week 6

Question 1

what is autism spectrum disorder

Answer 1

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

Question 2

diagnosis of autism

Answer 2

• 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.

Question 3

what’s DSM-C criteria for ASD

Answer 3

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

Question 4

other features of autism but not part of diagnostic criteria

Answer 4

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

Question 5

causes of autism

Answer 5

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

Question 6

comobilities of autism

Answer 6

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

Question 7

boys vs girls ratio of autism

Answer 7

Ratio of boys to girls 4:1

Question 8

what is sensory processing

Answer 8

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

Question 9

what areas of the brain does sensory processing involve

Answer 9

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

Question 10

whats the purpose of sensory process development

Answer 10

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

Question 11

whats the standard process of sensory processing

Answer 11

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

Question 12

whats sensory integrations

Answer 12

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

Question 13

whats the sesnsory threshold

Answer 13

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

Question 14

what happens if you are below the sensory threshold

Answer 14

= unaware of sensory input therefore no response

Question 15

what can the sensory threshold be affected by

Answer 15

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

Question 16

whats responsively

Answer 16

the range within which sensory input is tolerated and used

Question 17

whats a wider range of tolerance=

Answer 17

more likely the child maintains regulated and adaptive behaviour

Question 18

whats narrow range of tolerance =

Answer 18

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

Question 19

if the threshold is high

Answer 19

lots of sensory input needed to meet sensory needs

Question 20

whats the two types of high thresholds (Dunns model)

Answer 20

active high threshold child

passive high threshold chidl

Question 21

whats an active high threshold child (duns model)

Answer 21

Active attempt to meet for high levels of sensory input

Question 22

whats a passive high threshold child (duns model)

Answer 22

little attempt to meet need for input

Question 23

whats the two types of low threhold (Dunns model)

Answer 23

active low threshold (sensory avoiding0)

passive low threshold (over response)

Question 24

whats active low threshold

duns model

Answer 24

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

Question 25

whats passive low threshold (Dunns model)

Answer 25

overwhelmed by sensory input- unable to counteract response

Question 26

disorder of sensory processing

Answer 26

• 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

Question 27

assessing sensory processing

Answer 27

- Sensory profile 2 - Sensory process measure - SPM- preschool - Sensory integration and praxis test child obsersation

Question 28

waist sensory profile 2

Answer 28

*  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

Question 29

whats the adult sensory profile

Answer 29

``` divides into 4 areas of processing sensory seeking sensory avoiding sensory sensitivity low registration ```

Question 30

disruptive and useful features of sensory seaking

Answer 30

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

Question 31

disruptive and useful features of sensory avoiding

Answer 31

``` Disruptive features: - Rule bound - Ridgit rituals Useful features: - Designs and implemens structure - Enjoys routines ```

Question 32

disruptive and useful features of sesnnroy sensitivities

Answer 32

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

Question 33

disruptive and useful features of low registration

Answer 33

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

Question 34

parents observations of children with sensory processing difficulties

Answer 34

* 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

Question 35

whats Dunns model of sensory processing

Answer 35

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

Question 36

typical development of a five year old

Answer 36

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

Question 37

skills required for transition to school

Answer 37

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

Question 38

whats speech therapist roles in assisting child with autism

Answer 38

• 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 ```

Question 39

whats the psychologists roles in assisting child with autism

Answer 39

* 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

Question 40

whats the paediatrician role in assisting child with autism

Answer 40

* 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

Question 41

whats the early childhood intervention services provide

Answer 41

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.

Question 42

who can access the early childhood intervention service

Answer 42

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

Question 43

whats the early childhood intervention services aim to provide

Answer 43

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.

Question 44

autism impacts on occupational performance

Answer 44

``` 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 ```

Question 45

whats the three different levels of autism

Answer 45

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

Question 46

characteristics of ASD level 1

Answer 46

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

Question 47

characteristics. ASD level 2

Answer 47

- 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

Question 48

characteristics ASD level 3

Answer 48

-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

Question 49

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

Answer 49

``` - Visual motor integration sensory profile - learn to play - sensory profile -PEDI-CAT - M-fun ```

Question 50

whats family centred practice

Answer 50

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

Question 51

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

Answer 51

- 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

Question 52

whats the MFUN

Answer 52

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

Question 53

epidemiology of autism

Answer 53

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