Week Six

Question 1

Explain the clinical implications of the overlap in autism, social communication and structural language difficulties

Answer 1

Due to the overlap between Autism, Social Communication and Structural language difficulties, there are clinical implications such as access to support, difficulties with diagnostic labels and approaches to interventions.

In terms of access to supports, someone may fit into one category “best” or have the most characteristics of one category, but this does not mean that they do not have characteristics of the other categories. This may mean that support is only provided for one area. For example, an autistic child may have support in areas such as social communication and restricted and repetitive behaviours, but other areas such as morphology and syntax (structural language) may be neglected. As even though they are autistic, this does not mean they do not have difficulties in other areas.

There may also be an issue with assumptions clinicians, or other professionals make.

Question 2

Describe sex differences in autism and their implications for identification

Answer 2

Autism was historically considered a male disorder, however this may just be due to biases in understanding and identifying autism.

-Autistic girls are often diagnosed later in life and often have mental health conditions first. This can be due to:

• Girls often internalize emotions
• Engage in social play that is similar to those without autism
  -Have similar interests to others without autism and these interests are often with less intensity than autistic boys
  -Autistic girls can mask their difficulties and pick up behaviors to camouflage their differences, but this puts a lot of pressure on them and can lead to mental health difficulties.

Question 3

Describe some consumer perspectives on autism terminology and social communication supports

Answer 3

Monk et al. (2020) found that autistic people:

-Identify first (autistic person over person with autism) affirms autism is indistinguishable from the person; it is part of their identity
- Dislike language such as cure, intervention and treatment. Autism does not need to be cured treated or modified. Supports should not try to make a person less autistic
- Don’t like autism spectrum disorder. Disorder is too medicalised and reinforced the negative discourse that something needs fixing.

Question 4

Reflect on the nature of ‘norms’

Answer 4

. Behaviors that may be interpreted as evidence of deficits in one community may be adaptive in another

Question 5

Describe the intervention strategies/approaches for social communication

Answer 5

1. Behavioral Skills Training
   - Verbal instruction
   - Model
   - Role Play
2. Social Stories
   - Aims to teach a new skill, describe problem solving strategies or explain a social situation
3. Video Modelling
   - Visual strengths,
   - Can be watched many times
   - Screens are high interest for children
4. Social Communication intervention Project
   - Manualised intervention project
5. Junior Detective Training Programme
   - visual strength
   - Parent support, homework, handouts
6. Lego brick therapy
   - Children are assigned roles (engineer, supplier, builder)
   - Engineer = read manual and describes what bricks are needed and where to place them
   - Supplier = locates the bricks
   - Builder = builds the lego
7. Peer and sibling mediated interventions
8. Child intervention

Question 6

Explain why you chose a given intervention approach for social communication goals

Question 7

Explain what language deprivation is for DHH children

Answer 7

DHH children often have restricted access to language that affects how they use language to interact with others in social situations.

• (linguistic) Dis-fluency in their best language.
• Changes and difficulties in mood or behavior
• Lack of background/world knowledge

pragmatic checklist (stating needs, giving commands)
Theory of mind delays
Working memory

Language deprivation can cause anatomical differences in the brain and cause learning disabilities. In severe cases this may present as language deprivation syndrome.

Question 8

Explain the key ways DHH may need support with their pragmatics, including the concept and consequences of pragmatic over protection

Answer 8

linguistic overprotection - adults round a deaf child will simplify langauge in rder to make it easier fro a deaf child to learn. i.e. bird rather than fantail

Pragmatic overpotection- adualts naviagtiving social situations on thier behalf. Situations that make the child feel challenges or barriers, creates barriers as the kids cant do things for themselves.

When talking in a conversation, no consideration for the other person (topics, turn taking). Not realistic back and forth, overcompensation.

supports: not alot of specific evidence to the techniques,
talk town- developing assertive communication style

expilict teaching

Question 9

Playtime/social interaction goals

Answer 9

• asking a friend to play with you
• taking turns
• Conflict resolution
• Telling someone to stop

Question 10

Classroom specific pragmatic goals

Answer 10

• Raise hand to speak
• Only speak if the teacher chooses you
• Stay seated
• Saying “I don’t know” appropriately