Understanding Autism Spectrum Disorders (ASD)

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Questions and Answers

What is the primary purpose of Behavioral Intervention Plans (BIP)?

  • To identify students with disabilities
  • To create formal plans based on FBA findings (correct)
  • To reduce the need for communication skills
  • To remove students from inclusive settings

Which approach focuses on integrating students with ASD into general education settings?

  • Functional Behavioral Assessment
  • Behavioral Supports
  • Supported employment
  • Inclusive education (correct)

What has research consistently found regarding vaccines and autism?

  • The MMR vaccine increases autism risk
  • Vaccines are a leading cause of autism
  • There is no link between vaccines and autism (correct)
  • Thimerosal in vaccines triggers autism symptoms

What is the purpose of Functional Behavioral Assessment/Analysis?

<p>To identify the function of problem behaviors (D)</p> Signup and view all the answers

What is not a characteristic of Least Restrictive Environment (LRE)?

<p>Providing specialized education outside mainstream classrooms (D)</p> Signup and view all the answers

What is one significant change introduced in the DSM-5 regarding autism diagnoses?

<p>Consolidation of separate diagnoses into Autism Spectrum Disorder. (A)</p> Signup and view all the answers

Which assessment method focuses on the function of a behavior rather than its topography?

<p>Functional Behavioral Assessment. (B)</p> Signup and view all the answers

What is the primary focus of Early Intensive Behavioral Intervention (EIBI)?

<p>Targeting developmental skills in children under age 5. (A)</p> Signup and view all the answers

Which of the following characteristics is NOT a common aspect of Autism Spectrum Disorder?

<p>Intensity of fears or phobias. (D)</p> Signup and view all the answers

What percentage of boys are diagnosed with autism compared to girls?

<p>Boys are nearly 4 times more likely than girls. (D)</p> Signup and view all the answers

Which teaching method uses visual supports to facilitate learning?

<p>TEACCH. (A)</p> Signup and view all the answers

What is the purpose of the Adaptive Behavior (Vineland) assessment?

<p>To assess personal, social, and adaptive skills. (B)</p> Signup and view all the answers

What type of interventions helps in promoting social skills in individuals with ASD?

<p>Peer-mediated interventions and role-playing. (D)</p> Signup and view all the answers

Which of the following is a characteristic commonly associated with autism?

<p>Resistance to environmental change (B)</p> Signup and view all the answers

What is meant by 'persistent deficits in social communication' in the context of Autism Spectrum Disorders?

<p>Inability to recognize emotions in others (C)</p> Signup and view all the answers

Which of the following criteria is NOT part of the DSM-5 definition of Autism Spectrum Disorders?

<p>Symptoms must be diagnosed before age 12 (A)</p> Signup and view all the answers

What does 'social-emotional reciprocity' entail regarding social interactions in individuals with autism?

<p>Difficulty in turn-taking during conversations (C)</p> Signup and view all the answers

In the context of autism, what would 'echolalia' refer to?

<p>Repeating phrases or sounds heard from others (A)</p> Signup and view all the answers

Which additional specifier can be associated with Autism Spectrum Disorders?

<p>With or without accompanying language impairment (D)</p> Signup and view all the answers

What does the term 'hyper-reactivity to sensory input' refer to in individuals with autism?

<p>Excessive distress in response to certain sounds (D)</p> Signup and view all the answers

What is the implication of 'exclusion of other conditions' in diagnosing Autism Spectrum Disorders?

<p>Symptoms must not be explained by another developmental delay (D)</p> Signup and view all the answers

Flashcards

IDEIA Definition of Autism

Autism means a significant developmental disability affecting verbal and nonverbal communication and social interaction, typically evident before age three, with negative impact on a child's education.

DSM-5 Definition of Autism

ASD is characterized by persistent problems in social communication and interaction across various situations, accompanied by limited, repetitive behaviors, interests, or activities.

Deficits in Social-emotional Reciprocity

Difficulty engaging back-and-forth in conversations or sharing interests and emotions.

Deficits in Nonverbal Communicative Behaviors

Challenges with nonverbal communication like eye contact, body language, or facial expressions.

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Deficits in Developing Relationships

Struggles with adjusting to social situations, engaging in imaginative play, or building friendships.

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Stereotyped Behaviors

Repetitive movements, speech, or object use, such as echoing words or lining up objects.

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Insistence on Sameness

Distress over changes in routines or rigid thinking patterns, leading to difficulties with flexibility.

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Fixated Interests

Strong interests with unusual intensity or focus, often leading to exclusive focus on specific topics.

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Functional Behavioral Assessment (FBA)

A method used to understand why a student with ASD engages in challenging behavior, helping to design effective interventions.

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Behavior Intervention Plans (BIP)

Formal plans based on FBA findings, teaching and reinforcing positive behaviors for students with ASD.

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Least Restrictive Environment (LRE)

Educating students with disabilities alongside their peers in general education settings as much as possible.

