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Autism (K490) > Test 1 > Flashcards

Test 1 Flashcards

1
Q

When was ASD first described and recognized?

A

1943, not officially used until 1980.

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2
Q

What are some of the alternative terms to ASD?

A
  1. PDD (Pervasive Development Disorder)
  2. Rett’s Disorder
  3. PDD-NOS (not otherwise specified)
  4. Childhood Disintegrative disorder
  5. Asberger’s Syndrome
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3
Q

Based on the DSM-5, what is the only title accepted?

A

Autism Spectrum Disorder

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4
Q

What is an “official” diagnosis?

A

Completed by a medical professional, mainly based on behavior observations.

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5
Q

What is autism?

A
  1. Insistence on sameness
  2. Purposeless behaviors (stereotypies) Hand flapping, spinning
  3. Robotic speech
  4. Echolalia (repeat a phrase)
  5. Pronoun reversals
  6. Social isolation
  7. Communication problems (everyone thinks the same way as they them).
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6
Q

What are the four hallmarks developed by Kanner?

A
  1. Impaired social development
  2. Impaired language and communication skills
  3. Insistence on sameness
  4. Onset between 2-4 years of age.
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7
Q

What was an early misconception of autism?

A

First believed most people with autism have normal intelligence.

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8
Q

What are some known facts about autism?

A
  1. Controversial because of difficulty testing
  2. Splinter skills- can read but not do math
  3. Very poor language and communication skills
  4. The majority have cognitive disabilities
  5. Some have a gift in one area, about 10 percent exhibit this.
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9
Q

What are some disorder that are co-morbid with autism?

A
  1. Fragile X-causes cognitive disabilities

2. Epilepsy

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10
Q

What were parents of children with autism thought to be like?

A

Cold and not understanding.

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11
Q

What is some history of autism?

A
  1. Prior to PL-94-142 students with autism were turned away from most public schools and were institutionalized.
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12
Q

Where are most students with autism placed?

A

Most attend school regularly and placed in a continum of placements

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13
Q

True or False: Early intervention is key

A

True: Start at 2 or 3 can lead normal life.

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14
Q

Who discovered Aspberger’s syndrome?

A

Hans Aspberger in 1944. Did a study on boys who had trouble forming groups.

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15
Q

What are the characteristics of Aspberger’s?

A
  1. Circumscribed interests- fixated on one thing
  2. Fixations
  3. Schizoid personality
  4. Language and cognitive skills are preserved
  5. Usually diagnosed later
  6. No longer recognized under DSM-5
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16
Q

Describe CDD

A
  1. Normal development until 3-4
  2. Capacity for communication and language
  3. Rapid decline
  4. Sometimes brain disorder is found
  5. Rarely diagnosed
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17
Q

Describe Rett’s disorder

A
  1. Diagnosed only in females
  2. Progressive regression
  3. Normal development until age 5
  4. Head fails to grow
  5. Autistic features
  6. Breathing problems and scoliosis
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18
Q

Describe PDD-NOS

A
  1. Some features of autism
  2. Odd behaviors
  3. Problems with social skills and independent play
  4. Wide spectrum of abilities.
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19
Q

Where do we stand on autism today?

A
  1. Not caused by vaccines!

2. DSM-5 only recognizes ASD and Rett’s Syndrome.

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20
Q

How common is autism?

A
  1. Varies widely by area, US: 1:212
  2. Various reasons for discrepancy
  3. 3-5 times more boys diagnosed than girls
  4. Fetal Alcohol Syndrome misdiagnosed in schools
  5. Girls with autism usually have lower intelligence.
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21
Q

What is thought to be the cause of autism?

A

Strong genetic component: Twin studies, siblings with autism more likely to have autism, family connections.

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22
Q

How do genetic correlate with autism?

A
  1. Possibly genetic disposition
  2. Relation to learning difficulties
  3. Communication disorders
  4. Mood and anxiety disorders
  5. Forms of shizophrenia
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23
Q

True or False: 50 percent of children with autism also have epilepsy

A

True

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24
Q

What other risk factors of autism are seen in young children?

