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Questions and Answers
Which of the following is NOT one of the restricted and repetitive behaviors as defined by DSM-5?
Which of the following is NOT one of the restricted and repetitive behaviors as defined by DSM-5?
Level 1 in the severity dimension of ASD requires no support.
Level 1 in the severity dimension of ASD requires no support.
False
What do the severity levels in DSM-5 indicate regarding support needs?
What do the severity levels in DSM-5 indicate regarding support needs?
They indicate the amount of support needed, from Level 1 (requiring support) to Level 3 (requiring very substantial support).
A core feature of ASDs includes restricted and repetitive patterns of behaviors or interests, which must include at least two of the following: stereotyped motor movements, insistence on _______, and highly restricted interests.
A core feature of ASDs includes restricted and repetitive patterns of behaviors or interests, which must include at least two of the following: stereotyped motor movements, insistence on _______, and highly restricted interests.
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Match the following features with their descriptions:
Match the following features with their descriptions:
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What disorder may qualify for a diagnosis of Social (Pragmatic) Communication Disorder according to the DSM-5?
What disorder may qualify for a diagnosis of Social (Pragmatic) Communication Disorder according to the DSM-5?
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Asperger's Disorder is still recognized as a separate diagnosis in the DSM-5.
Asperger's Disorder is still recognized as a separate diagnosis in the DSM-5.
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What gene is associated with Rett's disorder?
What gene is associated with Rett's disorder?
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Rett's disorder is characterized by the loss of purposeful hand movements, replaced by __________.
Rett's disorder is characterized by the loss of purposeful hand movements, replaced by __________.
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Match the following disorders with their key characteristics:
Match the following disorders with their key characteristics:
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Study Notes
Restricted and Repetitive Behaviors (RRBs) in ASDs
- ASDs feature restricted and repetitive patterns, including motor movements, insistence on routines, fixated interests, and sensory reactions.
- Symptoms severity is categorized in DSM-5 from Level 1 (support needed) to Level 3 (very substantial support).
- Language disorder and intellectual disability are classified separately as ancillary features.
DSM-5 Diagnostic Criteria
- Social communication and interaction impairments require all criteria present:
- Impaired social-emotional reciprocity.
- Deficient nonverbal communication.
- Difficulty in maintaining peer relationships.
- At least two RRB characteristics must be identified:
- Repetitive behaviors or speech.
- Insistence on sameness and unique interests.
- Sensory interests.
Diagnostic Changes and Historical Context
- Asperger’s Disorder is no longer a separate diagnosis in DSM-5, previously defined by impaired social ability and RRBs without language delays.
- Controversy persists on the distinction between autistic disorder and Asperger's regarding genetics, treatment, and outcomes.
- Rett’s Disorder, affecting primarily females (1 in 10,000–15,000), is marked by typical early development followed by motor and social skills regression, often involving repetitive hand movements.
Cognitive and Social Processing Impairments
- Individuals with ASD may experience difficulties in executive functioning, affecting working memory, inhibition, and self-monitoring.
- Weak central coherence theory suggests challenges in processing information globally, leading to difficulties in abstract thinking and problem-solving.
- Social motivation theories indicate reduced inclination to engage with social stimuli, impeding typical social skill development.
- Poor “theory of mind” affects understanding others' thoughts and intentions, complicating social interactions.
Risk Factors and Etiology
- High heritability of autism is supported by twin studies; genetic polymorphisms and environmental influences may contribute.
- Risk factors include being a younger sibling of an affected child, premature birth, advanced paternal age, and obstetric complications.
Epidemiology and Prevalence
- Autism prevalence has increased over the past 30 years, with CDC reporting one in 68 children affected; boys (1 in 42) are more commonly diagnosed than girls (1 in 189).
- Debate exists about whether the increase reflects true prevalence rises or improved diagnostic practices and awareness.
- The male-to-female ratio of ASDs is approximately 4:1, though it approaches 2:1 in those with moderate to severe intellectual disabilities.
Life Expectancy and Mortality
- Individuals with ASDs experience reduced life expectancy, with increased mortality linked to seizures and accidents (suffocation, drowning).
- Elevated death rates are particularly significant among those with severe intellectual disabilities.
Screening Tools
- Modified Checklist for Autism in Toddlers (M-CHAT) identifies elevated autism risk; broad developmental screening is recommended at various ages.
- Childhood Autism Rating Scale (CARS) assesses autism severity through a 15-item behavioral rating scale.
Presentation and Progression
- ASD can be reliably diagnosed by 18–24 months; signs may appear as early as 6 months.
- Behavior presentation varies significantly across individuals and development, with distinct stages seen primarily in Rett’s disorder.
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Description
This quiz focuses on the restricted and repetitive behaviors (RRBs) and interests that are core features of Autism Spectrum Disorders (ASDs) as outlined in the DSM-5. Participants will explore definitions and examples of these behaviors, which include stereotyped movements and insistence on sameness. Understanding these characteristics is crucial for professionals working with individuals with ASDs.
