Topic 2

Question 1

What is Echolalia?

Answer 1

Echoing someone else’s speech.

Question 2

What is normal echolalia?

Answer 2

In adults: we quote one another, we mimic, we do impressions, we act out dialogues in plays.
In typically developing children it’s a mechanism to acquire new language.

Question 3

What are two ways echolalia is characterized?

Answer 3

immediate or delayed imitation

Question 4

immediate echolalia

Answer 4

applies to echoic utterances produced within 2 conversational turns and resemble to original

Question 5

delayed echolalia

Answer 5

applies to echoic utterances produced more than 2 conversational turns after the original and are characterized by either a higher level of linguistic complexity than the individual could generate independently or is identified as learned routine by familiar communication partners

Question 6

Echolalia is a defining characteristic of autism (true or false)

Answer 6

True, for children who speak. It is a first indication.

Question 7

Typical echoes

Answer 7

snippets from videos, announcements on the subway, greetings from teachers, TV commercials, etc.

Anything can become an echo.

Utterances children hear at moments of great excitement, pain, anxiety, or joy.

Question 8

Uses of echolalia

Answer 8

interactive turn taking
interactive, linguistic functions including completion of verbal routines, labeling, providing information, calling, affirming, requesting, and protesting.
Some utterances have idiosyncratic meanings related to personal memories, therefore, they may hold meaning for familiar listeners but not for strangers.

Some echoes may not appear to have any meaning, but most have some function.

Question 9

Past therapies used techniques to eliminate echolalia

Answer 9

loud, annoying noises
squirt lemon juice in child’s mouth
Ignoring the child
Holding up an index finger to the child and issue a firm command “Be quite!” or “no talking!”

Question 10

By canceling out what other deficits, can a primary language impairment be identified?

Answer 10

A sensory deficit (hearing loss)
A motor deficit (cerebral palsy)
A cognitive deficit (mental retardation)
A social or emotional impairment (Autism Spectrum Disorder (ASD), psychotic, schizophrenic)
Harmful environmental conditions (lead poisoning, drug abuse).
Central nervous system damage (Traumatic Brain Injury –TBI; lesions).

Question 11

What do we presume language impairment to be caused by?

Answer 11

It is often presumed to be due to impaired development or dysfunction of the central nervous system (SLI)

Question 12

Children with SLI are a _______ population.

Answer 12

Heterogeneous population- children can exhibit language deficits in a variety of different language areas

Question 13

How is SLI related to age?

Answer 13

It is believed that the nature of the disorder evolves as the children become older (e.g., areas of language weakness change over time)

Question 14

What is a secondary language impairment?

Answer 14

Includes a disorder that is associated with and presumed to be caused by factors such as sensory (hearing loss) or cognitive impairments (mental retardation).
The language disorder can be part of a syndrome

Question 15

Who first described ASD and when?

Answer 15

Was first described in 1943 by Kanner, American psychiatrist

Question 16

What is the ratio of autism in children?

Answer 16

1 in 88 children

Question 17

What is the ratio of autism in boys?

Answer 17

1 in 54 boys; Boys are nearly five times more likely than girls to have autism

Question 18

Autism numbers have plateaued recently (true or false)

Answer 18

False, they are still growing.

Question 19

What is Pervasive Developmental Disorders (PDD)?

Answer 19

Pervasive development disorder, not otherwise specified (PDD-NOS): This category is used to refer to children who have significant problems with communication and play, and some difficulty interacting with others, but are too social to be considered autistic. It’s sometimes referred to as a milder form of autism.

Question 20

What are several tools and assessments are available to aid in diagnosis of children under 4?

Answer 20

M-CHAT(Modified Checklist for Autism in Toddlers)
CSBS-DP(Communication and Symbolic Behavior Scales Developmental Profile)
ADOS-2(Autism Diagnostic Observation Schedule, newest version).
STAT(Screening Tool for Autism in Toddlers)

Question 21

M-CHAT (Modified Checklist for Autism in Toddlers)

Answer 21

Modified Checklist for Autism in Toddlers). This is the most popular tool.Designed for children 16–30 months, the questionnaire can be administered during a well-child physician visitor completed online by a parent.

Question 22

CSBS-DP (Communication and Symbolic Behavior Scales Developmental Profile)

Answer 22

an easy-to-use, norm-referenced screening and evaluation tool that helps determine the communicative competence (use of eye gaze, gestures, sounds, words, understanding, and play) of young children.

Question 23

ADOS-2 (Autism Diagnostic Observation Schedule, newest version).

