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14 exam > week 6 > Flashcards

week 6 Flashcards

1
Q

what is autism spectrum disorder

A
  • A group of neurodevelopmental disorders that share common symptoms and functioning across social, cognitive, emotional and language domains.
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2
Q

diagnosis of autism

A
  • Relies on observation of the child’s behaviours
  • Checklist and testing of development with diagnostic criteria
  • Gathers information from family, child care, other professionals and observations
  • *no blood test to confirm
  • *no single defining symptom
  • *no physical characteristics that are unique.
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3
Q

what’s DSM-C criteria for ASD

A

A. Persistent deficits in social communication
- Deficits in social emotional reciprocity
- Deficits in non-verbal communicative behaviours
- Deficits in developing, maintain and understanding relationships
B. Restricted repetitive patterns of behaviours, interests or activities
- Stereotyped or repetitive motor movement, use of objects or speech
- Insistence on sameness
- Highly restricted, fixated interests that are abnormal in intensity of focus
- Hyper or hypo reactivity to sensory input or unusual interest in sensory aspect of the environment
- Eg having to lay out toys in a specific way
C. Symptoms must be present in early childhood but may be masked
- May not fully manifest until later when social demands exceed the limited capacities
D. Symptoms together limit and impair daily functioning
- Difficulties in the following are usually seen in the first two years:
- Social interaction
- Non verbal communication
- Relationships and play
- Restricted interests
- Routines
- Repetitive movements
- Sensory sensitivities

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4
Q

other features of autism but not part of diagnostic criteria

A
  • Gross and fine motor skills
  • Sleep
  • Sensory processing
  • Diet fussy eater
  • Organisational skills
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5
Q

causes of autism

A

genetics:

  • Not fully identified ye
  • May be 3-10 genes that are interacting
  • Mode of ineritance is not known
  • Siblings have igher risk of ASDNeuro development disorder:
  • Cortex: exectuvie functions, movement perception, behvaiours
  • Basal ganglia: regulate automatic movememtns
  • Cerebellum: fine tubes movements, regulates balance and coordination
  • Amygdala: emotional repsonses
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6
Q

comobilities of autism

A 
-	Intellectual disability (70%)
speech and language disroerds
-	Anxiety
-	Depression
-	Epilepsy
-	Asthma and allergies
-	Attention disorders
-	Developmental coordination disorder
-	Down syndrome
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7
Q

boys vs girls ratio of autism

A

Ratio of boys to girls 4:1

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8
Q

what is sensory processing

A

The ability to process sensory information in the Central Nervous System (CNS) for adaptive behaviours
Includes:
Reception, Modulation, Integration and Organisation

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9
Q

what areas of the brain does sensory processing involve

A

Frontal lobe: reasoning, emotions, judgemtn and voluntarymovement
Temporal lobe: hearing and memory
Occipital lobe: vision and reading abilty
Parietal lobe: sensory integration centers

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10
Q

whats the purpose of sensory process development

A
  • Children learn about their environment through integrated sensory systems eg visual, auditory
  • Children learn about their bodies through integrates sensory systems eg tactile, vestibular
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11
Q

whats the standard process of sensory processing

A

Aquire sensory information
Process the information
Resond to the information
Feedback on how the information was

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12
Q

whats sensory integrations

A

the biran can relate all sensory inputs into a coherent percept upon which our interaction with the environment is ultimately based

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13
Q

whats the sesnsory threshold

A
  • The level at which one detects and responds to sensory information
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14
Q

what happens if you are below the sensory threshold

A

= unaware of sensory input therefore no response

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15
Q

what can the sensory threshold be affected by

A
  • Accumulation of sensory over time
  • The sensory system is being activated
  • Intensity
  • Location of input (where is it coming from)
  • Anxiety levels
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16
Q

whats responsively

A

the range within which sensory input is tolerated and used

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17
Q

whats a wider range of tolerance=

A

more likely the child maintains regulated and adaptive behaviour

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18
Q

whats narrow range of tolerance =

A

likely to have limited range of behaviours and only bale to perform in a limited number of sensory environments. Eg only able to write story in quiet and calm controlled environment

