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53 Cards in this Set
- Front
- Back
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5 types of pervasive developmental disorders
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Autism Disorder
Rett's Disorder Childhood Disintegrative Disorder Asperger's Disorder Pervasive Developmental Disorder (not otherwise specified) |
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What is Rett's syndrome, when do s/s appear?
Major symptom? |
Progressive degenerative neurological disorder
Nomral at birth to 5 mo's Development regressed and child goes through what may like like an "autistic" phase Hand-wringing |
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What is childhood disintegrative disorder?
Ages? |
Normal development until age 2
Lose skills prior to age 10 in the following areas: language, behavior, play skills, B&B, play, mo. skills |
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What is Asperger's Disorder
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Similar to autism, except no clinically significant general elays in language, cognitive development, self help skills, adaptive skills and curiosity about the env
Social skills are delayed |
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What is PDD, not otherwise specified?
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Pervasive impairment in development but full criteria not met for any specific disorder
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What is Autism Spectrum Disorder?
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Poorly understood complex neurobiological disorder
Second most common developmental disability in US |
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Who is ASD most common in?
When diagnosed? What do 75% of them also have? |
4-5x more common in boys
No racial, ethnic, social boundries Diagnosed btw 2-3 hopefully, but avg is 4-5 75% have Developmental delay and/or mental illness |
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What types of mental illnesses are common in ASD?
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OCD, depression, bipolar, MR
Operation defiant disorder |
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s/s of Asperger syndrome (AS)
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Obsessive interest in a topic
Little Professors: expertise, high level vocab, formal speech patterns Social-emotional behavior inappropriate |
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s/s of Autism (laundry list)
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Difficult mixing/playing wiht other children - parallel play
Acts deaf Resists learning No fear or real dangers Laughs inappropratley Markdly overactive Resists change in routine - transitions Indicates needs by gesture Not cuddly Avoids eye contact - usually, not always Inappropraite attachment to objects (trains, toys) Spins objects (look at fans, vestibular) Play intently for abnormally long periods of time - sidelying on floor Standoffish behavior |
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What would happen if you make pancakes for an autistic kid when he was expecting waffles?
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He'd go ape shit
Don't change the routine |
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Myths about autism (laundry list)
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Never makes eye contact
Inside is a genius Do not speak Can't show affection Don't smile Don't participate in phsical affection Don't notice othrs and don't pick up cues from peers/adults Don't relate to peers/adults Don't want friends Very manipulative Could talk if they wanted to Are stubborn/obnoxious b/c they don't respond today like they did before Can't be outgrown It is an emotional disability Underneath is a normal child |
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What areas of the brain undergo change in utero with Autism?
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Cerebellum
Purkinge cells Amgdala Hippocampus Frontal lobes Corpus Callosum Axons |
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How is a brain in an autistic child dif from others
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More brain tissue
Many more connections btw cells Control centers are larger There is a deficit in maturation of certain systems |
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What are researchers testing as possible tx for social behavior disturbances in autism?
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Oxytocin - hormone produced in brain
Evidence for epigenetic effects on the gene for the oxytocin receptor - part of the brain that mediates social behaviors disturbed in autism |
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Biomarker for autism?
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Methylaton status of oxytocin receptor
Drugs that target methylation might hold promise for tx |
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Cerebellar deficits on autism
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Overload with white matter - not pruned to become specialized
Processing 5 sec vs. 1 sec Difficulty shifting attnetion Coordination, mo learning, eye tracking, proprioception, speed and acceleartion |
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Purkinje cell defecits with autism
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Large cells in CB cortex
Reduced number and immature = not pruned |
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Amygdala defecits with autism
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Larger than in typical brain
Activated when a person looks at faces - overactive emotion, fight or flight May have poor arousal or over arousal |
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Frontal lobes defecits with autism
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Enlarged with white matter
Be age 4, ASD brain is sme as 13 yo Signs of inflammation Personality, executive fxt, emotions |
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Hippocampus changes with ASD?
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Densely packed - 10% larger than others
Forming new memoreis, spatial relationships, memory, emotions |
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Corpus Collosum with Autism?
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Undersized due to enlargement of rest of brain
Activity poorly correlated Alot of kids can't cross midline and don't have good bilateral coordination |
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Problem with axons with autism?
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Too many within a local aea
Not enough link one region to the next |
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Is there a genetic factor for ASD?
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Absoultely
Twins more likely, and lil brother more likely |
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Are vaccines the cause of ASD???
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No true scientific data, just speculation
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Autism checklist - usually 1/2 of these are present (laundry list)
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Difficulty mixing with other children
Resist changes in routine No fear or danger (DJ) Little or no eye contact Unresponsive to normal teaching techniques Sustained odd play Apparent insensitivity to pain Echolalia (repeating what i said) Prefer to be alone May not want coddling/fondling Spins objects Noticeable physical over activity or extreme under activity Meltdowns (tantrums) Not responsive to verbal cues (acts deaf) Inappropriate ttachment to objects Difficulty expressing needs |
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Aspergers characteristics
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OCD and ADD
Stimulant (addy) may improve behavior Overly developed imagination Overtly social, altho atypical Wants the facts Language appears normal Appear willfull, as if manipulative and controlling |
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Single best predictor of ASD?
