PROPOSED REVISION FOR DSM - V ____ disorder removed from autism category All pervasive developmental disorders will be called _________________ Minor changes to criteria
Definition of Autism a _______________ that appears by age _____ and that is variable in expression but is recognized and diagnosed by impairment of the ability to form normal ___________, by impairment of the ability to _________ with others, and by _________ behavior patterns especially as exhibited by a preoccupation with ________ activities of _________ focus rather than with flexible and imaginative ones
DEFINITION - Educational A ____ development disorder characterized by impairments in ________________, ___________, and restricted and repetitive behavior, typically appearing during the ____ _______________.
Etiology of Autism ___________ Some Speculate –_____________ –_______ –______________ –________
CAUSES OF AUTISM No one knows __________, but the _____ develops differently in people with _____. It is now widely accepted by scientists that a predisposition to autism is _________. It is likely that both _______ and ____________ play a role.
GENETICS Researchers have identified a number of ____ associated with ASD. Identical twin studies show that when one twin is affected there is up to ___ chance the other twin will be affected. In families with one child with ASD, the risk of having a second child with the disorder is approximately ___.
ENVIRONMENTAL FACTORS A number of pre or post-natal environmental factors have been claimed to contribute to ASD or exacerbate it’s symptoms with little evidence to support these claims –Certain ______ (Glutton free diets) –_____________ –____________ (Detox methods) –___________
EARLY WARNING SIGNS: No big smiles or other warm, joyful expressions by ___months of age or after No back and forth sharing of sounds, smiles, or other facial expressions by __ months of age No babbling by __ months of age No back and forth gestures such as pointing, showing, reaching, or waving by ___ months of age
WARNING SIGNS (con’t) Lack of _______ and __________ No words by __ months of age No meaningful two word phrases (not including imitating or repeating) by __years of age Any loss of speech, babbling, or social skills at ______
SOCIAL RECIPROCITY Definition: ______________________ _____________________
Social Aspects of Communication Lack of _______ Lack of complex ______ communication (use contact gestures instead) Lack of _______________ Poor ____ of communication Lack of _________ in communication Absence of ___________ Poor language __________ Deficits in ___________
Early Indicators of Autism - 116 Development of Speech Language ____are present ________
LITERACY SKILLS Difficulty observing or imitating _______ use of books Limited understanding or use of _____ _________ Poor reading _________ ________ – often know letters at a young age and can be taught to read in spite of their language difficulties
Proposed Theories to Explain Reading Difficulties (Lanter & Watson 2008) ____________ difficulties interfere with text comprehension Weak central ______ interferes with their ability to make ________ and derive meaning from text ______________ deficits make it difficult for ASD children to adapt to new situations and interferes with their ability to handle change in materials they are reading
Strategies to Facilitate Literacy in ASD Children See pages 120-124 of text
Other Diagnoses on the Autism Spectrum & Associated Disorders Asperger Syndrome & High Functioning Autism characteristics: –No significant delays in _____________ –No significant delays in ______ development before the age of _____ –Severe and sustained deficits in ________ –Development of _________________ _____________________________
ASPERGER SYNDROME DSM-IV Qualitative impairments in ___________ Restricted repetitive and stereotyped patterns of ______, _______, and _______ Clinically significant impairments in _____, __________, or other important areas of functioning
Six Criteria for Diagnosing Asperger Syndrome Impairments in –______ social interaction –________ development –Self-imposed ________ –Speech and language ________ –_________ communication –_____ performance
Rhett’s Syndrome ________ disorder that affects only ____ Typical development in first few _____ of life, with loss of skills at ____ months. Loss of functional use of ____, and the development of persistent ___________ Clinical presentation closely resembles children with ____
Childhood Disintegrative Disorder (CDD) ______ development of verbal, nonverbal, social, adaptive and play skills, and behavior up to age __and then show a ____. Different from Classic Autism –Age of _____ –____________ –______ –________
Assessment & Diagnosis Comprehensive Assessment of Autism includes input from the following professionals: –____________ –_____________
Autism Assessments ADOS – A____ D______ O______ S______ –________ assessment –Toddler to ____ –4 module of this assessment Preverbal/single words Phrase speech Fluent speech – child/adolescent High functioning adolescents and adults
Treatment ABA (______________): Based on ______ conditioning Using the supposition of antecedent and ___________. Shaping- rewarding _____ behaviors.
SCERTS Developed in _____ Social-Communication, Emotional Regulation, Transactional Supports __________ approach to intervention that emphasizes the use of _________ communication in _________ setting activities that occur as a part of daily routines