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OT5801 pt 2 MCQ > UNIT 5: Autism & Intellectual Disability > Flashcards

UNIT 5: Autism & Intellectual Disability Flashcards

1
Q

What are the diagnostic criteria for ASD?

A

Persistent deficits in social communication and interaction in multiple context (current or historic) resulting in deficits in:

  • Social-emotional Reciprocity
  • Nonverbal Communicative Behaviour
  • Developing, Maintaining & Understanding Relationships

(American Psychiatric Association, 2013)

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2
Q

What is ‘stimming’?

a) a set of repetitive actions or behaviour, done for enjoyment, to increase/decrease sensory input, deal with stress and regulate emotions
b) how one aware is of ones senses
c) looking at, holding or being drawn to one particular toy or object, which can bring comfort or self-regulation

A

Answer
A: Stimming is a set of repetitive actions or behaviour, done for enjoyment, to increase/decrease sensory input, deal with stress and regulate emotions

B = Sensitivity sensory
C =  Attachment to Objects
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3
Q

What does ASD stand for?

A

Autism Spectrum Disorder

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4
Q

What is Hand flapping?

A

Hand flapping: a type of stimming, designed to self sooth or regulate body

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5
Q

What are the ICD-11 (2022) Diagnostic Criteria for ASD?

A
  • 2 Symptom domains (inc. sensory sensitivities)
  • no age of onset
  • developmental language disorder
  • allows co-occurring diagnosis
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6
Q

What as DSM-5 (2013) Diagnostic Criteria for ASD?

A 
- 2 symptom domains (inc. sensory
sensitivities)
- Removes age of onset
- Social (pragmatic) communication disorder
- Allows co-occurring diagnoses
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7
Q

DSM-IV TR (2000) diagnosis of ASD?

A
  • Called ‘Pervasive Developmental Disorders’: Autistic disorder, Asperger’s disorder, PDD NOS
  • 3 symptom domains
  • Onset by 3 years old
  • Pervasive Developmental Disorder-Not Otherwise Specified. (PPD-NOS)
  • Comorbidity exclusions
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8
Q

ICD-10 (2015) diagnostic criteria ASD

A 
- Pervasive Developmental
Disorders (PPD): Childhood autism, Asperger syndrome, Atypical autism, PPD other, PDD Unspecified
(These are subtypes of Autism)
- 3 symptom domains
- Onset by 3 years old
- Atypical autism
- Comorbidity exclusions
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9
Q

What is Restrictive, Repetitive patterns of behaviour?

A
  • Stereotyped, repetitive motor movements, use of objects, speech
  • Insistence on sameness, inflexibly sticking to routines, ritualised verbal/nonverbal behaviour
  • Highly restricted, fixated interests
  • Hyper or hypo-reactivity to sensory aspects of environment
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10
Q

How is severity of ASD understood?

A

Based on communication impairments and repetitive, restricted behaviour patterns
(American Psychiatric Association, 2013)

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11
Q

what does ICD stand for?

A

International Classification of Disease, as classified by WHO

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12
Q

what does DSM stand for

A

Diagnostic Statistical Manual of Mental Disorders, used in USA

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13
Q

According to American Psychiatric Association (2013), when is likely diagnosis of ASD?

A
  • More severe could be at younger age as more likely to notice
  • Usually by age 7 may a diagnosis
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14
Q

What is medical understanding of ASD?

A
  • Social deficits
  • Communication
  • Understanding and comprehension
  • Restrictive interests and routines
  • Sensory sensitivities
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15
Q

Sensory Sensitivity is

A

how aware one is to their senses (sight, sound, smells, taste, touch, vestibular, proprioception, interoception (awareness of internal body cues))

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16
Q

Mental Retardation

A

the older, outdated term for Intellectual Disability, as seen in DSM-V-R

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17
Q

Mental Handicap

A

the older, outdated term for Learning Difficulties

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18
Q

Learning Disabilities

A

a reduced intellectual ability and difficulty with everyday activities – for example household tasks, socialising or managing money – which affects someone for their whole life. People with a learning disability tend to take longer to learn and may need support to develop new skills, understand complicated information and interact with other people.

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19
Q

Profound and Multiple Learning Disability (PMLD)

A

when someone has a severe learning disability and other disabilities which may impact ability to communicate and be independent

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20
Q

Learning Difficulties

A

difficulties with learning that does not impact intellect (i.e. does not impact IQ).

