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Development > Autism > Flashcards

Autism Flashcards

1
Q

Brief History

A

Kanner (1943) anxiously obsessive desire for the preservation of sameness

Asperger’s (1944) little professors

Similarities

  • social withdrawal
  • obsessive delight in routine
  • pursuit of special interests excluding all else

Differences

  • language
  • learning ability
  • motor skills
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2
Q

Autism Characteristics

A

Impaired communication

  • robotic, parroting and reverse pronouns
  • 50% thought to be mute

Impaired social interaction

  • smile/ laugh
  • object Vs people

Impaired cognition

  • remember location in space rather than concept comprehension
  • autistic savant

Repetitive behaviour

  • rocking, twirling, flapping
  • restricted range of interests

Sense abnormalities

  • hyper/hypo sensitivity
  • synaesthesia - stimulate one sensory organs/ cognition system results in stimulating another
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3
Q

Causes of autism

A

Developmental condition effecting the way the brain processes information

Strong evidence may be due to physical factors that can effect the brain

Evidence of genetic element (likely number of genes)

No cure - 700,000 on spectrum in UK (NAS, 2018)

Vaccines
- no reliable study links MMR and autism

Refrigerator Mother’s

  • Kanner (1943) blamed cold parents
  • discredited
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4
Q

Early Signs of Autism

A

6 months
- no big smiles

9 months
- no back and forth sounds or smiles

12 months

  • no consistent response to name
  • no babbling

16 months
- no words

24 months
- no two word meaningful phrases (without imitation)

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5
Q

Prevelence UK

A

More than 1 in 10

Gender

  • 5.5 to 1 (Fombonne et al, 2011)
  • 3.3 to 1 (Baird et al, 2010)
  • underdiagnosed in females

Fombonne et al (2011)

  • 44-52% have learning disabilities
  • 48-56% do not
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6
Q

Differences among Countries

A

Sample differences (age)

Assesment difficulties

Development of diagnostic method

Changes in definition

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7
Q 
Triad of Impairment 
DSM IV (1994)
A

Socialistaion
- social relationships, social timing, empathy, eye contact

Communication

  • language impairment across all modes of communication
  • speech, intonation, gesture, facial expression and body language

Rigidity of thinking
- rigid and inflexible thought processes, resist change, obsessional and ritualistic behaviour

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8
Q

Additional Characteristics

A

Socially isolated, no friends

Socially vulnerable

Gullible

Often anxious

Repetitive routine to reduce anxiety

Can be highly intelligent

Can have savant skills

Poor concept of fear

Often bullied/ victims

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9
Q 
Dyad of Impairment 
DSM 5 (2013)
A

Social interaction and communication

  • reduced sharing of interests and emotions
  • back and forth conversation
  • social emotional reciprocity

Restricted and repetitive pattern of behaviour

  • at least 2
  • use of objects and speech
  • unusual interest in sensory aspects of environment
  • insist on sameness
  • hyper/hypo sensitivity
  • inflexible adherence to routine
  • ritualised pattern of verbal/nonverbal behaviour
  • difficulty transition
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10
Q

Asperger’s Disorder

A

Replaced by ASD severity scale

Difficulty in social and nonverbal communication

Physical clumsiness and atypical use of language (reported not diagnostic)

Differs from other ASD - preserve linguistic and cognitive development

Restricted patterns of behaviour

Communication - lack pragmatic aspects
Socialization - lack understanding, interests specific
Repetitive behaviour - over focus on topic

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11
Q

Childhood Disintegrative Disorder

Regressive autism

A

Occurs when normally develop but lose speech and social skills

Late onset developmental delays

15 - 30 months

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12
Q

Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)

A

Atypical autism

Similar to other ASD but criteria not met

Maybe because late age of onset, atypical symptoms etc

Communication - scripts, lack functionality
Social - parallel play, lack age appropriate skills
Repetitive behaviour - preoccupied by parts, spinning

