), What differentiates children with ASD to DEVELOPMENTALLY DELAYED CHILDREN and typically developing children under 2?

A
  1. Lack of appropriate gaze
  2. Lack of warm, joyful expressions with gaze
  3. Lack of sharing enjoyment and interest
  4. Lack of response to name
  5. Lack of showing
  6. Unusual prosody
  7. Repetitive movements or posturing of body, arms,
    hands and fingers
  8. Repetitive movements with objects
25
Q

What did Tom Loucas say about screening for ASD?

A

“There is no screening test for ASD that has proven effective in identifying children at risk of the condition. “

  • he says the best practise guidelines recommend that professionals who work with children should be trained to recognise the alerting signals which may indicate possible ASD.
26
Q

The Special Needs Autism Project (SNAP) reported only 58% of children with autism had a diagnosis recorded by local services.
What makes a child more likely to be identified as having ASD? What was put in place to ensure consistency in services seeing all children with ASD?

A
  • A parent having completed secondary education
  • Child with IQ higher than 70.

-The National Autism Plan for Children (NAPC)

27
Q

How can Lanugage presentation vary between children with ASD?

A
  • Children with Aspbergers Syndrome show normal
    language milestones
  • meanwhile, 10% of children with ASD are non-verbal.
28
Q

What is the CHAT?

A

Checklist for autism in toddlers

  • Short screen
  • Conducted by health visitor or GP
  • Directed at parents
  • Comprised of Yes/No questions
  • Key items focus on PLAY and JOINT ATTENTION

ASD (5 decks)

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