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Peds > Autism > Flashcards

Autism Flashcards

1
Q

What is autism?

A

Neurodevelopmental disorder in which persons present with a range of impairments in social interaction, verbal and nonverbal communication, as well as restrictions in behaviors and interests

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2
Q

Screening tools? (3)

A
  • Autism Disorder Observation Scale (ADOS)
  • M-CHAT: Modified Checklist for Autism in Toddlers
  • STAT: Screening Tool for Autism in Toddlers and Young Children
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3
Q

3 signs of autism?

A
  • Impaired development of social interaction and communication
  • Markedly restricted repertoire of interests and activities
  • Symptoms before age 3
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4
Q

4 signs of Impaired development of social interaction and communication?

A
  • Inability to initiate or sustain conversation
  • Lack of spoken language
  • Repetitive speech/echolalia
  • Absence of pretend or spontaneous play
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5
Q

2 signs of Markedly restricted repertoire of interests and activities?

A
  • Inflexible in routine

- Repetitive behaviors (perseverance)

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6
Q

3 signs of Asperger’s?

A
  • Delays in social interaction
  • Repetitive behaviors, interests or activities
  • No delays in language, speech, cognition or curiosity
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7
Q

What is Pervasive Developmental Disorders – Not Otherwise Specified (PDD-NOS)?

A

Does not meet specific criteria for autism

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8
Q

Signs of Rhett Disorder? (4)

A
  • Genetic
  • Females with typical development
  • Brain growth decelerates, skills lost starting around 5 months
  • Stereotypical arm movements
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9
Q

Signs of Childhood Disintegrative Disorder? (2)

A
  • Typical development

- Sudden loss of language, bowel and bladder control after 2 years or older

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10
Q

Signs of Fragile X Syndrome? (3)

A

Genetic
Males
Presentation very similar to ASD

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11
Q

What is Social Communication Disorder? (2)

A
  • Limitations in the social use of language

- Absence of restricted interests and repetitive behaviors

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12
Q

Difference btwn DSMs in terms of categorization?

A

DSM V lumped all the disoders together

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13
Q

What are the levels of severity for autism?

A

Level 1: Requires Support
Level 2: Requires Substantial Support
Level 3: Requires Very Substantial Support

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14
Q

Define Level 1

A

Without supports in place, deficits in social communication cause noticeable impairments. Difficulty initiating social interactions, and clear examples of atypical or unsuccessful response to social overtures of others. May appear to have decreased interest in social interactions.

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15
Q

Define Level 2

A

Marked deficits in verbal and nonverbal social communication skills; social impairments apparent even with supports in place; limited initiation of social interactions; and reduced or abnormal responses to social overtures from others.

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16
Q

Define Level 3

A

Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning, very limited initiation of social interactions, and minimal response to social overtures from others

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17
Q

When is diagnosis made? ASD? PDD-NOS? Asperger’s?

A
  • May be diagnosed as early as 2 years, typically closer to 4; More “severe” cases diagnosed earlier
  • ASD: 4 years
  • PDD-NOS: 4 years 2 months
  • Asperger’s: 6 years 2 months
18
Q

Parents often notice signs when? What are they? (5)

A
  • Parents often notice signs within the first year

Vision and hearing
Social and communication
Fine motor

19
Q

Potential Risk Factors? (4)

A
  • Weak link to genetic syndromes (10%)
  • Identical twins and siblings
  • Children born to older parents have a higher risk of being diagnosed with ASD 2
  • Exposure to prescription medications
20
Q

Current statistics? (3)

A
  • Currently 1 in 68 chance, up significantly from 1 in 166 in 2000
  • 1 in 42 for boys
  • 1 in 189 for girls
21
Q

Neuropathology? (2)

A
  • Typical head circumference at birth, increases in the first 2 years
  • Overconnection of “short range” neurons, underconnection of “long range”
22
Q

Typical head circumference at birth, increases in the first 2 years due to? (3)

A
  • ? Overgrowth followed by arrest in growth and degeneration
  • Overgrowth in frontal and temporal lobes, amygdala
  • They’re not going through the typical tuning and pruning process
23
Q

Overconnection of “short range” neurons, underconnection of “long range”? (2)

A
  • Poor integration of areas

- Ability to complete “simple” tasks is uninhibited

24
Q

Describe 3 aspects of attention? 2 of executive function?

