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Pediatrics > autism spectrum disorder and SI > Flashcards

autism spectrum disorder and SI Flashcards

1
Q

Autism etiology

A
  • no single etiology
  • neurologically based
  • probable genetic predisposition aand environmental interactions. incr incidence among families
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2
Q

autism pathophysiology

A
  • -under connectivity of brain
  • diminished communication between brain regions
  • inflammation of the glia
  • may be associated withmotor deficits
  • decr Purkinje cells in cerebellum
  • dysfunctional mirror neurons
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3
Q

ASD defined

A
  • repetitive and characteristic patterns of behavior an difficulties with social communication and interaction
  • “spectrum”
    • wide range of SX skills and levels of disability
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4
Q

DSM-V diagnostic criteria

A
  • persistent deficits in communication aand social interaction
  • restricted, repetitive patterns or behavior, interest or activities
  • sx present in early development
  • SX cause clinically significant impairment in social, occupational or other important aareas of function
  • disturbances are not better explained by intellectual disability or global developmental delay
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5
Q

ASD social imapirments

A
  • difficulty with socially engaging in conversations
  • difficulty understanding the feelings of others and expressing their own
  • may not respond to name
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6
Q

ASD communication

A
  • fluent speech-> no speech
    • fluent may be awkward or inappropriate
  • -delayed speech and language development is common
  • repeating phrases, unrelated responses.
  • speak only on limited topics
  • flat, robot like, sing song voice
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7
Q

repetitive and characteristic behaviors

A
  • arm flapping, rocking, spinning
  • fixate on objects like wheels on toys
  • may fixate on a topic
  • difficulty with changes in routine
  • overstimulation can lead to out bursts
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8
Q

ASD motor function

A
  • atypical movement patterns during locomotion, reaching and aiming
  • gait characteristics: instability , reduced ROM at ankle, incr variability of stride length
  • poor coordination
  • delay onset of walking
  • postural asymmetries and abnormal muscle tone
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9
Q

early indicator for evaluation

A
  • no babbling by 1
  • no words by 16 months or 2 word phrases by 2 years
  • no response to name
  • loss of previously acquired language
  • poor eye contact
  • no smiling or social responsiveness
  • excessive lining up of objects
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10
Q

late indicator for evaluation

A
  • difficulty making friends
  • impaired ability to initiate or sustain conversation
  • absent/impaired imaginative and social play
  • repetitive language
  • abnormally intense interest
  • preoccupation with certain objects
  • inflexible adherence to routine
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11
Q

specific motor intervention

-exercise and physical activity

A
  • delayed motor skill development and impaired motor skill performance
  • prone to sedentary lifestyke
  • research is limited and primarily focuses on changes in behavior and social integration
  • swimming
  • better with one- on -one
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12
Q

specific motor interventions

- sensory processing intervention

A
  • weighted vests and compression garments

- brushing and sensory diets

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13
Q

sensory integration definition

A
  • the process by which input is organized into meaningful information for the brain to use, allowing for appropriate responses of the situation
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14
Q

sensation and the whole brain

A
  • with a more organized sensory system, the nervous system functions more “holistically”
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15
Q

causes of Sensory integration issues

A
  • theories
  • genetic predisposition
  • minor abnormality of brain development
  • environmental toxins
  • sensory depravation
  • “internal sensory depravation”

-neurological disorder the child cannot control

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16
Q

common S/S of SI

A
  • hyperactivity or distractibility: always moving but may not be purposeful. difficulty with organization in older children
  • behavior problems. “fuzzy child” difficulty playing with others. overly sensitive and feelings often hurt

-speech aand language delay

17
Q

muscle tone and coordination in SI children

A
  • low muscle tone
  • frequent stumbles and LOB
  • dropping pencils often
  • falling out of chair
  • difficulty stacking clocks,manipulating toys, completing puzzles
18
Q

learning difficulties at school in children with SI

A
  • may interfere with learning process
  • may cause poor behavior that interferes with school work
  • adolescence may have lack of organization
19
Q

vestibular system in children with SI

A
  • children with impaired vestibular processing may have inadequate postural cackground movements
  • demonstrate poor co-contraction
  • lack protective extension
20
Q

underactive vestibular system

A

may not become dizzy or queasy even with prolonged or intense spinning

21
Q

vestibular bilateral disorder

A
  • subtle sx may not be recognized prior to starting school
  • teachers or school psychologist believe the child has dyslexia or attention problems
  • difficulty with postural responses
  • poor integration of sides of the body
22
Q

gravitational insecurity

-overactive vestibular responses

A
  • excessive emotional response to vestibular movement
  • extremely cautious to avoid falling
  • manipulate environment and those around him to avoid distress
  • inadequate proprioceptive required to modulate vestibular sensation may be a contributing factor
  • therapists must guide, not puch
23
Q

developmental dyspraxia

A
  • deficit in motor planning
  • severe= apraxia
  • children create body maps based on varied performance of the same task
  • inaccurate localization of touch stimuli
  • proprioception and kinesthesia are important in motor planning
  • observed to repeatedly try hard, but it doesn’t “sink in”
24
Q

tactile defensiveness

A
  • tendency to respons emotionally and negatively to touch sensations
  • constant input from clothing
  • may avoid exposing hands to glue , sand , paint, food
  • needs more touch, but is less able to modulate
25
Q

assessment of sensory integration

A
  • evaluate which systems are overreacting and which are underreacting
  • sensory integration and praxis tests (SIPT)
  • requires certification
  • sensory profile (infant toddler, child 0-14

-working with family and teachers to determine child’s needs and goals

26
Q

therapeutic activities

A
  • most effective whe child directs his own activities except mayb eASD
  • good therapy looks like a child at play
  • goal is not to teach a specific motor skill, rather to help create experiences that will lead to adaptive responses

Pediatrics (19 decks)

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