Sharing Emotion Shares affect vs. Does not share or reduced sharing The Emotional Signaling Component

Signals Emotion through a variety of facial expressions, appropriate to the situation Signals affect appropriately vs. Flat affect The Emotional Signaling Component

Signals affect appropriately The Emotional Signaling Component

Signals affect appropriately The Emotional Signaling Component

Signals affect appropriately The Emotional Signaling Component

Flat affect The Emotional Signaling Component

Flat affect The Emotional Signaling Component

Flat affect The Emotional Signaling Component

BUT There are some children with autism who are happy and outgoing. They appear social but they lack the ability to sustain social interaction.

Social Interaction Behaviors What are the COMPONENTS? 1. Social Interest: How does a child show that they are interested in and “tuned in” to other people? 2. Emotional Expression or Signaling: How does a child share emotions and how “readable” are they? 3. Capacity for Interaction: How much “back and forth” can they do?

Imitation: Spontaneous and frequent Imitates easily and frequent vs. Low rate of imitation The Interactive Component

Spontaneous Turn-taking Takes turns easily vs. Low rate of and frequently turn-taking The Interactive Component

SUSTAINED SOCIAL INTERACTION The Interactive Component

The Behaviors Social Interaction Communication Repetitive Behaviors

Communication Behaviors What are the COMPONENTS? 2. Social language: Coordinating verbal and nonverbal 3. Social language: Communicative intent: Having different types of messages 4. Presence of atypical language 1. Degree of Language Delay

severe mild No spoken language into adulthood Speaking by 2-3 years with persisting characteristic differences (regression between 15 and 24 months) Continuum of Communication Delay in Autism Spectrum Disorder Degree of language delay

Communication Behaviors What are the COMPONENTS? 1. Degree of Language Delay 2. Social language: Coordinating verbal and nonverbal 3. Social language: Communicative intent: Having different types of messages 4. Presence of atypical language

SOCIAL USE OF LANGUAGE: How child uses language in interaction with other people LANGUAGE DELAY: Delay in acquiring words, phrases, sentences, grammar, etc.

SOCIAL USE OF LANGUAGE WHAT IT DOES FOR THE CHILD: Regulates others’ behavior Engages others interpersonally Carry on a sustained, reciprocal conversation HOW IT DOES IT: Combines verbal and nonverbal means to be an effective communicator Conveys a variety of types of messages

COORDINATING COMMUNICATION MODALITIES 1.VOCAL/VERBALIZATION 2.EYE CONTACT, GAZE SHIFT, FACIAL EXPRESSION 3.GESTURES SOCIAL USE OF LANGUAGE

1.VOCAL/VERBALIZATION 2.EYE CONTACT, SHIFT, EXPRESSION 3.GESTURES “Unnh.” “Open?” SOCIAL USE OF LANGUAGE

Age at which this develops: 12 To 18 months USING AND COMBINING MODALITIES:

INTENTIONAL COMMUNICATION: Having a variety of things you can DO with your communications Requesting an object or action Commenting on an object or action Answering Greeting Negating/refusing Protesting Acknowledging other’s communication

SOCIAL USE OF LANGUAGE: Different Messages

SOCIAL USE OF LANGUAGE Age at which this develops: 12 To months COMMUNICATIVE INTENTION REPERTOIRE:

Communication Behaviors What are the COMPONENTS? 1. Degree of Language Delay 2. Social language: Coordinating verbal and nonverbal 3. Social language: Communicative intent: Having different types of messages 4. Presence of atypical language

ECHOLALIA SCRIPTING INSTRUMENTAL COMMUNICATION ATYPICAL BABBLING OR JARGONING Atypical Language

Communication Atypical Language

The Behaviors Social Interaction Communication Repetitive Behaviors

What are they? Research : 3-5 categories “Lower” vs. “Higher” Physical sensation vs. Obsessions

An Organizational system for Observation

Repetitive Behaviors

SENSORY BEHAVIORS: Seeking or avoiding TACTILE: Avoids: Light touches, unexpected touches, sensations against skin, certain clothing and clothing tags, certain tastes and textures in the mouth--may lead to diet restriction Seeks: Deep pressure, certain sensations and textures controlled by the child himself.

SENSORY BEHAVIORS: Seeking or avoiding AUDITORY: May be averse to: Noisy environments, or very particular sounds May Seek: Unusual sounds that the child makes himself, sounds he produces himself by banging on toys, pushing buttons.

SENSORY BEHAVIORS: Seeking or avoiding TASTE, SMELL:

Screening: the Vocabulary Broad-band vs. autism-specific Broad-band screens for developmental delay = DEVELOPMENTAL SURVEILLANCE

Ages & Stages Questionnaire Areas screened - Communication, gross motor, fine motor, problem solving, and personal-social Who completes it - Parents/caregivers complete questionnaires; professionals, paraprofessionals, or clerical staff score them Time Each questionnaire takes 10–15 minutes to complete and just 1-3 minutes to score

Screening Instruments M-CHAT (MODIFIED CHECKLIST FOR AUTISM IN TODDLERS) What: Checklist, 23 items For What Ages: months Who: Parent fills out - < 5minutes Scoring: At risk: fail 3 items total or fail 2 out of 6 critical items Note: Must be used with follow-up interview for best predictive value How to obtain: download from the internet

Screening Instruments Infant-Toddler Checklist What: Checklist, 25 items For What Ages: months Who: Parent fills out - < 5minutes How to obtain: download from the internet