A
  • Preoccupiations
  • Difficulty shifting focus
  • Lack of or delayed response to name

Executive Function

  • Difficulty inhibiting repetitive movements
  • Inflexibility in patterns
25
Q

Social/Communication signs? (6)

A
  • Difficult developing social relationships
  • Solitary play
  • Lack of eye contact
    Language:
  • Lack of language
  • Echolalia
  • Pragmatic language
26
Q

What are the hallmark impairments?

A

Communication and sensory impairments

27
Q

Motor impairments? (7)

A
  • Arm movements
  • Bilateral coordination
  • Gait and balance
  • Praxis/Motor planning
  • Stereotypical motor behavior
  • Gait may appear “ataxic”
  • Hypotonia, especially trunkal
28
Q

Stereotypical motor behavior? (3)

A

Repetitive behaviors
Resistance to change, impulsive behaviors
Excessive preoccupation

29
Q

Ataxic characteristics? (3)

A
  • Lack of alternate arm swing
  • Toe walking bc they don’t like the texture on the body of their feet
  • Deficits in feedback and feed forward
30
Q

Praxis and Imitation characteristics? (4)

A
  • Impaired ability to plan, coordinate and execute complex movement sequences
  • Able to perform simple motor tasks
  • May perform more complex tasks spontaneously
  • Poor imitation skills
31
Q

Include in Parent Interview- preferences? (3) Communication? (2) Two other things?

A 
- Preferences for:
Activities
Textures
Routines
- Communication 
Onset of speech
Means of communication
- Behavioral Therapy
- Interaction with peers
32
Q

Collaboration entails? (3) Each for?

A
  • Psyhcologists and Special Educators: Behavioral Plan
  • Speech & Language Pathologists: Communication Strategies
  • Occupational Therapists: Sensory needs
33
Q

Standardized Assessments are? Why? (2) Only assessment tool specific for this population?

A
  • Difficult to complete and interpret
  • Cannot use spontaneously observed actions
  • Decreased comprehension vs. inability to complete vs. inability to attend to task
  • Movement Assessment Battery for Children (M-ABC)
34
Q

Tips for Intervention? 1-5

A
  • Consistent treatment space
  • Limit toys/materials in the treatment area
  • Make sure sensory needs are met
  • Incorporate communication system and behavioral approach used in classroom and home
  • Use a schedule
35
Q

Tips for Intervention? 6-11

A
  • Stick to a routine
  • Prepare for transitions
  • Ensure the child is attending to you before communicating
  • Allow the child to take part in session planning
  • Structured breaks and rewards
  • Encourage generalization to classroom and home
36
Q

What is Behavioral Therapy – Applied Behavioral Analysis (ABA)? Includes? This is broken down into? (4) What is needed?

A
  • Each skill is broken down into component parts
  • Discrete Trials
  • Instruction: Clear and concise
  • Prompt: Verbal or physical, not always needed
  • Opportunity for response: Incorrect response starts a new trial
  • Immediate feedback
  • Intense, carryover at home is needed
37
Q

Behavioral Therapy – Developmental indivudial Difference Relationship-Based Model (“Floor Time”) - promotes? What does adult do? (4) Sequence? Child feels?

A
  • Promotes social interaction
  • Adult follows the child’s lead
  • Child may instruct adult
  • Adult may join the child’s activity
  • Child sets the tone and directs interaction
  • Observe -> Approach -> Follow the Child’s Lead -> Child expresses ideas ->
  • Child feels “Warmth” and “Connectedness,” feels understood
38
Q

What is Picture Exchange Communication System (PECS)? What are the phases? (6)

A
  • Child exchanges picture for desired object
  • Hand over hand assistance with picture selection and exchange
  • Self initiated communication
  • Multiple pictures to choose from
  • Sentence strip
  • Add adjectives
  • Going beyond basic needs: I see, I feel, I like
39
Q

Physical Therapy Intervention? (10)

A
  • Apraxia/Motor planning
  • Motor learning
  • Object manipulation
  • Playground activities
  • Dynamic balance
  • Safety awareness
  • Push-in to facilitate carryover
  • Classroom
  • Field trips
  • Playground time
40
Q

Dietary Restrictions - Defeat Autism Now (DAN) includes? (4)

A
  • Gluten and dairy free diet
  • Nutritional Supplements
  • “Hidden” food allergy testing
  • Detoxification of heavy metals

Peds (7 decks)

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