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SLK 310 > Chapter 6 > Flashcards

Chapter 6 Flashcards

1
Q

What is ASD na dhow does it affect the functioning?

A

Autism Spectrum disorder is a complex neurodevelopmental disorder that is characterized by abnormalities and social communication and unusual behaviors and interest. Autism spectrum disorder involves many parts of the brain and undermines social responsiveness ability to communicate and feelings for other people. Children with ADHD have odd interests 8 typical facial expressions and a lack of interest in others

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2
Q

Give a brief description and history of autism spectrum disorder

A

A toddler who does not look into the eyes of the caregiver or respond to their affection and cannot form a loving relationship and the caregiver interacts with um and is seemingly incapable or forming a normal relationship or communicating with anyone barely speaks and when they do speak they speak and unusual ways. The child does not use facial expressions or gestures to communicate their needs or feelings they show little interest and sharing pleasure with anyone they uh more and more isolated over the first few years of life they do not seem to understand smiles

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3
Q

State five critical questions asked by families of children with ASD

A

When should I be concerned? how can I understand what’s happening? what caused this to happen? Which treatments will help? Where can I go for services? What does the future of my child look like as a teenager or an adult?

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4
Q

What is ASD according to the dsm-5

A

What is characterized by significant and persistent deficits in social interactions and communication skills and it is also characterized by restricted and repetitive patterns of interests and behavior

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5
Q

Give examples of objects that some children with ASD fear or avoid

A

Moving objects like running water swings elevators and battery toys sometimes even the wind vacuum cleaners and traffic

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6
Q

Give two examples of objects that children with with ASD might be attracted to

A

Rotating fans flickering lights strings rubber bands sandpaper

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7
Q

Give examples of perceptual abilities that children appearsd may possess

A

Identifying the brand of a vacuum cleaner by hearing it sound. These perceptual abilities may cause distress when they are minor changes in the environment which can be expressed by screening kicking and lashing off

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8
Q

What are the defining features of ASD according to the dsm-5

A

The core features of ASD are represented by two symptoms domains. The first is social communication and interaction and the second is restricted repetitive patterns of behavior interests or activities.

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9
Q

What are the prerequisites for a child to be diagnosed with ASD?

A
  • display of symptoms in both domains social communication and interaction and the restricted repetitive patterns of behavior interests or activities.
  • The symptoms must also be a)persistent
    b)should occur in Multiple settings c)present early in development
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10
Q

Those who display deficits and only social communication and interaction but not restricted and repetitive patterns of behavior in interest and activities should be if evaluated for which disorder?

A
  1. Social(pragmatic) communication disorder-a designated type of language disorder
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11
Q

What are the three symptom types in the social communication and interaction category that the dsm5 states should be present for an ASD diagnosis?

A
  1. Deficits in social emotional reciprocity
  2. deficit in nonverbal communication behaviors for social interaction
  3. deficits in developing maintaining and understanding relationships
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12
Q

State four types of symptoms that are specified in the restrictive and repetitive behaviors category that are required for an ASD diagnosis

A
  1. repetitive motor movements.
  2. Visualized patterns of nonverbal observable behavior.
  3. Highly restricted and fixated interests with abnormal intensity. 4.Hyperreactivity to sensory input or unusual interest in sensory aspects of the environment
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13
Q

What is the importance of severity ratings?

A

The reflect the extent to which symptoms interfere with the child’s functioning

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14
Q

What are the three levels of severity ratings or deficits?

A

Level one; requireing support level level two; requireing substantial support and level three; requireing very substantial support

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15
Q

What to severity level ratings help with?

A

They help guide the tass of programs and services needed to help the child and the family but since it fluctuates across situations and time the ratings are not intended to determine how eligible a child is for services

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16
Q

What will be needed to assess the validity of the dsm-5 severity ratings in relation to their various uses and clinical practice?

A

Research

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17
Q

State and explain two reasons why there were multiple key changes in ASD criteria from the dsm4 to the DSM file and why they were made

A

In the dsm-5 symptoms are organized into two domains which is different from the dsm4 with deficits and social interaction communication and restricted and repetitive behavioral viewed as separate

The dsm-5 simplified diagnosis of ASD by removing previous subtypes like autistic disorder Asperger’s disorder replacing them with just one single activary of ASD. This was to make diagnosing ASD more consistent because previous subtypes went clearly defined making it hard for clinicians to distinguish between them and other reason for this change was the recognition that a child’s developmental level can affect house symptoms are shown so instead of viewing a child’s social and cognitive skills changes as different subtypes they’re now seen as variations within the same disorder

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18
Q

What is the purpose of dsm-5 specifiers?

A

To show if a child’s autism spectrum disorder is linked to a known medical or genetic condition.

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19
Q

Can Autism spectrum disorder be cured?

A

It cannot be cured but there’s a lot but can be done to improve their lives

20
Q

Approximately how many treatments are reported to be used by people with ASD?

A

400

21
Q

Give examples of widely publicized treatment for ASD

A

Vitamins nutritional supplements special diets medications hyper barric oxygen therapy and weighted vests

22
Q

What is the goal of many ASD treatments?

A

To minimize the core problems into maximize the child independence and quality of life

23
Q

What does ASD treatment initially focus on

A

To teach the child readiness skills

24
Q

How are readiness skills taught?

