Autism

Question 1

an umbrella term that encompasses a range of disorders that are characterized by core impairments in social communication and a restricted repertoire of interests and behaviors

Answer 1

ASD

Question 2

SIGNS and SYMPTOMS of asd

Answer 2

1) Persistent deficits in communication and social interaction across multiple contexts
2) Restricted, repetitive patterns of behaviors, interests, or activities

Question 3

refers to a person or a child’s ability to engage in social interactions between two
or more people.

Answer 3

Deficits in social-emotional reciprocity

Question 4

This could manifest as poor understanding and use of nonverbal communication such as gestures, facial expressions, eye contact, and body language.

Answer 4

Deficits in nonverbal communicative behaviors used for social interaction

Question 5

often results in di culties in adjusting behaviors to suit various contexts, di culty sharing imaginative play or making friends in the absence of interests in peers.

Answer 5

Deficits in developing, maintaining, and understanding relationships

Question 6

This is characterized by lining up of toys or flipping of objects, echolalia, or the use of idiosyncratic phrases to communicate their needs and wants.

Answer 6

Stereotyped or repetitive motor movements, use of objects, or speech

Question 7

Most children with ASD are inflexible or they have limited ability to adapt, adjust, or cope to changes. They have very rigid thinking patterns and they have di culty moving from moving one activity to another or di culties with transitions. Any changes to their routine would cause extreme distress or elicit very big reactions from them.

Answer 7

Insistence on sameness, inflexible ASD:
adherence to routines, or ritualized patterns of verbal or nonverbal behaviors

Question 8

This is characterized by strong attachment to or preoccupation with unusual objects and perseverative interests.

Answer 8

Highly restricted, fixated interests that are abnormal in intensity or focus

Question 9

Most children with ASD have sensory processing issues, some are hyporeactive and some are hyperreactive.

Answer 9

Hypo- or hyperactivity to sensory input or unusual interest in sensory aspects of the environment

Question 10

Symptoms must be present in the

Answer 10

early developmental period

Question 11

Symptoms cause clinically significant impairment in

Answer 11

social, occupational, or other important areas of current functioning

Question 12

children with ASD are identified by the age

Answer 12

2-3

Question 13

Warning signs of ASD at 6 months

Answer 13

No big smiler or other joyful expressions by 6 months of age

Question 14

Warning sign of asd at 9 months

Answer 14

No back-and-forth sharing of sounds, smiles, or facial expressions by 9 months

Question 15

Warning sign at 12 months

Answer 15

No back-and-forth gestures such as
pointing, showing, reaching, or waving
bye-bye
No babbling

Question 16

Warning sign at 16 months

Answer 16

No single words

Question 17

Warning sign at 24 months

Answer 17

No 2 word sponty utterances
Failure to attend to human voices
Failure to look at the face and eyes of others
Failure to orient by name
Failure to demonstrate interest in other children
Failure to imitate

Question 18

3 levels of severity of ASD

Answer 18

● Level 1: Requiring Support
● Level 2: Requiring Substantial Support
● Level 3: Requiring Very Substantial Support

Question 19

Without support in place, deficits in social communication cause noticeable impairments.

Answer 19

Level 1 - social communication

Question 20

Difficulty initiating social interactions, and clear examples of atypical or unsuccessful responses to social overtures of others.

Answer 20

Level 1 - social interaction

Question 21

● May appear to have decreased interest in social interactions.

Answer 21

Level 1 - social interactions

Question 22

● Inflexibility of behavior causes significant interference with functioning in one or more contexts.

Answer 22

Level 1 - restricted, repetitive behaviors

Question 23

Marked deficits in verbal and nonverbal social communication skills

Answer 23

Level 2 - social communication

Question 24

● Social impairments apparent even with supports in place
● Limited initiation of social interactions
● Reduced or abnormal responses to social
overtunes from others

Answer 24

Level 2 - social communication

Question 25

Inflexibility of behavior, diculty coping with change, or other restricted/repetitive behaviors appear frequently enough to be obvious to the casual observer and interfere with functioning in a variety of context

Answer 25

Level 2 - restricted, repetitive behavior

Question 26

Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning

Answer 26

Level 3 - social communication

Question 27

Minimal response to social overtures from others Very limited initiation of social interactions

Answer 27

Level 3 - social communication

Question 28

● Inflexibility of behavior, extreme diculty coping with change, or other restricted/repetitive behaviors markedly interfere with functioning in all spheres ● Great distress/diculty changing focus or action

Answer 28

Level 3 - restricted repetitive behavior

Question 29

Average of diagnosis is at __

Answer 29

4 yo

Question 30

occurs within the CNS and attempts to balance the excitation and inhibition input arising within an individual’s sensory mechanism with those occurring external to the body.

Answer 30

Sensory modulation

Question 31

the patient/client are hypo-reactive and would often seek for that clear sensory input

Answer 31

Under responsive

Question 32

slight touch or a soft sound can elicit an adverse reaction or an inappropriate reaction because the patient is having diculty identifying that the sensory input provided is not something that they should be scare of

Answer 32

Over responsive

Question 33

___ % children with ASD have seizure and onset is either earlier childhood or adolescence

Answer 33

25%

Question 34

if it is unmanaged and it progresses, it could aect the brain development of the child.

