1. Out line Objective Definition Type Causes DX Treatment Article Summary

2. objective At the end of this seminar the students will be able to : Identify about the definition of ASD Identify about the type of ASD Identify the cause &DX of it Learn about the treatment

5. Autism spectrum disorders (ASDs) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. People with ASDs handle information in their brain developmental disabilities differently than other people. ASDs are "spectrum disorders." That means ASDs affect each person in different ways, and can range from very mild to severe. People with ASDs share some similar symptoms, such as problems with social interaction. But there are differences in when the symptoms start, how severe they are, and the exact nature of the symptoms Definition

6. DSM-IV Definition of Autism Restricted & Repetitive Behavior Impairment in Socialization Impairment in Communication START - 2011

7. DSM5 CRITERIA -Persistent deficits in social communication and social interaction across multiple contexts -Restricted, repetitive patterns of behavior, interests, or activities -Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life). -Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning. -These disturbances are not better explained by intellectual disability (intellectual developmental disorder

8. DSM-IV criteria (continued) Umbrella term is really Pervasive Developmental Disorders (PDD) – 5 different subtypes of PDD Autistic Disorder Asperger’s Disorder PDD-NOS Rhett’s Disorder Childhood Disintegrative Disorder Autism Spectrum Disorders

10. Autistic Disorder ) 1)qualitative impairment in social interaction, as manifested by at least two of the following: – (a) marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction – (b) failure to develop peer relationships appropriate to developmental level – (c) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest) – (d) lack of social or emotional reaction

11. Autistic Disorder (2) qualitative impairments in communication as manifested by at least one of the following: (a) delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gestures or mime) (b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others (c) stereotyped and repetitive use of language or idiosyncratic language (d) lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

12. Autistic Disorder (3)restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following: (a) encompassing preoccupation with one or more stereotyped patterns of interest that is abnormal either in intensity or focus (b) apparently inflexible adherence to specific, nonfunctional routines or rituals (c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements) (d) persistent preoccupation with parts of objects

14. Prevalence Autism is the most prevalent of the ASD’s and the second most common is PDD-NOS which is a less severe form and/or later onset. Interactive Autism Network

15. Signs and Symptoms ASDs begin before the age of 3 and last throughout a person's life, although symptoms may improve over time. Some children with an ASD show hints of future problems within the first few months of life. In others, symptoms might not show up until 24 months or later. Some children with an ASD seem to develop normally until around 18 to 24 months of age and then they stop gaining new skills, or they lose the skills they once had.

16. A person with an ASD might: Not respond to their name by 12 months Not point at objects to show interest (point at an airplane flying over) by 14 months Not play "pretend" games (pretend to "feed" a doll) by 18 months Avoid eye contact and want to be alone

17. Have trouble understanding other people's feelings or talking about their own feelings Have delayed speech and language skills Repeat words or phrases over and over (echolalia) Give unrelated answers to questions

18. Get upset by minor changes Have obsessive interests Flap their hands, rock their body, or spin in circles Have unusual reactions to the way things sound, smell, taste, look, or feel

20. Screening and Diagnosis Diagnosing autism spectrum disorders (ASDs) can be difficult, since there is no medical test, like a blood test, to diagnose the disorders. Doctors look at the child’s behavior and development to make a diagnosis. ASDs can sometimes be detected at 18 months or younger. By age 2, a diagnosis by an experienced professional can be considered very reliable. However, many children do not receive a final diagnosis until much older. This delay means that children with an ASD might not get the help they need.

21. Diagnosing an ASD takes two steps: Developmental Screening Comprehensive Diagnostic Evaluation

22. Treatment There are no medications that can cure ASDs or treat the core symptoms. However, there are medications that can help some people with ASDs function better. For example, medication might help manage high energy levels, inability to focus, depression, or seizures.

23. Research shows that early intervention treatment services can greatly improve a child’s development. Early intervention services help children from birth to 3 years old (36 months) learn important skills. Services include therapy to help the child talk, walk, and interact with others.

24. Nursing Interventions For Autism Children with ASD receive nursing care in school settings such care requires : up-to-the-moment knowledge of the disorder, patience, and much creativity.

25. Need assistance with simple tasks, such as assistance feeding and dressing, toileting, and first aid, can pose a challenge, because new environments and changes in routine cause these children stress or even terror.

26. recommend that children with autism undergo desensitization by visiting the healthcare office regularly and getting familiar with the environment and staff, No procedures should be attempted during this period.

27. communication Poor communication is a chief limitation for children with ASD, as many have a severe language impairment. speak clearly, using short sentences and crystal- clear phrases, Be as concrete as possible, Use repetition and keep your tone of voice,If verbal intervention is ineffective, be aware that some autistic children may response to visual cues pleasant and cheerful,

28. Don't be surprised if you need several sessions to complete a simple screening process with an autistic child

29. Articles Screening for autism in pre-school children in primary care: Systematic review of English Language tools

30. summary

31. WWW.WHO.COM www.wikipedia.org http://www.cdc.gov/ http://www.moh.gov.jo/MOH/arabic/home.php