Hcom 352 Final Autism

Front 1

how do you define AUTISM SPECTRUM DISORDERS

Back 1

spectrum of disorders that VARY in level of autistic-like behaviors as well as level of COGNITIVE FUNCTIONING

Front 2

WHAt is an autism spectrum disorder determined by?

Back 2

(determined by level of IQ)

Front 3

TRUE OR FALSE
Most common type of Pervasive Developmental Disorder (PDD)

Back 3

TRUE
Most common type of Pervasive Developmental Disorder (PDD)

Front 4

Autism incidence in births is what?

Back 4

Incidence: 1 in 77 births

Front 5

How much more common is it in boys vs. girls?

Back 5

4 TIMES MORE common in boys than girls

Front 6

TRUE OR FALSE
THE SEVERITY of autism is based on Frequency rather than severity

Back 6

FALSE
AUTISM: Determined/labeled based on IQ level rather than frequency/severity of “autistic-like behaviors”.

Front 7

What is ASPERGER'S SYNDROME, do they have NORMAL IQ?

Back 7

1.Asperger's syndrome: mild form of autism in which child has a NORMAL / HIGH IQ
(pragmatics,comprehension)

Front 8

Describe the Psychological-psychoanalytic approach

Back 8

PARENTS inability to form affective contact with people. based on coldness of parents-no supporting data-now considered __barbaric__

Front 9

What is Central language disorder-?

Back 9

psychotic with severe central language deficit

Front 10

What is the most accepted theory of cause for autism to date?

Back 10

No known single cause but appears to be DIFFerences or difficulties in BRAIN FUNCTION :most accepted theory in medical field to date.

Front 11

What are a few underlying cause theories of autism?

Back 11

Underlying cause relates to PERCEPTUAL, COGNITIVE and INFO-processing differences

Front 12

What neurological differences are seen as causes for autism?

Back 12

Neurological differences in VISUAL, AUDITORY, LINGUISTIC, and COGNITIVE processing

Front 13

TRUE OR FALSE
researchers are investigating environmental causes such as toxins in environment or within the mother such as mercury in fillings there is no definitive evidence

Back 13

TRUE

Environmental causes: researchers are investigating environmental causes such as toxins in environment or within the mother such as mercury in fillings: no definitive evidence

Front 14

HAS any evidence been shown between the link of vaccines and AUTISM?

Back 14

NO EVIDENCE BEEN SHOWN

Front 15

What variable appear to be linked for a cause of autism?

Back 15

HEREDITARY, GENETIC, MEDICAL PROBLEMS
a. Hereditary: can run in families
b.Genetic: no specific gene found as of yet
c. Medical problems: seems to be some medical conditions that have a higher incidence of autism

Front 16

What is the only developmental assoc. w/autism?

Back 16

• Fragile X-(only developmental assoc. w/autism)

Front 17

what is • Congenital _RUBELLA SYNDROME that is seen as a medical problem that could cause autism?

Back 17

•Congenital _RUBELLA SYNDROME- _(where the mom was exposed to measles)

Front 18

Name the Behavioral characteristics.

Back 18

PHYSICAL, VERBAL, Onset before 30 months ,Limited interaction with environment and withdrawal from it, Language components,

Front 19

WHAT IS SOOTHING TO THE ANXIETY OF AUTISM?

Back 19

GAZE AVERSION, Ritualistic behavior, Self-stimulation, consistent routine,

Front 20

What is SELF STIMULATION?

Back 20

Self-stimulation- interacts ritualistically with objects or moves body part back and forth

Front 21

GAZE AVERSION MEANS?

Back 21

may resist attempts to make them look at another (avoid eye contact)

Front 22

Ritualistic behavior- is?

Back 22

Ritualistic behavior-sequence or behavior pattern repeated in same way, same order, repeatedly

Front 23

WHAT HAPPENS WITH TEMPER TANTRUMS?

Back 23

may be self-abusive or aggressive and triggered by change in environment-hard to calm

Front 24

Hypo- vs. hypersensitivity to environment- is?

Back 24

Hypo- vs. hypersensitivity to environment-inconsistent response to Stimuli

Front 25

HOW DO CHILDREN WITH AUTISM HANDLE CHANGE?

Back 25

Difficulty with change

Front 26

WHat % of autistic children experience MUTISM, what is this?

Back 26

periods of total silence and production of meaningless sounds-50% REMAIN MUTE and not likely to speak unless begin speaking by age 5 (some say age 8)

Front 27

WHAT % will REMAIN MUTE if they don't start speaking at what age?

Back 27

50% REMAIN MUTE if dont speak by age 5yrs some say 8yrs old

Front 28

WHAT is ECHOLALIA and can it diminish?

Back 28

meaningless repetition of someone else’s words (once START DEVELOPING language it starts to diminish)

Front 29

When trying to get AUTISTIC child to be VERBAL what is the most important thing to build?

Back 29

INTENT(a desire) builds LINGUISTIC ABILITY

Front 30

Children with autism can experience Delayed echolalia-repetition of utterances long after heard.
TRUE OR FALSE

Back 30

TRUE
Delayed echolalia-repetition of utterances long after heard

Front 31

WHAT ARE SOME Socio-affective characteristics

Back 31

Object relations, Interpersonal relations, Sometimes more responsive to mother

Front 32

Describe the socio affective characteristic of object relations.

Back 32

NON PURPOSEFUL COMPONENTS OF A TOY

Object relations-limited play skills (diff to understand the function of a toy)-attend to non-purposeful components of a toy( ex. just spinning wheels of a car instead of vroom vroom back and forth playing)

Front 33

Describe the socio affective characteristic of INTERPERSONAL RELATIONS.