A
  1. Primitive reflexes
  2. Birth complications
  3. Brain development disorders
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25
Q

What are some other neurological problems associated with autism?

A
  1. Delayed hand dominance
  2. Hypotonia- muscles limp, floppy
  3. Primitive reflexes into adulthood
  4. Walking and posture- odd
  5. Increased brain size 0-12 months
  6. Structurally different cerebellum (1 researcher)
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26
Q

What are some other differences in children with autism (physical/visual)

A
  1. Visual tracking- focus on your mouth, not eyes, miss visual cues.
  2. Very high blood levels of serotonin
  3. Dopamine processed differently.
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27
Q

What are some environmental causes of autism?

A
  1. Pollution
  2. GMO (Genetically modified food)
  3. Diet- corn syrup, gmo.
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28
Q

True or False: A gluten free diet has shown success for students with autism in general education

A

True

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29
Q

What is the difference between qualitative and quantitative?

A

Qualitative: warm, fuzzy
Quantitative: Apply statistics, hard data.

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30
Q

What are some medical conditions that could be mistaken for autism?

A
  1. PKU
  2. Congenital rubella- die before 18 months
  3. Tuberous sclerosis- physical issues
  4. Fragile x (male)
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31
Q

Describe fragile X syndrome

A
  1. Most likely to appear in boys due to their one X
  2. Mild intellectual disability
  3. Language problems
  4. Attention difficulties
  5. Autistic symptoms such as self stimulation or lack of eye contact
  6. Physical features: large ears, spin, and hit themselves, motor, dental and eye problems
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32
Q

Who diagnosis autism and when is the best time to do it?

A
  1. School psychologist, pediatricians, autism centers

2. Earlier is better- better outcome, diagnosed in school: poor performance.

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33
Q

What are some of the warning signs of autism?

A
  1. Sensory problems-huge responses to sensory stimuli
  2. Lessened interest in the outside world- interest in others diminished.
  3. Comparing children to peers
  4. Not challenging parents
  5. Demanding
  6. Less commonly, 18 months child changed
  7. Speech delays
  8. Not sharing attention- not interacting with humans during play.
  9. Unusual comfort items-hard objects
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34
Q

How is screening for autism done?

A

Done by a psychologist or health care professional
Needs to be done by an autism expert
Start intervention while waiting for assessment
Under 3 stage agencies provide evaluation, school has to provide if 3 or over.

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35
Q

Look at p. 32

A

K!

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36
Q

What do other states use for screening?

A
  1. Different terminology than the doctor
  2. Some states do not have an autism classification
  3. Some states reluctant to use when they do have it.
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37
Q

What is part of the mandated comprehensive assessment for autism?

A
  1. Develop history
  2. Psychological testing
  3. Speech language assessment
  4. OT, PT assessment
  5. Diagnostic instruments such as BASC
  6. Medical evaluation
38
Q

What are some assessment issues?

A
  1. When communication skills deficit, may be difficult to get an accurate assessment.
  2. Behavior concerns
  3. Experience is key in all assessment- need 10+ years
39
Q

True or False: Norm referenced tests with accommodations are not valid.

A

True

40
Q

What are some criterion referenced tests?

A

Driver’s license, praxis.

41
Q

What is the most common test that tests cognitive and adaptive skills?

A

BASC

42
Q

What is the normal range for IQ?

A

85-115

43
Q

Can someone with a normal IQ be autistic?

A

Yes.

44
Q

What laws govern how students with ASD get services?

A
  1. PL.94-142

2. IDEA (1990, 2004)

45
Q

What is entitled for students with autism under IDEA?

A
  1. FAPE
  2. IEP, Student participation and parent participation.
  3. LRE
46
Q

How do you determine eligibility for special ed services for ASD?

A

Full eval, meeting, parents have final say.

47
Q

True or False: Parent participation in the first draft of the IEP is mandatory

A

True

48
Q

True or False: The IEP is written at the meeting

A

False: Written before the meeting.

49
Q

Look at 98-99

A

YES!

50
Q

What happened in 1993?

A

School system pays for private programs if local program is not appropriate.

51
Q

True or False: If a child commits a crime in school, police regulations apply

A

True.

