Autism Spectrum Disorders PDF

AUTISM SPECTRUM DISORDERS BANGAYAN, ESPIRITU, MISALANG, AND REY - PSY7C DEFINITION ESPIRITU Autism Spectrum Disorder Broader term for similar disorders. The APA recommends that in order to be diagnosed with autism s...

AUTISM SPECTRUM DISORDERS BANGAYAN, ESPIRITU, MISALANG, AND REY - PSY7C DEFINITION ESPIRITU Autism Spectrum Disorder Broader term for similar disorders. The APA recommends that in order to be diagnosed with autism spectrum disorder, the individual must meet the following three criteria: 1.) Persistent deficits in social communication and interactions. A. Marked deficits in nonverbal and verbal communication used for social interaction; B. Lack of social reciprocity C. Failure to develop and maintain peer relationships 2.) Restricted, repetitive patterns of behavior, interests, and activities, as manifested by at least TWO. A. Stereotyped motor or verbal behaviors, or unusual sensory behaviors B. Excessive adherence to routines and ritualized patterns of behavior C. Restricted, fixated interests 3.) Symptoms must be present in early childhood DEFINITION ESPIRITU Autism Spectrum Disorder  First large-scale epidemiological survey of autism (Lotter, 1966) prevalence rate of about 0.04% (1 out of 2,500). Several other surveys in the 1970s and 1980s found similar rates. U.S. Centers for Disease Control and Prevention (CDCP) PREVALENCE “official” prevalence figure, the rate of 1 in 110. Important points about prevalence rates of autism the prevalence is 4 times higher for boys than girls prevalence rate is higher for the European American population than it is for Latinos or African Americans ESPIRITU (Mandell et al., 2009).  Two scientifically tenable camps with respect to the increase in reported cases: 1. There hasn’t been an increase in the number of true cases A widening of the criteria used to diagnose autism PREVALENCE A greater awareness of autism in the general public “Diagnostic substitution” 2. , It might not account for all of the increase and, therefore, one can’t rule out the possibility that some other yet unknown ESPIRITU factors are causing a rise in the number of true cases  Early Causal Theories Asperger and Kanner believes in biological basis for autism For much of the twentieth century, it was widely speculated that parents, especially mothers, were the cause of their children’s CAUSES autism. Today's Causal Theories NEUROLOGICAL BASIS OF AUTISM SPECTRUM DISORDERS People with autism have a high incidence of brain seizures and cognitive deficits Disorder of neural networks ESPIRITU Brains and heads of young children with autism tend to grow suddenly and excessively starting perhaps as early as the first year of life  Today's Causal Theories Cont.. Have high levels of androgen GENETIC BASIS OF AUTISM SPECTRUM DISORDERS Scientific evidence for autism having a hereditary component is very strong. Child is diagnosed with autism, the chances are 15% CAUSES that his younger sibling will be also be diagnosed with autism. Monozygotic (identical, one egg) twin has autism, the chances are much greater that the other twin will also have autism than is the case with dizygotic (fraternal, two eggs) twins. tiny gene mutations—spontaneous deletions and/or duplications of genetic material ESPIRITU no single “autism gene” exists; multiple genes are involved  IDENTIFICATION REY The clinician uses criteria that Clinicians often use two focus on communication skills, instruments that are considered social interactions, and the “gold standards” for diagnosing repetitive and stereotyped autism: the Autism Diagnostic patterns of behavior. Observation Scale (ADOS) and the Autism Diagnostic Interview— Revised (ADI-R)  IDENTIFICATION REY Early Signs IMPAIRED SOCIAL INTERACTION Individuals with autism exhibit involve deficits in social responsiveness. PSYCHOLOGICAL AND BEHAVIORAL CHARACTERISTICS  IMPAIRED COMMUNICATION Children with autism lack communicative intent, or the desire to communicate for social purposes. Joint attention is the process by which one alerts another to a stimulus via nonverbal means, such as gazing or pointing. REPETITIVE AND STEREOTYPED PSYCHOLOGICAL AND PATTERNS OF BEHAVIOR Display stereotyped motor or verbal BEHAVIORAL behaviors: repetitive, ritualistic motor behaviors such as twirling, spinning CHARACTERISTICS objects, flapping the hands, and rocking.  IMPAIRED COGNITION Display cognitive deficits similar to those of people with intellectual disabilities. Autistic savants are individuals with autism that have extraordinary skills. PSYCHOLOGICAL AND ABNORMAL SENSORY PERCEPTIONS People with autism are either hyperresponsive or BEHAVIORAL hyporesponsive to particular stimuli in their environm Synaesthesia occurs when the stimulation of one CHARACTERISTICS sensory or cognitive system results in the stimulation of another sensory or cognitive systement.  