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19
Q

if the threshold is high

A

lots of sensory input needed to meet sensory needs

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20
Q

whats the two types of high thresholds (Dunns model)

A

active high threshold child

passive high threshold chidl

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21
Q

whats an active high threshold child (duns model)

A

Active attempt to meet for high levels of sensory input

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22
Q

whats a passive high threshold child (duns model)

A

little attempt to meet need for input

23
Q

whats the two types of low threhold (Dunns model)

A

active low threshold (sensory avoiding0)

passive low threshold (over response)

24
Q

whats active low threshold

duns model

A

actively avoids sensor input to meet sensory needs eg goes to a quiet corner to read

25
Q

whats passive low threshold (Dunns model)

A

overwhelmed by sensory input- unable to counteract response

26
Q

disorder of sensory processing

A

• When sensory events are processed in such a way that it effects participation in childhood learning and play experiences
• Long term and persistent- NOT TEMPORARY
• When the flow of sensation is disorgnsied life can be a rush hour traffic jam.
Difficulties can coexist with:
- ADHD
- Learning disbailtyies and developmental delays
- Austism spectrum disorder

27
Q

assessing sensory processing

A
  • Sensory profile 2
  • Sensory process measure
  • SPM- preschool
  • Sensory integration and praxis test
    child obsersation
28
Q

waist sensory profile 2

A
  •  Identify and document how sensory processing may be contributing to or interfering with a child’s participation at home, school, and the community.
  •  Contribute valuable information to a comprehensive assessment of the child’s sensory strengths and challenges in context.
  •  Develop effective treatment plans, interventions, and everyday remediation strategies
  • Measures: sensory processing, sensory modulation, behaviour and emotional responses
29
Q

whats the adult sensory profile

A 
divides into 4 areas of processing
sensory seeking
sensory avoiding
sensory sensitivity
low registration
30
Q

disruptive and useful features of sensory seaking

A 
Distruptive features:
-	Avtive 
-	Fidgety
-	Exciable
-	Continuously engaging
Useful features:
-	Generates ideas
-	Notices and enjoys actity in the envrionmet
31
Q

disruptive and useful features of sensory avoiding

A 
Disruptive features:
-	Rule bound
-	Ridgit rituals
Useful features:
-	Designs and implemens structure
-	Enjoys routines
32
Q

disruptive and useful features of sesnnroy sensitivities

A 
Disruptive features:
-	Distractible
-	Hyperactive
-	Complainer
-	Vigilant
Useful features:
-	Particular about task competition
-	High ability to notice environment
33
Q

disruptive and useful features of low registration

A 
Disruptive features:
-	Uninterested 
-	Dull affect
-	Withdrawn 
-	Apathetic
-	Self absorbed
Useful feature:
-	High ability to focus 
-	Unaffected by varying environments
34
Q

parents observations of children with sensory processing difficulties

A
  • Doesn’t have a sense of humour
  • Avoids getting dirty
  • Slow to respond to name
  • Avoids climbing, jumping
  • Dislikes getting hair cut
  • Always on the go
  • Touches things and others
  • Floppy and awkward movements
35
Q

whats Dunns model of sensory processing

A

Dunn hypothesized that there is a relationship between a person’s nervous system operations and self-regulation strategies

36
Q

typical development of a five year old

A

tripod grasp
dresses completely independently
finds front and back of clothing
imaginative play, organised play and games with rules

37
Q

skills required for transition to school

A

Fine motor skills: holding a pencil, basic handwriting and scissor skills
Cognitive skills: organization, functional memory, participating in routines, problem solving skills, concentration and ability to focus on tasks.
Language skills: need to be able to follow instructions, understand what the teacher is saying, talk in sentences and respond to own name.
Play and social skills: Purposeful, structured/ unstructured and sequenced play, imaginative play, making and keeping friends, turn taking, and able to separate from parents easily.
Gross motor: eye-hand coordination and balance and equilibrium, motor planning, motor accuracy, motor memory, bilateral coordination and timing
Self care skills: Independence with dressing, feeding, toileting by themselves and hygiene. Motor coordination skills to dress and undress, unwrap lunch.