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How OFTEN the child looks at others
Often unresponsibe to others or stares intently |
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Associated medical conditions with pervasive disorders
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Seizures
GI problms Cognitive impairment (Fragile x syndrome) Hearing impairment Co-morbid conditions: tuberous sclerosis (tumors on brain), Tourette syndrome, LD, ADD |
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General interventions for ASD
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Biological/medical intervention and support
Sensory Framework Behavioral support Educaiton plan Communication plan Family education and support |
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Sensory issues with ASD
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Auditory
Lack of pain sensitivity Feeding Vestibular Proprioceptive Olfactory Anxiety Tactile Visual |
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Auditory behaviors observed in ASD
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Doesn't respond to sounds
Puts hands over ears Puts object in ears Figits with ears Destructive behahviors related to sounds Avoids crunchy food Bolts from area with certain sounds (fight or flight) |
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Auditory acommidations with ASD
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Head phones
Quiet area Speak softly Avoid crowds Soothing music |
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Pain insenitivity behavior iwht ASD
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10 second processing
Minmal reaction to painful behavior Self-injurious behaior Wont' wear a coat Continue to work/plan when very ill Inappropriate laugter |
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Feeding issues with ASD
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Refused to eat food with more than one texture
Takes sandwich apart and eat seperatley Bland dit Difficulty chewin certain foods Abnromal chewing patterns Pica (eating non-edible stuff) May be sensory problem and then become behavioral over time |
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Feeding accomidations with ASD
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Regular schedule
Small meals t/o day Quiet area to eat Gluten free possibly |
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Vestibular and perception issues with ASD
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Plow into, through, or over objects
Touch walls when wlaking Don't respect personal space Difficult with simple gross mo tasks Difficulty with ADLs Repetitive movts (spinnig) Reliance on prompts to complete tasks Difficulty sequencing movt Difficult nitiating movts Difficulty controlling impulsivity Fear of heights, stairs, movt by others |
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Movement accomidations for ASD (vestib and perception problems
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Safe env - start in familiar settings
1:1 aide More open room Desks further apart Trampoline, rocking chair Wt'd blanked for tactile |
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Olfctory issues with ASD
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Places objects close to nose
Fingers/objects in nose Covers nose with hand Agitation in env with noxious smell Breathe thru mouth instead of nose Difficulty changing env's Avoid certain people Avoid own urine/feces |
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Olfactory accomidations for ASD
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Move away from smell
No perfumes Clean env. Let child know you think smell is offensive too Wear same odor each day |
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Anxiety symptoms with ASD
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Pacing, clingy
Inc vocalizaion Freq diarrhea attacks Grinding teeth Regression to old beh patterns Inc'd intensitiy of behavior Withdrawl Zoning out Use of comfort routines or objects Sudder outburst of aggression Disrupted sleep patterns |
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Anxiety accomidations with ASD
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PREDICTABILITY and routine
quiet time relaxatin techniques Deep pressure wt'd vest Joint compression ex |
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Tactile defensiveness with ASD
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Defensive to touch
Uncomforable in certain clothing Sensitive feet, walk on toes, picky eater Difficult with haircuts/warshing Difficult cutting nails Difficult holding items and completing taks Gag easily extreme dislie of sticky or diry hands |
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Tactile accomidations
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Gloves
Soft, loose clothing Wt'd vest Wash new clothes several times Brushing protocol: very effective |
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Visual behavirs is ASD
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Close eyes
Look past or thru person Don't look at person's mouth when tlaking Looks off to one side Avoids bright lights, sunny days, new snow Squinting Stares into fans Finger fiddling or spinning objects Rubbing, touching, pushin, hitting eyes Agitation in env full of visual stmuli |
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Visual accomidations for ASD
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Don't insist on eye contact
Keep env. neutral 1 wall free of stuff in classroom Color may be an issue Don't hold stuff up |
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How long to wait for process and respones from autistic child?
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5 sec to process
5 sec to respond |
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Peciture Exchange Communication System (PECS)
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Use picture for lunch, then go to lunch
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Educaitons/behavioral interventions
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Highly structure and intesnive skill-oiented training sessions
Encourages positive behaviors and discourages negative behaviors |
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DIR or "floor time"
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Developmental, individual differences, relationship-based approach
Focuses on emotional and relational development: feelings an relationships with caregivers Focuses on how the child deals with sights, soounds, and smells |
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TEACCH
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Tx and Education of Austistic and related communication-handicapped children
Uses visual cues to teach skills Skills are broken down ino small steps and picture cards are used to teach the skill |
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MEDs for ASD
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Antipsychotics meds for anxiety, depression, OCDAnticonvulsant for seizures
ADHD drugs |
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Intervention strategies for ASD
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Develop trust
Foolow child's lead Don't take no as rejection - persist Tx what child does as intentional or purposeful Pos'n yourself in front of child Do not change subject or interrupt as long as convo is interactive Insist on a response |
