Podcast
Questions and Answers
What are some examples of restricted/repetitive behaviors mentioned in the text?
What are some examples of restricted/repetitive behaviors mentioned in the text?
Inflexibility of behavior, difficulty switching between activities, problems of organization and planning
What are the key factors considered in the diagnosis of autism?
What are the key factors considered in the diagnosis of autism?
Observing how the child plays and interacts with others, interviewing the mother, reviewing the child's developmental history
What are the characteristics of social communication behaviors mentioned in the text?
What are the characteristics of social communication behaviors mentioned in the text?
Difficulty initiating social interactions, atypical or unsuccessful response to social overtures, decreased interest in social interactions
How is the diagnosis of autism based on the child's development?
How is the diagnosis of autism based on the child's development?
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What is the severity level mentioned in the text, and what does it indicate?
What is the severity level mentioned in the text, and what does it indicate?
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Individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of autism spectrum ______.
Individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of autism spectrum ______.
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Diagnosis of other disorders: If children have symptoms that meet the criteria for other disorders, they’ll be diagnosed as having two or more disorders – for example, autism spectrum disorder (ASD) and attention deficit hyperactivity ______ (ADHD).
Diagnosis of other disorders: If children have symptoms that meet the criteria for other disorders, they’ll be diagnosed as having two or more disorders – for example, autism spectrum disorder (ASD) and attention deficit hyperactivity ______ (ADHD).
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Signs of difficulties in this area include: lining toys up in a particular way over and over again, speaking in a repetitive way (echolalia), having very narrow and intense interests, needing things to always happen in the same way, and showing signs of sensory sensitivities like not liking labels on clothes, or licking or sniffing ______.
Signs of difficulties in this area include: lining toys up in a particular way over and over again, speaking in a repetitive way (echolalia), having very narrow and intense interests, needing things to always happen in the same way, and showing signs of sensory sensitivities like not liking labels on clothes, or licking or sniffing ______.
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An ASD diagnosis includes a severity ranking, which is used to show how much support children need: Level 1 – children need ______.
An ASD diagnosis includes a severity ranking, which is used to show how much support children need: Level 1 – children need ______.
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Level 2 – children need substantial ______.
Level 2 – children need substantial ______.
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Level 3 – children need very substantial ______.
Level 3 – children need very substantial ______.
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Professionals use other tools to find out what type of difficulties the child might have. ______ tools might not identify every autistic child, especially those who have milder signs of autism. ______ other tools include: Developmental Behaviour Checklist (DBC) and Psycho Educational Profile - Third Edition (PEP-3). It’s also good for the mother and the professionals they’re working with to know more about the child’s strengths and difficulties in thinking and learning. Professionals assess these strengths and difficulties differently depending on the child’s age: Developmental assessment – this is for children under four years old. Cognitive assessment (IQ test) – this is for children over four years old. ______ assessments can help professionals understand whether the child’s difficulties are caused by development delays or intellectual disability rather than autism. Most children will also have a communication and language assessment by a speech pathologist.
Professionals use other tools to find out what type of difficulties the child might have. ______ tools might not identify every autistic child, especially those who have milder signs of autism. ______ other tools include: Developmental Behaviour Checklist (DBC) and Psycho Educational Profile - Third Edition (PEP-3). It’s also good for the mother and the professionals they’re working with to know more about the child’s strengths and difficulties in thinking and learning. Professionals assess these strengths and difficulties differently depending on the child’s age: Developmental assessment – this is for children under four years old. Cognitive assessment (IQ test) – this is for children over four years old. ______ assessments can help professionals understand whether the child’s difficulties are caused by development delays or intellectual disability rather than autism. Most children will also have a communication and language assessment by a speech pathologist.
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These tools might not identify every autistic child, especially those who have milder signs of autism. These ______ tools include: Developmental Behaviour Checklist (DBC) and Psycho Educational Profile - Third Edition (PEP-3). It’s also good for the m______ and the professionals they’re working with to know more about the child’s strengths and difficulties in thinking and learning. Professionals assess these strengths and difficulties differently depending on the child’s age: Developmental assessment – this is for children under four years old. Cognitive assessment (IQ test) – this is for children over four years old. These assessments can help professionals understand whether the child’s difficulties are caused by development delays or intellectual disability rather than autism. Most children will also have a communication and language assessment by a speech pathologist.
These tools might not identify every autistic child, especially those who have milder signs of autism. These ______ tools include: Developmental Behaviour Checklist (DBC) and Psycho Educational Profile - Third Edition (PEP-3). It’s also good for the m______ and the professionals they’re working with to know more about the child’s strengths and difficulties in thinking and learning. Professionals assess these strengths and difficulties differently depending on the child’s age: Developmental assessment – this is for children under four years old. Cognitive assessment (IQ test) – this is for children over four years old. These assessments can help professionals understand whether the child’s difficulties are caused by development delays or intellectual disability rather than autism. Most children will also have a communication and language assessment by a speech pathologist.
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Professionals assess these strengths and difficulties differently depending on the child’s : Developmental assessment – this is for children under four years old. Cognitive assessment (IQ test) – this is for children over four years old. These assessments can help professionals understand whether the child’s difficulties are caused by development delays or intellectual disability rather than autism. Most children will also have a communication and langu assessment by a speech pathologist.
Professionals assess these strengths and difficulties differently depending on the child’s : Developmental assessment – this is for children under four years old. Cognitive assessment (IQ test) – this is for children over four years old. These assessments can help professionals understand whether the child’s difficulties are caused by development delays or intellectual disability rather than autism. Most children will also have a communication and langu assessment by a speech pathologist.
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Most children will also have a communication and language assessment by a ______ pathologist.
Most children will also have a communication and language assessment by a ______ pathologist.
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Study Notes
Signs and Symptoms of ASD
- To be diagnosed with ASD, children must have difficulties with social communication and restricted, repetitive behavior or interests.
- Symptoms must be present in early childhood and must be persistent.
Clinically Diagnosing ASD
- The DSM-5 lists the signs and symptoms of ASD and states that a certain number of symptoms must be present to confirm an ASD diagnosis.
- The diagnosis includes a severity ranking of level 1, 2, or 3, which indicates how much support the child needs.
Severity Ranking of ASD
- The severity ranking of ASD is used to show how much support children need.
- The ranking is categorized into level 1, 2, or 3.
Changes in DSM-5
- The DSM-5 replaced the old manual (DSM-IV) in May 2013.
- The DSM-5 has a single diagnosis of autism spectrum disorder, replacing the previous subdivisions of autistic disorder, Asperger's disorder, and pervasive developmental disorder-not otherwise specified (PDD-NOS).
- The DSM-5 also includes a separate diagnosis of social communication disorder.
Diagnostic Criteria for ASD
- To meet diagnostic criteria for ASD, a child must have persistent deficits in each of three areas of social communication and interaction.
- The child must also have at least two of four types of restricted, repetitive behaviors.
Restricted, Repetitive Behaviors or Interests
- Signs of difficulties in this area include:
- Lining toys up in a particular way over and over again.
- Speaking in a repetitive way (echolalia).
- Having very narrow and intense interests.
- Needing things to always happen in the same way.
- Having trouble with changing from one activity to another.
- Showing signs of sensory sensitivities.
Diagnosis of Other Disorders
- If children have symptoms that meet the criteria for other disorders, they will be diagnosed as having two or more disorders, such as autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD).
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Description
Test your knowledge of the signs and symptoms of Autism Spectrum Disorder (ASD) according to DSM-5. Learn to identify the key aspects required for clinically diagnosing ASD and understand the severity ranking of ASD.