Emotional skills: ability to manage and regulate emotions

38
Q

whats speech therapist roles in assisting child with autism

A

• provide information and resources to assist in promoting children’s development of communication skills and increase their understanding of language.

Speech therapists work in areas such as 
•	Social skills 
•	Cognitive skills
•	Receptive language 
•	Expressive language 
•	Articulation
39
Q

whats the psychologists roles in assisting child with autism

A
  • provide the assessment and diagnosis of autism
  • assess the child’s overall level of mental and cognitive development
  • observe behaviour and social interaction
  • interview family members about the development and behaviour of the child

Psychologists can provide a range of treatments to improve:
• Behaviour strategies
• Help with anxiety and mood

40
Q

whats the paediatrician role in assisting child with autism

A
  • look for any medical conditions that may be associated with the autism
  • do further tests (e.g. blood tests)
  • ask parents questions about their children’s development and the family history
41
Q

whats the early childhood intervention services provide

A

provide knowledge skills and support to families to optimise the development and participation of each child in their family and communityECIS provides:
● special education
● therapy
● counselling
● information and parent education
● service planning and coordination
● assistance and support to access services such as kindergarten and child care.

42
Q

who can access the early childhood intervention service

A

supports families of children with special needs from birth to school age.

43
Q

whats the early childhood intervention services aim to provide

A

parents and families with the knowledge, skills and support to:
● meet the needs of their child
● optimise the child’s development, and
● the ability to participate in family and community life.

44
Q

autism impacts on occupational performance

A 
social communication:
Less/over attention to social stimuli
Diminished responsiveness 
Delayed speech development 
Unable to express themselves (simple movement & spoken language)
behaviour:
repetitive body movements 
isitstence on sameness
self injury
sensory processing issues
45
Q

whats the three different levels of autism

A

ASD level 1 requiring support
ASD level 2 requiring substantial support
ASD level 3 requiring very substantial support

46
Q

characteristics of ASD level 1

A

difficulty initiating social interactions
organising problems can hamper independence
hard to reach out and make new friends.

47
Q

characteristics. ASD level 2

A
  • more severe lack of both verbal and nonverbal communication skills
  • behavior issues severe enough to be obvious to the casual observer
  • unusual or reduced response to social cues, communication, or interactions
  • narrow, specific interest
48
Q

characteristics ASD level 3

A

-highly visible lack of verbal and nonverbal communication skills
-very limited desire to engage socially or participate in social interactions
-trouble changing behaviors
-extreme difficulty coping with unexpected change to routine or environment
great distress or difficulty changing focus or attention

49
Q

4 assessments that Occupation Therapy use to evaluate a child with autism

A 
- Visual motor integration
sensory profile
- learn to play
- sensory profile
-PEDI-CAT
- M-fun
50
Q

whats family centred practice

A

when professionals and families work as equal partners in supporting the learning and development of the child.

51
Q

whats the Paediatric evaluation of disability inventory (PEDI) computer adaptive test (PEDI- CAT)

A
  • Observes activities identified by parents/caregivers as problematic in their natural environment.
  • A measure both the capability and performance observing self care, mobility and social function
    Age: 6months – 7years
52
Q

whats the MFUN

A

used to detect mild, moderate or severe motor impairment
assess: visual motor, fine motor and gross motor skills
Age assessed: 2:6-3:11 years and 4:0-7:11 yearsPaediatric assessment
- Hand on, uses interactive activities

53
Q

epidemiology of autism

A
  • unknown
  • there is some heritediary evidence
  • fragility I metal and predisposed to environmental factors

14 exam (8 decks)

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