Answer 34

Seizures

Question 35

This particular condition is more common among males, and the common cause of intellectual disability

Answer 35

fragile X syndrome

Question 36

A rare disease that causes tumors or growth in the brain and other organs. Growths can occur in the skin, kidney, eyes, heart, or lungs, usually benign; however , when severe, this can aect the child’s life.

Answer 36

Tuberous Sclerosis

Question 37

A genetic condition can alter the child’s genes and elements that make up the body.

Answer 37

Tuberous sclerosis

Question 38

They have some degree of cognitive deficiency, it is not an issue to diagnose Developmental Disability since most kids have Savant Syndrome or Savant Skills. Meaning they are really good at some subject areas. They have high level skills but generally low intelligence.

Answer 38

Developmental Disability

Question 39

Characterized by a spontaneous early ability to read. They can read at age 2 or 3 but have little comprehension.

Answer 39

Hyperlexia

Question 40

This particular condition is more common with girls than boys

Answer 40

Hyperlexia

Question 41

of children with ASD have <70 nonverbal IQ

Answer 41

50-70%

Question 42

Ability to modulate and deal with feelings. Most children have only 2 types of reactions. The big and small reaction.

Answer 42

Emotional control

Question 43

you will notice a child doing a lot of self stimulating behaviors. They are not able to inhibit themselves from taking an inappropriate action.

Answer 43

Inhibition deficit

Question 44

In speech, this would manifest into saying bad or uncomfortable thoughts in a given situation or saying something oensive.

Answer 44

Inhibition deficit

Question 45

Most children with ASD have diculty picturing it out or creating a mental image and because of that, it affects their ability to do the higher order of thinking or to integrate information.

Answer 45

Memory deficit

Question 46

in children with ASD, it could not be because they don’t know how to start a task or what to do first or they’re not motivated to do the task.

Answer 46

Initiation

Question 47

Problems in this would manifest in initiating conversations, performing certain tasks or procedures, or formulating sentences.

Answer 47

Planning and prioritization

Question 48

Children with ASD prefer repetitive tasks so you always want to follow routines

Answer 48

Shift

Question 49

ability to develop and use system to keep track of the progress of the task

Answer 49

Organization

Question 50

There is a degree of this process in people with ASD. This aects their motivation, ability to cope with changes, regulate emotion, and this impacts their ability to participate and engage in daily activities.

Answer 50

Self-monitoring

Question 51

Weak coherence accounts to symptoms such as:

Answer 51

● Insistence on sameness ● Attention to parts of objects ● Uneven cognitive profile, savant skills (mostly arts) ● Hyperfocusing ● Poor grasp of the pragmatics of language despite good expressive and receptive vocabulary

Question 52

There are 2 phenotypes within ASD:

Answer 52

ALN and ALI

Question 53

a hallmark of verbal children with ASD

Answer 53

Echolalia

Question 54

Phonologic Difficulties in ASD

Answer 54

Limited phonological short term memory Poor phonological awareness Disordered prosody Distortion of speech sounds Abnormal patterns of inflection

Question 55

Semantic difficulties in ASD

Answer 55

● Decreased receptive language ● Faster learning of concrete words as opposed to abstract words ● Lack of generalization of words and concepts ● Lack of knowledge of the association between words ● Production of idiosyncratic phrases and sentences ● No comprehension of figurative language

Question 56

Syntactic & Morphologic Difficulties

Answer 56

● Uses fewer grammatical morphemes or omission of grammatical morphemes ● Production of short simple sentences ● Poor sentence repetition ● Incorrect word order ● Pronoun reversal

Question 57

Difficulties with pragmatic language

Answer 57

● Absent or fleeting gaze ● Lack of topic initiation ● Lack of topic maintenance ● Impaired conversational or repair skills ● Non-contextual or generally inappropriate utterances ● Limited turn-taking skills

Question 58

● Production of higher proportions of xontextually irrelevant propositions (Norbury, Gemell, & Paul, 2011) ● Poor referencing (Diehl et al. , 2006; Losh & Capps, 2003) ● Does not understand motivation of characters or events (Tager-Flusberg, 1995)

Answer 58

Deficits in Narrative Tasks

Question 59

__ of ASD are non verbal

Answer 59

50%

Question 60

You need to make the child understand that if he gives an appropriate response, he’ll get a reward.

Answer 60

Effective use of discrete trials

Question 61

Use time progressive delay and increase the waiting time between an instruction or stimuli and any prompts that we might use to elicit a response.

Answer 61

Effective use of time-delay procedure

Question 62

This is usually used for high functioning kids.

Answer 62

Effective use of video-modeling technique

Question 63

What you want to emphasize to the patient and parent is that: he needs to COMMUNICATE and that the parents and other people in the immediate environment should also demand that this patient communicates and interacts with them.

Answer 63

Promote social interaction

Question 64

Most of them have behavioral issue. It can be related to their ability to communicate as they do not have modes or means to communicate.

Answer 64

Reduce challenging behaviors

Question 65

Carry over and generalization of large scale is encouraged. We do this by taking the parent we're asking the parents to do or incorporating some of our tasks in their everyday activities.

Answer 65

Promote maintenance of targeted behavior

Question 66

Children who have language diculties that aect communication, social interaction and use of language in context, but are not severe enough to warrant a diagnosis of autism. ○ Do not have restrictive or repetitive patterns of behaviour, interest, or activities

Answer 66

Semantic - pragmatic d/o

Question 67

Verbal intelligence IQ (VIQ) (LOWER)< performance Intelligence Quotient (PIQ)

Answer 67

ASD