52
Q

What is behavioral momentum?

A

Build students up for success, if they feel like they know things then they will be more willing to try something else. Use their success.

53
Q

Give a brief overview of educational programs for students with ASD

A
  1. All children entitled to FAPE
  2. Children with an IEP can stay in school until the year they turn 21.
  3. Wide variety of programs, some bad
  4. Ultimately parent’s choice
  5. LRE must be observed.
  6. Schools used medicad approved programs
54
Q

What are two bad programs for children with ASD?

A
  1. Bleach feeding

2. Rebirthing- tight jackets, making it hard for them to breathe.

55
Q

Where are educational programs located?

A
  1. Center based (can be inclusive or segregated, public or private)
  2. Home based- in conjunction with other programs
  3. School based- where most students receive services.
56
Q

What are the popular methodologies?

A
  1. ABA
  2. Discrete trial training: ABA technique, break down tasks down into smaller steps using prompts and rewards and faded over time.
  3. Pivotal Response Training (PRT)- Component of ABA, used to generalize skills, for language aquistition. play and social skills.
57
Q

When do most early intervention programs begin?

A

Between 20 and 30 months.

58
Q

What type of therapy can help students with ASD function in a regular classroom at age 5?

A

Intense speech language therapy.

59
Q

What are naturalistic methods?

A

Give student salty crackers, make them thirsty have them ask you for water.

60
Q

What is demand and what is tack?

A

Demand- ask

Tack- to name.

61
Q

What are best practices for students with ASD?

A
  1. SPED Services
  2. Interventions must be well planned, intentional and intensive.
  3. Specific curricula
  4. Interdisciplinary with integration of services
  5. All providers need experience and training and ongoing support
  6. Child needs to be engaged
  7. FBA
  8. Transition Planning
62
Q

Are the key components in autism interventions?

A
  1. Social Skills
  2. Language and communication
  3. Play
  4. Behavioral issues
  5. Obstacles to learning
  6. Organization
  7. Learning skills
  8. Generalization
  9. Real world connections
63
Q

Describe ABA

A
  1. Very successful with an wide range of students
  2. Discrete trial training: master one task at a time, called chaining
  3. Focuses on data and data analysis
  4. PRT: uses natural consequences, generalizes most easily.
  5. Functional routines
  6. Clear objectives must be defined.
64
Q

Describe social skills training

A
  1. Peer mediations-social norms
  2. DI (Direct instruction) show, teach explicitly
  3. Hybrid- both and have peers join in.
65
Q

Describe language and communication interventions

A
  1. Crucial
  2. EI has allowed up 75 percent to speak by 5
  3. Language is more than articulation
  4. Ensure every child has way to communicate both positively and negatively
  5. Augmentative devices do not delay speech
66
Q

How do you teach organization/adaptive skills and other learning skills?

A
  1. Teach children to see the big picture
  2. Development of joint attention
  3. Generalization
  4. Graphic organizers
  5. Supports can vary and be tailored to the child
67
Q

Describe sensory-motor interventions

A
  1. OT/PT Services
  2. Child’s natural motivations
  3. Sensory outcomes can change over time
  4. Be objective and open to change.
68
Q

Describe behavior interventions

A
  1. ABA very effective
  2. Do not fluctuate on rules or expectations
  3. Maintaining structure is key
  4. Giving in is not kind.
69
Q

How do you choose a program?

A

You don’t!
Use different components to help meet the needs of each child, make sure programs are implemented fully, no shortcuts, all of it!!!!

70
Q

What are the priorities of interventions of students with ASD?

A
  1. Development of functional spontaneous communication
  2. Social instruction in various settings
  3. Enhanced play skills and peer play activities
  4. Positive behavior interventions
  5. Functional academic skills and LRE
71
Q

What is the main goal of ASD interventions?

A

Independent, productive adults.

72
Q

What curricula is of focus with students with ASD?

A

151

  1. Best individualized and focuses on the student’s interests.
  2. Splinter skills should be identified and built upon with scaffolding.
73
Q

What is covered under the social skills curricula?