ASPERGER SYNDROME IMPAIRED SOCIAL INTERACTION People with Asperger syndrome have so much difficulty in social interactions is that they aren’t adept at reading social cues. IMPAIRED COMMUNICATION SKILLS PSYCHOLOGICAL AND People with Asperger syndrome often BEHAVIORAL have problems with pragmatics, the social uses of verbal and nonverbal CHARACTERISTICS communication skills.  Unifying Theory of Autism Spectrum Disorders EXECUTIVE FUNCTIONS Include working memory, self-regulation of emotions, and the ability to plan ahead CENTRAL COHERENCE Refers to the natural inclination for most people to bring order and meaning to information in their environment by perceiving it as a meaningful PSYCHOLOGICAL AND whole rather than as disparate parts. BEHAVIORAL CHARACTERISTICS THEORY OF MIND Refers to a person’s ability to take the perspective of other people.  Educational Considerations Presented by Ma. Jessa H. Misalang  The characteristics of autism spectrum disorders are quite varied autism’s symptoms are so unusual and so resistant to remediation, it’s been fertile ground for faddish and unproven treatment methods. As one authority has put it: The ASD [autism spectrum disorders] field is particularly well known for its willingness to embrace and/or maintain a liberal tolerance toward unproven and controversial interventions and treatments. A number of these purportedly effective methods appear to have neither empirical nor logical foundation. (Simpson, 2004, p. 139) Programming Principles for Students with Autism Spectrum Disorders Most agree that educational programming for students with autism spectrum disorders should include: 1.Direct instruction of skills - Effective instruction for students with autism spectrum disorders usually requires a highly structured, directive approach that uses basic principles of behavioral psychology for analyzing tasks and how best to teach them. Applied behavior analysis (ABA) is a highly structured approach that focuses on teaching functional skills and continuous assessment of progress. 2. Instruction in natural settings -Educators of students with autism spectrum disorders are increasingly emphasizing applying behavioral psychology in natural settings and in natural interactions—the kinds of settings and interactions that children without disabilities enjoy. Researchers are constantly trying to make better instructional use of the natural interactions by which children normally learn language and other social skills 3. Behavior management -when needed, using functional assessment and positive behavioral intervention and support -students with autism spectrum disorders, especially those with severe levels of autism, sometimes display highly inappropriate behaviors, such as biting, hitting, or screaming. ·Combination of functional behavioral assessment (FBA) and positive behavioral intervention and support (PBIS) may reduce or eliminate these behaviors PBIS involves finding ways to support positive behaviors of students rather than punishing negative behaviors. It focuses on the total environment of the student, including instruction  Examples of Educational Programs for Students with Autism Spectrum Disorders  Pivotal response teaching (PRT) -This is based on the assumption that some skills are critical, or pivotal, for function in other areas. Thus, by focusing intervention on these pivotal skills, the effects of the intervention can more easily spread to other skill areas -Some of these pivotal areas are motivation, self-management, initiations and responding to multiple cues—all areas of difficulty for many persons with autism spectrum disorders  Picture Exchange Communication System (PECS) -A significant number of children with autism have difficulty acquiring speech. It’s estimated that one third to one half of children with autism lack functional communication (National Research Council, 2001) -Teachers can use augmentative and alternative communication systems such as sign language, voice-output communication aids (VOCA), or symbols and pictures to supplement or support communication development. -The Picture Exchange Communication System (PECS) is one augmentative and alternative communication (AAC) system that educators have successfully used to support the communication needs of individuals with autism   * Social Stories for Adolescents - Teachers can create their own social stories to address inappropriate social behaviors of students with autistic spectrum disorders.  