Answer 23

Although ADOS is considered the “gold standard” for ASD diagnosis, it is not as helpful in younger children. Its toddler module, for assessing children 12–30 months, consists of 30 to 45 minutes of observation and focuses on communication, reciprocal social interaction, object use and play skills.

Question 24

STAT(Screening Tool for Autism in Toddlers)

Answer 24

Thisassessment, for children 24–36 months, consists of 12 items and takes about 20 minutes to administer.

Question 25

Early indicators or red flags for Autism (a lot, about 14) definitely don't need to memorize all...

Answer 25

poor social visual orientation and attention; fails to point to express interest; uses hand leading or another’s body as a too ; mouths objects excessively ; stops talking after using three or more meaningful words; uses fewer that five meaningful words on a daily basis at age 2; lack of vocalizations with consonants ; fails to look at others; abnormal eye contact or inappropriate eye gaze; fails to show interest in other children, ignores people, prefers to be alone; fails to orient to name, shows delayed response to name, or lacks attention to voice; lacks symbolic play; lacks conventional play with a variety of toys; exhibits unusual hand and finger mannerisms, repetitive movements; displays aversion to social touch ; lacks expressive behaviors and gestures or exhibits unusual behaviors; fails to share enjoyment or interest

Question 26

Sensory considerations of ASD

Answer 26

Behaviors such as, sensitivities to sounds, tastes, textures, touch, visual avoidance, or tactile defensiveness

Question 27

What are some atypical motor behavior movements?

Answer 27

hand flapping, spinning, jumping, ritualistic plat with objects, difficulties in motor planning, manipulation, balance, and coordination

Question 28

What is one of the earlier atypical motor behavior movements that is a red flag for autism?

Answer 28

head lag

Question 29

Motor and routine difficulties for ASD

Answer 29

difficulty speaking, writing, dressing, playing with toys, learning to use the toilet, and adapting to changes in routine or environments

Question 30

What is the main difference in DSM-4 and DSM 5 regarding domains of autism impairments?

Answer 30

Whereas in the DSM-4 three domains of impairments were identified (i.e., social, communication, and restrictive behavior), the DSM-5 proposed that the deficits in communication and social behaviors are inseparable and should be considered as a single set of symptoms.

Question 31

The DSM-5 made 4 criteria for a diagnosis of ASD

Answer 31

1.  Persistent deficits in social communication and social interaction across contexts 2. Restricted, repetitive patterns of behavior, interests, or activities 3. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities) 4. Symptoms together limit and impair everyday functioning

Question 32

What are some associated conditions seen in children with autism?

Answer 32

Mild to profound mental retardation Hyperactivity, short attention span, impulsivity, aggression, and temper tantrums Some may demonstrate over- or under-sensitivity to sensory input; atypical motor behaviors of hand flapping, spinning, and jumping difficulties in motor planning, manipulation, balance, and coordination. Limited capacity for joint attention Limited capacity for symbol usage- e.g. play skills

Question 33

Do all children with autism eventually learn language?

Answer 33

NO, some children never develop speech or functional language Others develop functional, but idiosyncratic use of language.

Question 34

Children with autism have trouble in what two areas of language?

Answer 34

Mostly pragmatics, but also semantics.

Question 35

Is a child's with ASD's language usually abstract or concrete?

Answer 35

Their language is very concrete, lacking abstract thinking. They tend to interpret language literally and lack the understanding of figurative language. Can also exhibit difficulties with verbal reasoning and problem solving.

Question 36

What is Rett’s Disorder?

Answer 36

Postnatal neurological disorder

Question 37

Who does Rett's affect?

Answer 37

girls only (rarely boys). Rett syndrome strikes all racial and ethnic groups, and occurs worldwide in 1 of every 10,000 female births.

Question 38

is Rett's a form of autism?

Answer 38

No, but has been most often misdiagnosed as autism, cerebral palsy, or non-specific developmental delay.

Question 39

how do Rett's symptoms appear?

Answer 39

symptoms appear after an early period of apparently normal or near normal development until six to eighteen months of life, when there is a slowing down or stagnation of skills. A period of regression then follows with deficits in communication skills.

Question 40

stereotyped movements/symptoms of Retts

Answer 40

stereotyped hand movement such as handwashing, gait disturbances, and slowing of the normal rate of head growth

Question 41

Asperger’s Syndrome

Answer 41

language skills are intact with exception to the area of pragmatic language skills

Question 42

criteria for PDD diagnosis

Answer 42

Pervasive impairment in social interaction Pervasive impairment in communication skills or presence of stereotyped patterns of behavior, interests, or activities Presence of impairments that do not meet the criteria for Autistic Disorder because of late age at onset, atypical symptoms, or sub-threshold symptoms