Aytipical Development Flashcards
(17 cards)
Why do we study artificial development?
- to develop theoretical + empirical knowledge of developmental conditions
-to design interactions based on this knowledge to improves quality of life + outcomes - studying artificial development can also inform out understanding of cognitive development
Language acquisition: sensitive periods
Newport (1990) signing accuracy in deaf adults is related to age at which they acquire sign language
Karmiloff-Smith (1998)
Key to developmental disorders is development itself
Brain specificity develops over lifespan (eg fusiform gyrus)
It’s important to study how developmental disorders develop over time to just examine at one point
Developmental trajectory research
William syndrome similar to typical development (TD) at 6 years but significantly impaired at 11 yrs
No major difrence between low (with learning disabilities(LD)) and high functions (no LD) autism at 80 months but significant at 130 month
Visuo-spatial working memeory
Tested at 7 1/2 yrs old- no difference between ADHD and TD
Differences however increase with age
Research to find out why it does not increase at same rate
Developmental trajectories
Snapshot research may lead to inaccurate conclusions regarding presence/ absence of impairments
Need to study how developmental disorders develop overtime either:
- longitudinally: flowing kid’s development
OR
- developmental trajectories: recruiting kids from wide age range and plotting developmental trajectories
Problem of heterogeneity
No definite characteristics (at any level) common to all autistic people.
Little knowledge of what is universal to all
Often, significant differences are masking that many- if not majority- do not have show any difference
Most studies are based on snapshots studies testing people and one time, so no info on hw these cognitive abilities develop over lifespan in developmental conditions
Need to take a developmental approach to study of developmental conditions to deliver time-sensitive interventions
Large variability within conditions which is hardly ever reported/ discussed
Most research needs to be done to 1. Document this heterogeneity and 2. Use info to develop tailored interventions
Autism: autism spectrum disorder (DSM V, 2013)
Professionals: Person with autism
Community: person on autism spectrum/ autistic
Asperger: no longer DSM V,
DSMV (2013)
A: persistent deficits in social communication and social interactions across multiple contexts, as manifested by following, currently or by history:
- Deficits in social-emotional reciprocacy:
- ranging from abnormal social approach + failure of normal back-and-forth conservation; to reduced sharing of interested, emotions; to failure to initaiate / respond to social interactions - Defects in nonverbal communicative behaviours:
- used for social interaction, ranging from poorly integrated verbal and nonverbal to abnormal legs in eye contact and body language
- deficits in understanding and use of gestures - Deficits in developing, maintaining and understanding relationships:
- from difficulties adjusting behaviour to suit various social contexts to difficulties sharing imagine Olay
DSM V (2013)
B: restricted, respective patterns of behaviour, interests or activities as manifested by at least 2 of the following
- Stereotyped/ respective motor movements, use of objects, or speech. Lining up. Toys or flipping objects
- Insistence on sameness, inflexible adherence to routines, ritualised patterns
- Highly restricted, fixated interests that are abnormal in intensity / focus
- Hyperactivity to sensory input, unusual interest in sensory aspects of environment
Myths and misconceptions
Not always special talents
Not just bout obsessive, repetitive behaviour
They have to impact everyday life and have social features
Not related to MMR vaccine
Cognitive theories
Theory of mind: social + communication impairments
Executive function: respective behaviour
Weak central coherence/ enhance perceptual functioning sensory issues
Extreme male brain combination
Executive function: flexibility
Executive function: responsible for flexibility of thought + behaviour
Planning, cognitve flexibility, attention shifting, inhibiting inappropriate actions, selecting relevant info, fluency, working memory
Believed to underpin restricted interns and respective behaviours
Every other developmental condition has also been linked to to executive function difficulties
Weak central coherence (WCC)
According to Frith this tendency = weak in autism, hence:
- difficulty integrating into in its context
- superiority in local processing
- WCC can account for reported experiences of sensory overwhelming
- explains sensory issues but not social difficulties, repetitive behaviours to some extent only
- Monotropism: tendency to have string attentional focus on limited no. Of interest at expense of others
- Murray suggests this tendency is at heart of characteristic usually found in autism
Theory of mind
- ability to undermans others’ and our own mental states
- ability to predict + explain other people’s behaviour on basis on mental states
Double empathy problem
Refers t breach that occurs between people of diferent disposition al outlooks and peornsal conceptual understandings when attempts are made to communicate
Further supporting evidnece that neurotypical ppl have a TM for autistic people
Negative first impressions lead to non-autistic pers less willing to interact with autistic ppl
Neurotypical mismatch creates communication difficulties
Kapp 2020: shift towards understaff developmental condition as part of natrual variation
Shift in ducks of interventions: need to adopt holistic approach that supports both autism ppl but also non-autistic ppl but prorating acceptance and reduce stigma/ stereotypes