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Inclusive Education

Supporting integration of students with ASD into general education classrooms, including accommodations

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Supported Employment

Provides job coaching and resources to assist individuals with ASD in finding and maintaining employment.

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ADI-R (Autism Diagnostic Interview-Revised)

A structured caregiver interview assessing communication, social interaction, and restricted/repetitive behaviors.

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ADOS (Autism Diagnostic Observation Schedule)

An observational assessment that analyzes communication, social interaction, play and restricted behaviors.

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DSM-5 Changes for Autism Diagnosis

Combines previous diagnoses like Asperger’s and Autistic Disorder into one spectrum of varying severity levels.

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Vocational Assessment for ASD

Identifies strengths, interests, and support needs to determine a fulfilling career path for individuals with ASD.

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Functional Curriculum for ASD

Focuses on life skills, independence, and practical learning uniquely tailored for each individual.

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Early Intensive Behavioral Intervention (EIBI)

Emphasizes developmental skills in children under 5, aiming for early intervention.

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TEACCH (Structured Teaching)

Employs visual supports for learning, promoting understanding and communication.

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Study Notes

Autism Spectrum Disorders (ASD) Definitions

  • ASD is a developmental disability impacting verbal and nonverbal communication and social interaction
  • Often evident before age 3, it negatively affects educational performance
  • Characteristics include repetitive activities, stereotyped movements, and resistance to change
  • Unusual responses to sensory experiences are also common characteristics

Persistent Deficits in Social Communication and Interaction

  • Social-emotional reciprocity: Difficulty with back-and-forth conversations and sharing of interests/emotions
  • Nonverbal communicative behaviors: Issues with eye contact, body language, and facial expressions
  • Developing/Maintaining Relationships: Challenges in understanding social contexts, imaginative play, and making friends

Restricted, Repetitive Patterns of Behavior, Interests, or Activities

  • Stereotyped movements, speech, or use of objects
  • Insistence on sameness/inflexible routines
  • Highly focused, restricted interests with abnormal intensity
  • Hyper/hyporeactivity to sensory input or unusual sensory interests

Early Developmental Period

  • Symptoms present in early childhood, becoming more noticeable as social demands increase
  • Symptoms significantly impair daily functioning in social, occupational, or other important areas

Exclusion of Other Conditions

  • Symptoms not explained by intellectual disability or global developmental delay
  • Social communication evaluated relative to developmental level

Additional Specifiers

  • Language impairment
  • Intellectual impairment
  • Associated medical, genetic, or environmental factors
  • Neurodevelopmental, mental, or behavioral disorders
  • Difficulty in awareness of surroundings (catatonia)

Identification of ASD (Methods)

  • ADI-R: Structured caregiver interview assessing communication, social interaction, and restricted/repetitive behaviors
  • ADOS: Observational assessment of communication, social interaction, play, and restricted behaviors

DSM-5 Diagnostic Criteria Changes

  • Combining diagnoses (e.g., Autistic Disorder, Asperger's Syndrome) into one spectrum disorder
  • Severity levels (1, 2, 3) indicate support needs

Incidence/Prevalence

  • 1 in 36 children diagnosed with autism
  • Boys are more likely to be diagnosed (nearly 4 times more likely than girls)

Functional Behavioral Assessment (FBA)

  • Understanding the function of behavior, not just the behavior itself
  • Defining behaviors precisely for accurate understanding by others
  • Used to develop effective interventions

Adaptive Behavior (Vineland Scale)

  • Measures communication, daily living skills, and socialization abilities

Vocational Assessment

  • Identifies strengths, interests, and support for career development

Speech and Language, Social Assessments

  • Evaluating communication challenges (expressive/receptive language, pragmatics, social interaction)

Evidence-Based Interventions/Methods

  • Applied Behavior Analysis (ABA): Reinforces desired behaviors, reducing problematic ones
  • Early Intensive Behavioral Intervention (EIBI) for young children
  • TEACCH (Structured Teaching): Utilizing visual supports for learning
  • Social Stories: Narratives for teaching social skills
  • Peer-mediated interventions, video modeling, role-playing

Importance of Early Intervention (EIBI)

  • Significantly improves developmental outcomes for children with ASD

Functional Curriculum

  • Tailored life skills, independence, and practical learning for students with ASD

Behavioral Supports

  • Functional Behavioral Assessment/Analysis: Identifying problem behavior function to create effective interventions
  • Behavior Intervention Plans (BIP): Formal plans to teach and reinforce positive behaviors
  • Least Restrictive Environment (LRE): Inclusive education in a setting most appropriate to student needs

Inclusive Education and Employment

  • Supported inclusion integrates students with ASD into general education with accommodations
  • Supported employment provides job coaching and workplace resources for success

Current Issues: Autism and Vaccines

  • No link between vaccines and autism established by large-scale studies

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Autism Spectrum Disorders PDF

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