Autism and AAC Flashcards
Deck targets understanding of ASD, including diagnoses and characteristics, and management of clients with ASD. (37 cards)
Autism is:
A diverse group of conditions related to development of brain, impacting how people understand the world and what is happening around them.
Autism prevalence:
Approx. 1 in 100 children (WHO, 2022).
Cause of autism:
Exact cause unclear. Studies indicate a neurological/biological basis.
Genetic factors linked to ASD
Strong family links (incidence increases to 1/10 if family already has a child with ASD).
Autism and Geographic Links
Higher incidence in some geographical areas.
Potentially offensive vs preferred language:
ASD –> autism/autistic.
Person first –> identity first.
“At risk” –> “May be”
Functioning –> support needs.
DSM-V-R
Diagnostic and Statistical Manual Version 5 - used by psychologists to diagnose ASD.
2 key areas of difference:
- Social communication
- Fixated interests and repetitive behaviour.
Language differences in ASD
Delayed language
Echolalia
Can label pictures, but struggle with requesting.
Decreased use of gestures.
Social differences in ASD
Eye contact
Interacting with peers
May prefer solitary play
Difficulty participating in conversations
Sensory Differences/Special Interests in ASD
Sensitive to loud noises, crowds, lighting.
May enjoy seeking movement, visual input, crashing into things etc.
May be a selective eater.
Hand flapping and jumping.
May prefer doing things/playing in the same way.
Have difficulty with changes to order.
Often have preferred topics, toys and interests.
Severity of ASD is based on:
Social communication impairments and restrictive, repetitive behaviours.
Specifications for ASD diagnosis
With/without intellectual impairment.
With/without language impairment.
With known genetic or medical condition, or environmental factor.
Social communication disorder suits those who:
Have deficits in social communication, but do not have any other symptoms aligning with ASD.
Tomcheck and Dunn (2007) found that:
95% of 281 children with ASD had sensory processing difficulties.
Sensory processing is:
The way the body receives sensory messages and turns them into responses (Miller, 2004).
Under Responsive System
Child is under-sensitive to some sensations, may seek to stimulate this.
Over Responsive System
Child is over-sensitive to some sensations, may seek to avoid stimulating them.
Role of SLPs in ASD
- SP is most commonly utilised service among young children with ASD.
- SLPs can help detect early signs of autism.
Possible indicators of ASD - differences in:
Appropriate gaze/eye contact.
Sharing enjoyment/interest
Response to name
Coordination of gaze, facial expressions, gesture and sound.
Showing and demonstrating.
Prosody
Other indicators of ASD
Repetitive movements with. body or objects.
No or poor response to instructions
Lack of pointing
Lack of consonant use
Delay in playing with a variety of toys conventionally.
Social skills in verbal children w/ ASD
Conversation - difficulty initiating, maintaining and ending.
Social - difficulty taking turns, cooperating, sharing ideas etc.
Tuning in (Theory of Mind) - understanding that other people’s thoughts and feelings differ from own.
Learning styles in ASD
Good rote memory.
Attention differences.
Difficulty learning concepts, categories etc.
Compartmentalised chunk learning.
Difficulty developing meaning.
Difficulty generalising skills.
Concrete and literal thinking.
Considerations in ASD + language
Use of echolalia.
Level of grammatical development.
Appropriate word use.
Understanding discourse.
Ability to engage in conversation.
Ability to understand and produce narrative.
Flexibility with topics.
Expressing empathy and emotions.
