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Developmental Year 2 > Lecture 9 - Atypical Development II - ASD > Flashcards

Lecture 9 - Atypical Development II - ASD Flashcards

1
Q

Define Autism Spectrum Disorder

A
  • Difficulties understanding emotions/ emotional cues
  • Neurologically based developmental disorder (ho w brain is structured)
  • Complex set of disorders, on a spectrum of severity
  • Chronic impairment in social relations/ functions
  • Now several disorders are unified under ASD
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2
Q

Outline Kanner (1943) findings about the social stuff in ASD- Autistics Disturbanecs of Affective Contact

A

First to explore/ identity childhood ASD

  • Social aloofness - socially different to others their age
  • Own individual, shutting out the outside world
  • Fearing change to their internal/ external env
  • Limited in spontaneouty
  • Struggle doing pretend play, and empathising with others
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3
Q

Outline Kanner’s (1943) findings about other things ASD effected

A
  • Language was just about naming things, not so much for communication. But learnt language okay, just used it differently
  • may refer to self as you, as thats what people say to him
  • and call others i as thats what they say: i will give you this
  • not interested in those around them
  • Anxious tenseness in social world
  • begin accepting a small group into their world
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4
Q

Outline Kanner’s case of donald (1943)

A
  • he played within him self, didnt acknowledge anyone else, didnt play with them
  • ASD impacts: Isolation, peer relations, play
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5
Q

What are the 3 DSM criteria for part A of ASD?

- Part A focus on social and emotional interaction

A

Part A focus on social and emotional interaction
- DEFICITS IN SOCIAL COMMUNICATION AND SOCIAL INTERACTION
Deficitis in:

  1. social-emotional reciprocity
  2. nonverbals- communicative behaviours in social interaction (e.g. eye contact)
  3. Developing, maintaining and understanding relationships
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6
Q

What are the 4 DSM Criteria for Part B of ASD

- which is about patterns of behaviour

A

RESTRICTED, REPETITIVE PATTERNS OF BEHAVIOUR, INTERESTS, OR ACTIVITIES

  1. repetitive motor movements
  2. Ritualised patterns
  3. Fixated interests
  4. Difficulties processing sensory information
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7
Q

Outline the prevalence of ASD

A

1- 1.5% of children

- more boys than girls - 5:1

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8
Q

Outline heritability of autism

A

Chance of sibling having ASD is 50X greater than average

  • MZ twins: 77%
  • DZ: 31%
  • Siblings 20%
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9
Q

What are some potential causes of ASD outlined by Wendy Chung

A
  1. Advance paternal age
  2. Epilepsy medication of pregnant mother
  3. Maternal infections
  4. genetic is pretty much strongest one, but doesnt explain it all
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10
Q

What are the 4 social impairments in ASD

- as part of Part A of diagnosing

A
  1. Joint attention
  2. Language and communication
  3. Emotion
  4. Peer relationships - may lack peer support - peer recktion and isolation likely
  • Impacts educational outcomes and mental health
  • adolescence is a period of tough social times
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11
Q

Outline Joint attention as a social impairment

A

“Two people using eye gaze and gesture to share attention towards an interesting object or event”

  • Preverbal communication
  • getting someones attention towards something you are attending to - you are sharing that experience
  • Children respond to these attention directives from 9 mo
  • at 12mo they can do it - requesting attention or directing attention - advanced social skill, understand their can communicate to modify behaviour of others
  • ASD’s are less likely to engage in joint attention with CG
  • lack of interest in social world
  • Especially problems with eye contact
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12
Q

Outline Language and communication as a social impairment

A
  • develop language slower
  • less responsive to their name when young
  • Articulation normal
  • High functioning ASD’s = good vocab, but less talk about mental states
  • Severe autism = no language
Difficulties:
• directing or Sharing attention
• initiating communication - tend to be quieter
•Pronouns
• non-segmental phonology - tone, prosidy etc
•Turn taking
•Eye gaze
• echolalia
• sarcasm difficulties
• metaphorical language
  • ASD impairs language, just at different severities
  • language has fewer functions - just factual stuff
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13
Q

Outline Echolalia

A
  • Repetition of words or phrases someone else has said, with similar intonation
  • Immediate or delayed
  • Irrelevant or meaninfuless, or inappropriate
  • Does help them with turn taking - not pointless
  • They do this when they dont know what else to do
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14
Q

Outline Emotions as the 3rd social impairments

A
  • Difficulties with emotion recognition, sharing
  • Less concern or empathy for others
  • Emotional and social experiences are intertwined
  • Difficulties with regulation - easily stressed
  • Poor emotional coordination and timing
  • ASD interventions teach them to recognise what emotions others are feeling
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15
Q

Outline Redy et al (2002) study into Humour and Laughter in ASD

A
  • ASD laughed in tickling and peekaboo play
  • but didnt laugh in response to funny faces or sociall inappropriate acts
  • rarely joined in with others laughter
  • rarely tried to make others laught
  • Less attended to others smiles and laughts
  • May laugh in situations where it was unacceptable to laugh
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16
Q

Outline peer relationships as the 4th social impairments

A
  • Difficulty forming and understanding friendshps, but they want friends (80% have at least 1 friend)
  • Fewer friends, shorter contact with them
  • See friendship as being about companionship, not intimacy
  • Even if have knowledge of what makes a good friend, they have difficulty applying it
  • is it because: Social interaction difficulty means they cannot have meaningful relationships - lack of eye contact, language/ communication,
  • or because they have different views of what makes a good friend

Do they know what a good friend is, but struggle to enact this, or just have abnormal view of what friends are

17
Q

What are the 2 factors that explain friendship patterns?

