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17 Cards in this Set
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- Back
- 3rd side (hint)
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Neurodevelopmental Disorders |
- Newlyadded category in DSM-V - Commonelement = onset in early development andcharacterized by deficits that produce impairmentsof personal, social, academic or occupational functioning - Widerange of functional impairment in this class |
general characteristics |
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Kranner (1943) |
- first coined the term "early infantile autism" - he believed that autism resulted from an inborn inability to form loving relationships with other people and described parents of these children as being cold and detached |
founder of what? |
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Autism Spectrum Disorder - DSM V: Criteria A |
A. Persistent deficits in social communicationand social interaction across multiple contexts as manifested by: - Deficits in social-emotionalreciprocity - Deficits in nonverbal communicativebehaviors used for social interaction - Deficits in developing, maintainingand understanding relationships ranging from difficulties adjusting behaviorsto social context to absence of interest in friends |
social deficits? |
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ASD: Criteria B |
B. Restricted, repetitive patterns of behaviors,interests or activities as manifested by 2+ of following: - Stereotyped or repetitive movements - Insistence on sameness, inflexibleadherence to routine or ritualized verbal or nonverbal behavior - Highly restricted, fixatedinterests that are abnormal in intensity or foucs - Hyper- or hyporeactivityto sensory input or unusual interest in sensory aspects of environment |
abnormal interests? |
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ASD: Criteria C |
C. symptoms must be full present in the early developmental period
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symptom onset |
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ASD: Criteria D |
D. symptoms cause clinically significant impairment |
impairment in fxning |
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ASD: Criteria E |
E. disturbances not better explained by intellectual disability or globaldevelopmental delay |
explanation? |
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ASD severity levels |
3severity levels given in DSM-V, can be determined by either social communication or restricted/repetitive behavior difficulties: - Level 1: Requiring support (mild) - Level 2: Requiring substantial support (moderate) - Level 3: Requiring very substantial support (severe) |
3 levels |
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ASD specifiers |
- With or without accompanying intellectual impairment - With or without accompanying language impairment - Associated with a known medical or genetic condition or environmental factor - Associatedwith another neurodevelopmental, mental or behavioral disorder - Withcatatonia => rigid posture or excessive motion |
5 specifiers |
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related symptoms to ASD |
- require less sleep - Eating disturbance - Abnormal fears - Over- or under-sensitive to sensory stimuli - Abnormal posture and movements of the face, head, trunk, and limbs - Abnormal eye movements - Repeated gestures and mannerisms - Self injurious behaviors - Movement disorders, including catatonia (risk greatest during adolescence) |
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cognitive deficits of ASD |
Cognitive Deficits (inc. social cognitive) - difficulty understanding social situations - impairments in the ability to understand others’ and their own mental states (Theory of Mind) - deficits in executive functions - lack of drive for central coherence |
including social cognition |
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physical characteristics of ASD |
Physical Characteristics - development of epilepsy in 25% - abnormally large head circumference in 20% |
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intellectual fxning of ASD |
- ASD occurs in children of all levels of intelligence, from those who are gifted to those who have mental retardation - In general, majority of individuals with autism are also identified as having mental retardation – 75% below 70 (DSM-IV-TR criteria) - Verbal and reasoning skills are difficult => about 25% have splinter skills and 5% have savant abilities |
gifted and MR? |
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developmental course of ASD |
- Most often diagnosed around age 4 - Mostparents report in retrospect signs within first year => Decreased looking at faces => Failure to respond to name => Lack of sharing interests attention - Secondpattern of sx dvlpmnt isfollowing regression or loss of skills (20-47%) - Diagnosticcriteria best for elementary age children, doesn’t follow developmental change - Often gradual improvements with age, but likely to continue to experience many problems - Usuallya chronic and lifelong condition - IQand language development are the strongest predictors of adult outcomes |
deficit during which age? |
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early developmental signs of ASD |
- Preoccupationof inanimate objects or parts of objects (e.g., edges of object, fuzzy speck onthe floor) - Failureto orient to parents face from the first few months - Failureto look at faces is the single most diagnostic sign - Failureof “jointattention” => episodesin which two people share attention to an object of mutual interest-JA provides a foundation for subsequent social cognitive development (e.g., “Theory of Mind”) - "MindBlindness” - Deficits in the ability to think of others in terms of mental states, such asbeliefs, intentions and feelings, and to use this conjecture about another’smental state to anticipate subsequent behaviors, and act/interact accordingly |
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prevalence and demographics of ASD |
- DSM-V estimate = 1% => DSM-IV criteria yielded estimates ranging from 1-in-500 to 1-in-166 children - Overrepresentation initially in upper class/affluent populations => Due to methodological limitations => Noreal differencesnNo cultural differences |
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potential risk factors of ASD |
- DSM-V links the following factors to increased incidence => Advanced parental age => Low birth weight => Fetal exposure to valproate (e.g., Depakote) - Factors NOT related to risk: => Parental involvement => Vaccinations–Environmental toxins => Food allergies |
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