Back 33

Interpersonal relations-lack of gaze, limited cooperative play and interaction (often play alone)

Front 34

The onset of autism can be at what age and as early as when?

Back 34

Onset before 30 months (can be diagnosed as early as 20 months)

Front 35

WHAT ARE SOME EARLY INDICATORS OF AUTISM?

Back 35

Gaze, vocal, and gestural indicators early indication

Front 36

TRUE OR FALSE
If diagnosed later, may have regression of their skills or milder symptoms

Back 36

TRUE
If diagnosed later, may have regression of their skills or milder symptoms

Front 37

How does an autistic child MANIPULATE THEIR ENVIRONMENT?

Back 37

Manipulates environment through temper tantrums and disruptive behaviors

Front 38

WHAT MAY KEEP CHILD FROM LEARNING ABOUT THE WORLD?

Back 38

Ritualistic behaviors may keep child from learning about world_

Front 39

What do they do with their internal world?

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Tries to establish and maintain orderly internal world

Front 40

WHAt type of play skills are associated with language abilities?

Back 40

Functional and SYMBOLIC play skills associated with language abilities

Front 41

What can indicate different areas of the CNS being impaired for an autistic child?

Back 41

UNEVEN development of different language components, like SEMANTICS & SYNTAX, indicating different areas of _CNS IMPAIRED

Front 42

TRUE OR FALSE
AN AUTISTIC CHILD Can exchange developmental information across components

Back 42

FALSE
Cannot exchange developmental information across components

Front 43

TRUE OR FALSE
WITH SOCIAL COGNITION an autistic child can have Good motor skills, excellent rote memory, good discrimination of concrete visual-spatial relations.

Back 43

TRUE
Good MOTOR SKILLS , excellent ROTE memory, good DISCRIMINATION of concrete visual-spatial relations

Front 44

Name a few social cognition issues an autistic child may have.

Back 44

Problems with ABSTRACT tasks, INTEGRATING information ACROSS MODALITIES , IDENTIFYING important information, _GENERALIZING

Front 45

TRUE OR FALSE
WITH AN AUTISTIC CHILD
Little of what they hear and see makes sense

Back 45

TRUE
Little of what they hear and see makes sense

Front 46

TRUE OR FALSE
An autistic child does not have Difficulty processing, categorizing, and interpreting stimuli

Back 46

FALSE
Difficulty processing, categorizing, and interpreting stimuli

Front 47

What does self stimulation do for an autistic child?

Back 47

CALMS ANXIETY, May use self-stimulation to calm self-anxiety appears to be a component of disorder

Front 48

TRUE OR FALSE
An autistic child has a fucntional idea of Theory of mind. taking other's view.

Back 48

FALSE
“typical” Normal children learn that other children’s actions are related to what they think and not to actual conditions and are able to learn to take “others view” ”_(ex. Wouldn’t understand why balloon pooping makes a kid cry)

Front 49

How are an autistic childs META SKILLS?

Back 49

Autistic individuals may not be able to do this and have limited meta skills in general ( cant think about lg and thinking)

Front 50

What is the largest area of language deficit for an autistic child>

Back 50

PRAGMATICS
largest area of language deficit independent of severity of autism

Front 51

NAme how an autistic childs pragmatics are present.

Back 51

Problems with INITIATING and TERMINATING interaction, STAYING ON TOPIC, POINTING and gesturing, attention and joint action, communicative functions

Front 52

Asynchronous development is in what areas?

Back 52

gestural and vocal AREAS

Front 53

NAme the Aberrant behaviors (abnormal behaviors) that can be present.

Back 53

Aberrant behaviors (abnormal behaviors) can be INTENTIONAL, INTERACTIVE, and COMMUNICATIVE

Front 54

Explain how they have Difficulty with communication intent and presuppositions

Back 54

___(ex. Where you can take on a person perspective) (You are presupposing that listener knows what you are talking about)

Front 55

DESCRIBE SEMANTIC problems autistic child has

Back 55

a.Difficulty with establishing categories
b. Difficulty with understanding how objects are functionally related
c.Gestalt style of processing-learn phrases and sentences and apply to different situations
d.As spontaneous utterances increase, __Echolalia decreases

Front 56

Gestalt style of processing describe

Back 56

-learn phrases and sentences and apply to different situations

Front 57

As spontaneous utterances increase, _what happens to echolalia?

Back 57

As spontaneous utterances increase, __Echolalia DECREASES

Front 58

TRUE OR FALSE
Difficulty with morphological endings and function words (like prepositions and auxiliaries)-may not have concepts

Back 58

TRUE
Difficulty with morphological endings and function words (like prepositions and auxiliaries)-may not have concepts (SYNTAX)

Front 59

HOW DOES AN AUTISTICS CHILD PHONOLOGY DEVELOP?

Back 59

Phonology develops in NORMAL sequence and often better than other components. (But may not comprehend what reading. although can read.)

Front 60

HOW IS THE PHONOLOGY AFFECTED?

Back 60

Deviant rate, prosody, rhythm, and quality (of speech will be impacted) ex. For statement might use a question prosody, or be monotone.
-May not process or use _prosodic features
-May speak in monotone or have abnormal stress patterns in speech

Front 61

TRUE OR FALSE
AN AUTISTIC CHILDS PHONOLOGY MIGHT BE AFFECTED May speak in monotone or have abnormal stress patterns in speech

Back 61

TRUE
May speak in monotone or have abnormal stress patterns in speech

Front 62

Hyperlexia may happen to autistic child, what is this?

Back 62

Hyperlexia BABIES CAN READ. • Highly developed word-recognition skills with little or _no comprehension_
• Tuned into orthographic and phonological features- (sounding out the word but not the meaning of the word)