  1. Social Cognition
  2. Social motivation
A
  1. Social cognition
    - emotion processing is slower
    - Perspective taking poorer
    - concrete approaches
  2. Social Motivation
    - Less rewarded by social interactions
    - less drive to be in friendships
18
Q

Outline Bullying in ASD

A
  • more likely to be bullied as they are seen as odd or different
  • Less likely to have friends as buffer
19
Q

What developmental milestones are ASD delayed in?

A
  • less Joint attention
  • Less pretend play
  • Delayed False-belief pass
  • Delayed understand that words can hurt feelings
  • Difficult to read faces and eyes for emotion
20
Q

What are the 3 explanations for ASD

A
  1. ToM - social cognitive theory
  2. Empathising-systemising hypothesis
  3. Social Motivation Theory - a theory of social motivation
21
Q

Outline ToM as a theory for ASD

- Baron-Cohen, Leslie & Frith (1985)

A
  • Ability to explain and predict behaviour in terms of mental states
  • ASD have mind blindedness
  • Social world becomes confusing and unpredictable
  • ASD develop some understanding of others desires and emotions - but continue to struggle with belief and other cognitive states
  • Explains problems with empathy: “if i dont feel or perceive something, the other person wont feel or perceive it”
22
Q

How is mindblindedness seen for certain in ASD

A
  • Failure in joint attention
  • Less pretend play - need imagination and empathy for toys
  • Delays in passing false beliefs
  • Difficulty understanding deception
  • Difficulty predicting hurt feelings and reading eye expressions
  • Basicaly: delays in putting self in others shoes
  • Not all ASD have ToM defects
23
Q

Outline how ASD cant represent mental states

A
  • One character is imagining a dog, the other is holding one, Ask ASD’s who can stroke the dog
  • they dont know as cannot distinguish mental and physical states
24
Q

Outline Empathising-Systemizing theory (Baron-Cohen, 2009) as a theory of ASD

A
  • ASD hae delays/ deficits in Empathy
  • But have intact/ superior systemising skills
    •Analyse/ construct systems, rules to explain and predict
    •Applying categories and systems to things
  • Explains difficulty generalising - emphasises cognitive factors (systemising)
  • Everything has a new system, so cannot act the same at home and at school
  • notice similarities

Explains social/ communication difficulties and narrow interests, need to sameness, attention to detail
- social difficulties are not just associated with recognising others mental states, but responding to them

25
Q

what are the 2 tests in the empathising-systemising theory?

A

The Empathy quotient
The Systemising quotient
- can be good at one but not the other. ASD’s cannot be good at both
- Trade-off here - cant be good at both
- More males drawn to systemising approach

26
Q

Outline Social Motivation theory as a theory of ASD
- Chevallier et al (2012)
three components, social…, social…, social…

A

Social motivation = seeking to belong in the social world (social orientating), and getting pleasure from being in it (social reward). Wanting to maintain it (social maintaining
- ASD disrupts these social motivational processes - leads to deficits in social cognition

27
Q

What does social motivation in TD children look like, according to Chevalier et al (2012)’s theory of social motivation

A
  1. Social orientation - preferance for faces, eyes, speech
  2. Social reward - collaboration and interaction is rewarding - intrinsic reward if nothing else
  3. Social maintaining: desire to maintain and enhance relationships
28
Q

What does social motivation in ASD children look like, according to Chevalier et al (2012)’s theory of social motivation

A

All aspects of social motivation are disrupted
- Early impairments in social attention -> limited social learning experiences -> imbalance in attention to social vs non-social stimuli disrupts development of socio-cognitive skills

  1. Social Orientation - little eye-contact, not responsive to name, social aloofness. Look at non-social stimuli just as much
  2. Social reward - less interest in friendships (but not lonely), Less likely to offer help. Less responsive and initating social interactions - dont get any reward
  3. Social Maintaining - dont care about reputation or self-image, few social emotions, less likely to hide emotions
29
Q

What are interventions for ASD targetted at?

A
  1. Social skills
  2. Language and communication
  3. Behaviour
30
Q

Briefly outline Applied Behaviour Analysis as an intervention for ASD

A
  • Explores interactions between the environment and behaviour
  • Based on operant conditioning, positive reinforcement for correct behaviour in response to the environment
  • Requires joint attention and imitation
  • Teaches them about how to analyse the environment and what the right behaviour would
  • Lots of effectiveness for them
  • Rewarding their behaviour
31
Q

Outline some criticisms for ABA interventions

A 
X - normalising
X - harmful/ abusive?
X - are they too generalised?
X - very intensive
X - should ASD be treated? - we are all diverse and there is no 1 healthy way to be! - Neurodiversity movement

Developmental Year 2 (9 decks)

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