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21
Q

Intellectual Disabilities

A

a developmental disorder, that impacts intellectual functioning (learning, problem solving, judgement) and adaptive functioning (ADLS, communication, independent living)

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22
Q

Dyslexia

A

a learning difficulty, creating difficulties reading and spelling

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23
Q

Alexia

A

difficulty recognising words

24
Q

Developmental Learning Disorder

A

neurodevelopmental disorders caused by underlying brain function

25
Q

Disorders of Intellectual Development

A

neurodevelopmental disorder that causes problems with intellectual tasks

26
Q

Developmental Motor coordination disorder

A

aka dyspraxia, can be seen as learning difficulty

27
Q

DSM-IV-R definition of Intellectual disability

A

‘Mental Retardation’
• IQ must be 70 or below
• Individuals must have significant difficulties in at least 2 Areas of Adaptive functioning: Communication, self-care, social skills, self-direction, health, safety, work, functioning academic skills, leisure, home living, use of community resources
• Onset occurs prior to 18 years old

28
Q

DSM-5 definition of intellectual disabilities

A
  • Most common form of developmental disabilities
  • Previously called mental retardation, mental handicap.
  • Most individual with intellectual disabilities have difficulty from birth, allowing early screening and intervention
29
Q

ICD-11 definition of disorders of intellectual development

A
  • In UK, the term learning disabilities is used to describe intellectual disabilities.
  • Rules out other neurodevelopmental disorders/sensory disorder/learning disabilities etc.
  • a minimum of 2-3 standard deviation below mean intellectual functioning (for mild) ranging to 4+ (for profound)
30
Q

Areas of adaptive functioning (according to DSM-IV-R)

A 
Communication
self-care
social skills
self-direction
health
safety
work
functioning academic skills
leisure
home living
use of community resources
31
Q

associated condition

A

health condition that is directly related to condition that results in ID

32
Q

comorbid condition

A

an unrelated health condition that occurs at the same time as condition that results in ID

33
Q

secondary condition

A

health conditions those with ID suffer at higher rate than neurotypical population, many of which are preventable

34
Q

What does ABC stand for

A

Antecedent (what happened before)
Behaviour (what they do)
Consequence (what happens as a result/how you respond)

35
Q

Positive Reinforcement

A

Trying to increase behaviour by presenting a reward

36
Q

Negative Reinforcement

A

Trying to increase behaviour by taking away negative stimulus (hard to do)

37
Q

Positive Punishment

A

Trying to reduce behaviour by presenting an adverse stimulus (smacking)

38
Q

Negative Punishment

A

trying to reduce behaviour by taking away something they like

39
Q

Extinction

A

Trying to reduce behaviour by ignoring it - works best in combination with corrective feedback after ignoring behaviour

40
Q

Satiation

A

allowing someone do to a behaviour until they are satisfied or bored or it

41
Q

Over correction - restitution

A

if you ruin one part of something, you have to fix the whole

42
Q

over correction - positive practice

A

doing something positive to replace the negative action (e.g., buying a replacement for something you broke)

43
Q

Differential Reinforcement of Incompatible/Other Behaviour (DRO/DRI)

A

• Manage challenging behaviour by scheduling positive behaviour beforehand

44
Q

What are some examples of stimulus control

A 
Prompting (use of cues)
Instructions
Manipulating environment stimulus
chaining (forward or backward)
Modelling
45
Q

generalising

A

The ability of a child to perform new skill in an area or context that they were not taught it in

46
Q

What is Sensory Processing Disorder

A

an impairment in the way that sensory input regulates behaviour, motor function/performance

47
Q

What are some examples of Srtucured Teaching

A 
TEACCH Model
Visual Schedule
Routines and Visual Strategies
Work Systems
Physical Structure
48
Q

Areas of Executive Functioning

A

initiation, inhibition, goal setting, planning, organising, self-monitoring and problem-solving

49
Q

What is Cold Executive Functioning?

A

relatively mechanistic and logically based

50
Q

What is Hot Executive Functioning?

A

emotion, beliefs and desires

51
Q

What is Meta-cognition

A

Knowledge we have of our own cognition, and where/how we need to improve it

52
Q

What is the CO-OP Method?

A

An intervention for executive functioning, following a ‘plan, do, check, act’ model, encouraging goal setting and intentionality

53
Q

What is the ALERT programme

A

an intervention for executive functioning which aims to help with self-regulation, by likening energy levels to an engine

54
Q

What is Social Skills Training?

A

interventions and instructional methods designed to help people understand and improve social skills

55
Q

What are Social Stories?

A

explain social situation to autistic children and what the appropriate response and behaviour, helping them to understanding social cue

56
Q

What is Program for the Education and Enrichment of Related Skills (PEERS)

A

Method for improving social skills by considering different areas of social interaction, how they may react, and what they may need to consider in these areas, and where they may find difficulties

57
Q

What is OT role in transition to adulthood?`

A

Looking at different skills that individuals need for each area of transition (work, education, living skills, social, citizenship, personal (inc. health))

OT5801 pt 2 MCQ (4 decks)

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