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13
Q

Autism Spectrum

A

Higher functioning

  • above/ average IQ
  • verbal language retained

Lower functioning

  • below average IQ
  • cognitive impairment
  • little/ not verbal language
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14
Q

Sensory Issues

A

Proprioceptive

  • muscles and joints
  • sense of body in space

Vestibular

  • inner ear
  • balance

All senses effected

Hyper/hypo sensitive

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15
Q

Senses

A

Sight

  • hypo - appear darker, blurred, clumsiness, terror in dim
  • hyper - insist on gloom, sensitive to light (florescent), react violently to light

Hearing

  • hypo - muffled, enjoy loud sound, no response (appear deaf)
  • hyper - disturbed by background noise (fridge), cover ears, accute pain

Smell

  • hypo - eat inedible, ignore bad
  • hyper - refuse to enter some environment (toilet), intolerant to people (fags, perfume)

Touch

  • hypo - decrease pain response, poor illness reporter, risk harm (burns)
  • hyper - avoid some fabric, avoid hair and nail cutting, refuse clothes, enjoy firm consistent pressure
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16
Q

Autistic Thinking
Baron Cohen (1994)
Vermeulen (2010)

A

Poor intuition - self monitoring, organisation

Literal, rule bound

Focus on detail

Rigidity, black and white

Problems in instinctive understanding of other minds

Context blindness

Not confined to autism - part of spectrum of normal human behaviour

17
Q

Other Cognitive Factors

A

Theory of mind

  • knowledge others have their own different thoughts
  • yes but not all, unable to understand intent and emotions

Executive functioning problems

  • making sense of different sources of information - self organisation and monitoring
  • yes not all

Central coherence

  • good on detail not big picture
  • yes not all

Context blindness

  • understanding shifting social context for actions of self and others
  • yes in most
18
Q

Autism and the Brain

A

Middle temporal gyrus - recognition of facial expressions

Prefrontal cerebral context - social thinking

Hypothalamus - attachment behaviour

Amygdala - social orientation, emotional learning

Fusiform gyrus - face recognition

19
Q

Russell et al (1991)

A

Argues executive disorder underlies many ASD key features especially rigidity

Caused by difficulty initiating non routine actions

Tendency to be stick on given task set (problems with flexibility and change)

20
Q

Cognitive Evidence

A

Planning

  • deficits in planning
  • tower of Hanoi (Ozonoff et al, 1991)

Mental flexibility

  • often assessed using Wisconsin Card Sorting Test (WCST)
  • deficits in flexibility (Prior and Hoffman, 1990)

Inhibition

  • appear unimpaired on some measures (stroop test)
  • show difference on Russels Window test (Russell et al, 2011)
  • argues fail tests of executive function if no clear rationale
21
Q

Pennington and Ozonoff (1996)

A

Meta-analysis of 14

13/14 found deficits on at least one measure of executive function

Autism poorer than NT on 25/32 (78%) tasks across all studies

22
Q

Hill (2004)

A

Review of studies

Impairment in planning preservation (repetition of behaviour) but not inhabition

23
Q

Hill and Baird (2006)

A

No difference in autism and NT executive function on classical tests

Differences in newer tests - deficits in planning, abstract problem solving and especially multitasking

Greater dysfunction in ASD - response initiation and ability to engage/disengage actions leading to goal

24
Q

White, Burgess and Hill (2009)

A

Modern test, ASD poorer on open ended tasks

Less spontaneous stratagems and more idiosyncratic behaviour

Unclear is due to frontal lobe or difficulty understanding tasks and socio communication

25
Q

Biological Evidence

A

SPECT, PET, EEG studies show unusual function in frontal areas (George et al, 1992, Dawson et al, 1993, Horowitz et al, 1998)

Reduced activation of prefrontal cortex during working memory task (Koshino et Al, 2005)

Development (2 decks)

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