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CASLD 1 > Autism > Flashcards

Autism Flashcards

1
Q

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

A

ASD

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2
Q

SIGNS and SYMPTOMS of asd

A

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

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3
Q

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

A

Deficits in social-emotional reciprocity

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4
Q

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

A

Deficits in nonverbal communicative behaviors used for social interaction

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5
Q

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.

A

Deficits in developing, maintaining, and understanding relationships

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6
Q

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.

A

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

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7
Q

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.

A

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

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8
Q

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

A

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

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9
Q

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

A

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

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10
Q

Symptoms must be present in the

A

early developmental period

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11
Q

Symptoms cause clinically significant impairment in

A

social, occupational, or other important areas of current functioning

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12
Q

children with ASD are identified by the age

A

2-3

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13
Q

Warning signs of ASD at 6 months

A

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

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14
Q

Warning sign of asd at 9 months

A

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

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15
Q

Warning sign at 12 months

A

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

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16
Q

Warning sign at 16 months

A

No single words

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17
Q

Warning sign at 24 months

A

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

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18
Q

3 levels of severity of ASD

A

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

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19
Q

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

A

Level 1 - social communication

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20
Q

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

A

Level 1 - social interaction

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21
Q

● May appear to have decreased interest in social interactions.

A

Level 1 - social interactions

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22
Q

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

A

Level 1 - restricted, repetitive behaviors

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23
Q

Marked deficits in verbal and nonverbal social communication skills

A

Level 2 - social communication

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24
Q

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

A

Level 2 - social communication

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25
Q

Inflexibility of behavior, di culty 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

A

Level 2 - restricted, repetitive behavior

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26
Q

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

A

Level 3 - social communication

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27
Q

Minimal response to social overtures from
others

Very limited initiation of social interactions

A

Level 3 - social communication

28
Q

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

A

Level 3 - restricted repetitive behavior

29
Q

Average of diagnosis is at __

A

4 yo

30
Q

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.

A

Sensory modulation

31
Q

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

A

Under responsive

32
Q

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

A

Over responsive

33
Q

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

A

25%

34
Q

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

A

Seizures

35
Q

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

A

fragile X syndrome

36
Q

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 a ect the child’s life.

A

Tuberous Sclerosis

37
Q

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

A

Tuberous sclerosis

38
Q

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.

A

Developmental Disability

39
Q

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

A

Hyperlexia

40
Q

This particular condition is more common with girls than boys

A

Hyperlexia

41
Q

of children with ASD have <70 nonverbal IQ

A

50-70%

42
Q

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

A

Emotional control

43
Q

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

A

Inhibition deficit

44
Q

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

A

Inhibition deficit

45
Q

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

A

Memory deficit

46
Q

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.

A

Initiation

47
Q

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

A

Planning and prioritization

48
Q

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

A

Shift

49
Q

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

A

Organization

50
Q

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

A

Self-monitoring

51
Q

Weak coherence accounts to symptoms such as:

A

● 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

52
Q

There are 2 phenotypes within ASD:

A

ALN and ALI

53
Q

a hallmark of verbal children with ASD

A

Echolalia

54
Q

Phonologic Di fficulties in ASD

A

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

55
Q

Semantic difficulties in ASD

A

● 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

56
Q

Syntactic & Morphologic Di fficulties

A

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

57
Q

Difficulties with pragmatic language

A

● 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

58
Q

● 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)

A

Deficits in Narrative Tasks

59
Q

__ of ASD are non verbal

A

50%

60
Q

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

A

Effective use of discrete trials

61
Q

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.

A

Effective use of time-delay procedure

62
Q

This is usually used for high functioning kids.

A

Effective use of video-modeling technique

63
Q

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.

A

Promote social interaction

64
Q

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.

A

Reduce challenging behaviors

65
Q

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.

A

Promote maintenance of targeted behavior

66
Q

Children who have language di culties that a ect 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

A

Semantic - pragmatic d/o

67
Q

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

A

ASD

CASLD 1 (5 decks)

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