A
  1. Interventions should begin in preschool
  2. DI
  3. Role play
  4. Generalization
  5. Clear expectations
  6. Peer and adult coaching
  7. Self talk
  8. Social stories
  9. Video modeling- always show what is desired
  10. Teach, reteach
  11. Visual cues
  12. Direct instruction of non verbal communication
  13. Expression training crucial and needs to be repeated often.
74
Q

What should be covered under language and communication curricula?

A
  1. Receptive and expressive
  2. EI most successful
  3. 166
  4. PECS
  5. AT
75
Q

What children are diagnosed with autism before the age of 3?

A

Severe symptoms, nonverbal. Average age 6-36 months

76
Q

What are the signs of autism prior to one year of age?

A
  1. Does not anticipate being picked up
  2. Does not look at people
  3. No interactional games (peek a boo)
  4. Limited affection
  5. Likes to be left alone
  6. Does not respond to name
  7. Does not look at things held by others
  8. Stereotypical behaviors
  9. Mouths objects
  10. Does not like touch.
77
Q

What are some of the symptoms 12 to 36 months?

A

Copy from pp

78
Q

How is screening done for autism?

A
  1. Consult pediatrician
  2. Health history, family history
  3. Speech and language development, fine-gross motor skills, social skills, restrictive interests, stereotypies, repetitive behaviors.
  4. Physical exam, hearing test
  5. Blood work and other diagnostics
  6. Screening surveys
  7. Referral to state agency age 2, school district age 3
79
Q

What testing procedures are done to diagnose autism?

A
  1. Diagnostic

2. Speech asessments

80
Q

What is IFSP?

A

Individualized family service plan. Given between the ages of 3 and 5 before an IEP

81
Q

What makes for a quality intervention program?

A
  1. Research based-imperative
  2. ABA most common
  3. Large focus on communication and social interaction
  4. Behavior
  5. Play skills
  6. Adaptive skills and generalization
82
Q

What are some of the skills taught in intervention?

A
  1. Communication
  2. Self control
  3. Self advocacy
  4. Organization
  5. Focus
  6. Motor skills
83
Q

What skills are the focus in play skills?

A
  1. Modeling
  2. Socialization
  3. Communication
84
Q

What are the signs of autism in school aged children?

A

Social skills and social styles

  1. Aloof style
  2. Oblivious to social interaction
  3. Low communication (choose not to)
  4. Little or no play
  5. Behavioral problems
  6. FBA difficult for a novice teacher
  7. Intensive interventions required.
85
Q

What might you see in a student with autism that has a passive social style?

A
  1. Accepting but not seeking- don’t initiate communication
  2. Less stereotypeies
  3. Difficulty with social cues and non verbal communication
  4. Behavioral problems can be predicted and are marked by stressful events
86
Q

What are some aspects of emotional development for school aged children with autism?

A
  1. Trouble relating to others emotions
  2. Little or no empathy
  3. Very isolated and anxious
87
Q

What must be emphasized for play therapy in older children?

A
  1. Must be modeled and taught explicitly
  2. Joint attention
  3. Basic language skills
  4. Behavioral reinforcement and desired activities.
88
Q

What are some language and communication problems in ASD?

A
  1. PECS
  2. Echolalia- not as intense
  3. Pronoun reversal especially you and I
  4. Prosody and register
  5. Pragmatics- no give or take- one topic (humor, irony, love not understood)
  6. Narratives- hard to grasp beginning, middle and end.
89
Q

What is the focus of language interventions?

A
  1. Focus on vocab
  2. Generalization crucial
  3. Complex language
  4. Nonverbal communication
90
Q

What are some sensory and behavior interventions?

A
  1. OT
  2. FBA/BIP
  3. Consistency
91
Q

What are the gender differences in autism?

A
  1. More males, research is males

2. Girls tend to have more difficulties

92
Q

How can you differentiate for autistic students?

A
  1. Visual schedule
  2. Hyperlexic- read at a high level but don’t comprehend
  3. Written language easier to master than verbal
  4. Technology is very helpful
  5. Special interests and fixations can be used to benefit
  6. OT
  7. Spelling difficult
  8. Math is often an area of splinter skills.

Autism (K490) (1 decks)

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