Service Delivery Model Currently, the most popular some of the effective placement for students with Autism Spectrum instruction of children autism is in a self-contained Disorder Inclusion classroom. About 42% of with autism spectrum Collaboration model students with autism are in disorders requires one- (Simpson, deBoer-Ott, & separate classes, about 29% on-one teaching or are primarily in general Smith-Myles, 2003; (see the accompanying teaching in very small education classrooms, about 18% are in resource rooms, Making It Work feature, groups, and sometimes about 10% are in separate “Collaboration and Co- this can’t be done schools, and about 1% effectively in the general Teaching”). percent are in residential education classroom facilities.  ASSESSMENT OF PROGRESS Two critical areas of assessment for students with autism spectrum disorders are progress in language development and social/adaptive behavior.  ·Monitoring Progress in Language Development -The National Institute on Deafness and Other Communication Disorders convened a work group that determined that assessment of expressive language, particularly for young children with autism spectrum disorders, should include measures from multiple sources (Tager-Flusberg et al., 2009). These sources include natural language samples collected in various communicative contexts, parent report via questionnaire or interviews, and direct assessment through standardized measures. The content of language assessments should be comprehensive, including measures of phonology, vocabulary, syntax, and pragmatics.  01 sensory/perceptual approach behaviors, · Monitoring Progress in 02 ritualisms/ resistance to change Social/Adaptive 03 social pragmatic problems, Behavior 04 semantic/pragmatic problems, The PDD Behavior Inventory (PDDBI) (Cohen & Sudhalter, 2005) is designed to monitor progress in social/adaptive behavior of students two to twelve 05 arousal regulation problems years old. It includes parent and teacher versions and assesses the following domains of maladaptive behavior: 06 specific fears, and 07 aggressiveness -The Social Responsiveness Scale (SRS) (Constantino & Gruber, 2005) is a parent/ teacher scale that may be used to monitor progress in social/adaptive behavior (social awareness, social information processing, reciprocal social communication, social anxiety, and avoidance). The SRS evaluates the severity of social impairment of individuals with autism spectrum disorders between the ages of four and eighteen -The Autism Social Skills Profile (ASSP) (Bellini & Hopf, 2007) is a standardized outcome measure that examines social skills of children and adolescents with autism spectrum disorder. The ASSP is completed by teachers or parents and includes three subscales: (1) Social Reciprocity, (2) Social Participation/Avoidance, and (3) Detrimental Social Behaviors -The Childhood Autism Rating Scale (CARS) (Schopler, Reichler, & Renner, 1988) is frequently used for screening and diagnostic purposes and can also be used to evaluate the effectiveness of interventions (Cohen et al., 2003). CARS focuses on behaviors that deviate from children developing typically and is appropriate for children over 2 years old.  Alyza Jane Bangayan Early Intervention Most early intervention programming focuses on children with relatively severe degrees of autism spectrum disorders, such as autism, rather than milder degrees, such as Asperger syndrome.  EARLY INTERVENTION Entry into intervention programs as soon as an autism spectrum diagnosis is seriously considered Active engagement in intensive instructional programming for a minimum of the equivalent of a full school day, 5 days a week, with full-year programming. Repeated, planned teaching opportunities generally The National Research organized around relatively brief periods of time for the youngest children, including sufficient amounts Council (NRC) (2001) of adult attention in one-to-one and very small group instruction to meet individualized goals Inclusion of a family component, including parent training Low student–teacher ratios Mechanisms for ongoing program evaluation and assessments of individual children’s progress, with results translated into adjustments in programming TRANSITION TO ADULTHOOD Alyza Jane Bangayan  Transition Programming for People with Autism Person-centered planning- person with the disability is encouraged to make her own decisions. Community residential facilities Supported living Competitive employment or supported competitive employment. Transition Programming for People with Asperger Syndrome Research suggests that the social interaction issues for people with Asperger syndrome tend to increase as they reach adolescence and adulthood One way of approaching deficits in social interaction is to consider a continuum from social survival skills to social competence. In many cases, the person with Asperger syndrome may be misunderstood because he is intelligent but engages in eccentric behaviors. Thank you! Do you have any questions?