Podcast
Questions and Answers
At what stage of development does the neuropathology of autism begin?
At what stage of development does the neuropathology of autism begin?
- Toddlerhood
- Infancy
- Adolescence
- Prenatal or perinatal period (correct)
What is the increased chance of the other twin having ASD if one identical twin has ASD?
What is the increased chance of the other twin having ASD if one identical twin has ASD?
- 36% to 95% (correct)
- 51% to 70%
- 71% to 95%
- 36% to 50%
What is the risk of developing ASD in a sibling if one child has ASD?
What is the risk of developing ASD in a sibling if one child has ASD?
- 20%
- 31% (correct)
- 10%
- 50%
What is the name of the gold-standard tool used to diagnose ASDs?
What is the name of the gold-standard tool used to diagnose ASDs?
At what age can the Autism Diagnostic Observation Schedule (ADOS) be administered?
At what age can the Autism Diagnostic Observation Schedule (ADOS) be administered?
What is one of the populations at risk for developing ASDs?
What is one of the populations at risk for developing ASDs?
When do children with autism or PDD-NOS typically present with language delays?
When do children with autism or PDD-NOS typically present with language delays?
What is the duration of the Autism Diagnostic Observation Schedule (ADOS) assessment?
What is the duration of the Autism Diagnostic Observation Schedule (ADOS) assessment?
What is a common tonal abnormality observed in children with ASDs?
What is a common tonal abnormality observed in children with ASDs?
Why is it essential to identify cognitive impairments in children with ASDs?
Why is it essential to identify cognitive impairments in children with ASDs?
What is the primary goal of structuring the physical therapy treatment sessions for children with ASDs?
What is the primary goal of structuring the physical therapy treatment sessions for children with ASDs?
How can clinicians ensure that children with ASDs understand and comply with instructions?
How can clinicians ensure that children with ASDs understand and comply with instructions?
What is the significance of identifying sensory modulation impairments in children with ASDs?
What is the significance of identifying sensory modulation impairments in children with ASDs?
Why is it essential to remove or cover distractors in the room during physical therapy sessions?
Why is it essential to remove or cover distractors in the room during physical therapy sessions?
What is the significance of identifying key motor impairments in children with ASDs?
What is the significance of identifying key motor impairments in children with ASDs?
What is the primary objective of using visual models and hand-on-hand instruction in physical therapy sessions?
What is the primary objective of using visual models and hand-on-hand instruction in physical therapy sessions?
What is the benefit of using group activities when teaching a child with autism?
What is the benefit of using group activities when teaching a child with autism?
Why is it important to determine what works best for the child?
Why is it important to determine what works best for the child?
What should you do before giving instructions to the child?
What should you do before giving instructions to the child?
What should you do if the child doesn't move correctly after the instruction?
What should you do if the child doesn't move correctly after the instruction?
Why is it essential to allow for free movement and improvisational activities?
Why is it essential to allow for free movement and improvisational activities?
What is the benefit of waiting after providing initial instructions?
What is the benefit of waiting after providing initial instructions?
Why is it important to allow the child to choose a theme or activity?
Why is it important to allow the child to choose a theme or activity?
What is the purpose of using external props in an activity?
What is the purpose of using external props in an activity?
What is the purpose of using a picture schedule or verbal commands?
What is the purpose of using a picture schedule or verbal commands?
What should be considered when varying the routine of a child?
What should be considered when varying the routine of a child?
What is important for motor learning and should be encouraged within and across sessions?
What is important for motor learning and should be encouraged within and across sessions?
What can facilitate generalization to a different space and a different caregiver?
What can facilitate generalization to a different space and a different caregiver?
Who can be used as models for the child?
Who can be used as models for the child?
What is the purpose of putting up a rules sheet or listing of activities?
What is the purpose of putting up a rules sheet or listing of activities?
What should be used to communicate with a nonverbal child?
What should be used to communicate with a nonverbal child?
Why is repetition important?
Why is repetition important?
What is a common motor stereotypy exhibited by children with autism?
What is a common motor stereotypy exhibited by children with autism?
Why do children with ASDs cover their eyes or ears?
Why do children with ASDs cover their eyes or ears?
What is a characteristic of walking patterns in children with ASDs?
What is a characteristic of walking patterns in children with ASDs?
What is a common impairment in children with ASDs during functional activities?
What is a common impairment in children with ASDs during functional activities?
What is a core social impairment in autism?
What is a core social impairment in autism?
What is a common finding in children with ASDs during standardized motor measures?
What is a common finding in children with ASDs during standardized motor measures?
What is a characteristic of children with ASDs in terms of strength and tone?
What is a characteristic of children with ASDs in terms of strength and tone?
What is a finding in infants who later developed ASDs?
What is a finding in infants who later developed ASDs?
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Study Notes
Autism Spectrum Disorders (ASDs)
- ASDs are a neurodevelopmental disorder characterized by impairments in social interaction, verbal and nonverbal communication, and restricted behaviors and interests.
- Most children with ASDs also have significant perceptuo-motor impairments that require assessment and intervention.
Etiology and Risk Factors
- The neuropathology of autism begins during the prenatal or perinatal period of development.
- Genetics is a risk factor, with twin studies showing a 36%-95% chance of ASD in one identical twin if the other has ASD.
- Other risk factors include premature birth, older parents, and exposure to certain medications during gestation.
Diagnosis and Prognosis
- Children with ASDs typically present with language delays between 2-3 years of age.
- Trained clinicians use the Autism Observation Schedule (ADOS) to diagnose ASDs, which evaluates social reciprocity, communication, and stereotypical behaviors.
- The ADOS can be administered to individuals from 12 months to adulthood.
Impairments
- Motor impairments in ASDs include:
- Motor stereotypies (e.g., repetitive behaviors, object-related behaviors)
- Sensory overresponsiveness (e.g., covering eyes or ears)
- Resistance to change and compulsive behaviors
- Impaired motor coordination and arm function
- Poor use of hand and body gestures
- Gait and balance impairments in ASDs include:
- Ataxic or parkinsonian walking patterns
- Toe-walking
- Impaired static and dynamic balance
- Strength and tone impairments in ASDs include:
- Poor hand muscle strength
- Abnormal reflexes
- Hypotonia (especially in school-age children)
Evaluation and Synthesis
- Convey evaluation instructions in a manner the child can comprehend (e.g., using picture schedules, simplifying verbal commands)
- Identify cognitive impairments that affect motor activities (e.g., focus, hyperactivity, intellectual level)
- Identify sensory modulation impairments that affect engagement
- Identify key motor impairments and prioritize goals based on the child's and family's needs
Structuring Physical Therapy Treatment Sessions
- Principles for structuring physical therapy treatment sessions include:
- Structuring the environment (e.g., using just the right amount of space, limiting materials)
- Using various means of communication (e.g., verbal instructions, sign language, visual picture schedules)
- Repetition and practice (e.g., within and across sessions, with caregivers)
- Prompting and modeling (e.g., using peers, paraprofessionals, or caregivers to model actions)
- Active engagement (e.g., allowing for free movement and improvisational activities)
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