A

Discrete trial training and incidental training

25
Q

Give two examples of strategies that are used to reduce disruptive behavior in ASD children

A

Rewarding strategies include competing behavior and ignoring the behavior

26
Q

State and explain the dsm-5 criteria for ASD

A

Social communication and interaction deficit- difficulties in social interactions for example conversational back and forth

Restrictive and repetitive patterns of behavior- sensory sensitiveness in terms narrow interests like too much focus on a specific object or topic

Early onset- symptoms are present since early development but may have not been visible until the individual is faced with social demands

Exclusion

Impairment- symptoms impair daily social and occupational functioning

27
Q

Is ASD defined as a spectrum disorder?

A

Because ASD symptoms abilities and characteristics are expressed in many different combinations multiple degrees of severity

28
Q

Any other conditions that children with ASD might have

A

Intellectual disability or epilepsy and each child’s experience can be unique despite the similarities of the disorder. Vacuum possess different language skills abilities and progress

29
Q

What is discrete trial training?

A

Step-by-step approach to presenting a stimulus on requireing a specific response

30
Q

What is incidental training?

A

It’s an approach that attempts to strengthen behavior by capitalizing on occurring opportunities

31
Q

State any disruptive behavior that children with ASD May show

A

Tantrums aggression and self- injury

32
Q

Which procedures are effective in eliminating disruptive behavior?

A

Rewarding competing behaviors and ignoring the behavior

33
Q

Most effective interventions for ASD included the following features:

A
  1. Early intervention
  2. Intensive
  3. Low student-teacher ratio
    4.
34
Q

3 major categories of adaptive behavior

A
  1. Conceptual skills
  2. Socialskills
  3. Practical skills
  4. Occupational skills
35
Q

What is the diagnostic criteria for Intellectial Disability (Intellectual Deelopment disorder )

A
  1. Deficits in intellectual functioning
  2. Deficits jn adaptive functioning resulting in failure to meet developmental standards dor social responsibility and personal independence
  3. Onset of intellectual and adaptive Deficits during the developmental period
36
Q

4 levels of severity and their 3 primary domains

A

Mild, moderate, severe and profound.
Primary domains: Conceptual, social and practical

37
Q

Support areas and activities

A
  1. Teaching and education activities
  2. Home living activities
  3. Community living activities
  4. Employment activities
  5. Social activities
38
Q

Name, give treatment uses and give examples for common medication for children and adolescents

A
  1. Antidepressant medication for depression, panic attacks, phobias and anxiety disorders. Examples include Atypical antidepressants
  2. Antipsychotic meds used for severe anxiety, aggressive behavior and controlling psychotic symptoms. Examples include Haldol and Clozaril.
  3. Anti anxiety medication used for anxiety in children and adolescents. Examples include Benadryl and Xanax.
39
Q

State 4 general approaches to treatment

A
  1. Psychodynamic treatments-help the child become aware of factors contributing to their problems and develop adaptive ways of coping.
  2. Behavioral treatments- assume that a child’s abnormal behavior is learned and so the treatment focuses on re educating the child using learning theory methods and research through positive reinforcement, timeout, etc.
  3. Cognitive treatments- views abnormal behavior as deficits in the child’s thinking so it changes a child’s cognition in order to change their behaviors and feelings.
  4. Cognitive-behavioral treatments view abnormal behaviors as a result of faulty thought and patterns, faulty learning and environmental experiences so it combines the cognitive and behavioral model to replace maladaptive cognition with more adaptive Ines and to help the child regulate their behavior.
40
Q

What are the goals of treatments

A
  1. To reduce or eliminate symptoms
  2. Reduce family dysfunction
  3. Improve the child’s participation in school related activities like attendance.
41
Q

Distinguish between Treatment, prevention and intervention

A

Treatment refers to corrective methods that will permit successful adaptation by eliminating the impact or outcome of the undesired problem.

Prevention refers to the efforts to decrease the chances of undesired outcomes in the future

Intervention encompasses many theories and practices to help the child and their family to adapt more effectivy to their current and future circumstances.

42
Q

List 4 interventions and 4 intervention settings

A

Intervention- time-limited therapy, enhanced therapy, selective prevention and universal prevention.

Intervention settings: Day treatment program, inpatient unit, outpatient mental health and home and school.

43
Q

Give 3 pros and 3 cons of diagnostic labels.

A

Cons:
1. terms like moron, imbecile and idiot were originally neutral terms that quickly became insults.

  1. Stigma

Pros
1. Labels help clinicians summarize and organize observations which can help professionals and parents understand the problem.
2. Assists clinicians in locating relevant detailed data and research which helps with research on the causes and treatments.

44
Q

Which features are present in the most effective interventions for ASD

A

Preventions that include families early interventions high structure interventions here interaction interventions and intensive interventions

45
Q

Features of ASD

A

Failure to develop normal two-way social relationships and communication on the first few years of life repetitive interests and preoccupations

46
Q

What are three critical factors to contribute to differences in children with ASD

A

Level of intellectual ability severity of their language problems and behavior changes with age

47
Q

What are the core deficits of ASD

A

Social Interaction and communication deficit

SLK 310 (11 decks)

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