Autism Spectrum Disorders ASD - PowerPoint PPT Presentation

1 / 23
About This Presentation
Title:

Autism Spectrum Disorders ASD

Description:

Kanner used the term 'autism' to suggest the notion of the child's living in his ... 'Both children and adults with autism typically show difficulties in verbal and ... – PowerPoint PPT presentation

Number of Views:330
Avg rating:3.0/5.0
Slides: 24
Provided by: RPREND
Category:

less

Transcript and Presenter's Notes

Title: Autism Spectrum Disorders ASD


1
Autism Spectrum Disorders (ASD)
  • October 4, 2007
  • SPCD 201

2
Objectives
  • Discuss
  • definitions of ASD
  • characteristics of ASD
  • increase in reported prevalence rate and the
    factors that might contribute to this finding
  • the importance of early identification and
    intervention
  • educational intervention

3
Historical Background
  • Leo Kanner, a child psychiatrist, first
    systematically described the autism disorder, and
    pointed out the similarities in dysfunction in a
    group of children, whom he was later to identify
    as having early infantile autism in America,
    1943.

4
Historical Background, Cont.
  • Kanner used the term autism to suggest the
    notion of the childs living in his or her own
    world.
  • The essential features of Kanner syndrome
    (classic autism) are
  • Disturbances of social relationships
  • Limited use of language to communicate
  • Fixed repetitive interests and routines

5
1. Defining Autism
  • Both children and adults with autism typically
    show difficulties in verbal and non-verbal
    communication, social interaction, and leisure or
    play activities.
  • One should keep in mind however, that autism is a
    spectrum disorder and it affects each individual
    differently and at varying degrees
  • (Autism Society of America, 2007).

6
What is the definition under the IDEA?
  • Autism is a developmental disability
    significantly affecting verbal and nonverbal
    communication and social interaction, generally
    evident before 3, that adversely affects a
    childs educational performance.
  • Other characteristics often associated with
    autism are engagement in repetitive activities
    and stereotyped movements, resistance to
    environmental change or change in daily routines,
    and unusual response to sensory experiences.

7
High-functioning Autism (HFA)
  • Individuals with autism who do not have mental
    retardation are often referred to as having high
    functioning autism (HFA) (Klin, Pauls, Schultz,
    Volkmar, 2005).

8
Historical Background of Asperger Syndrome (AS)
  • Hans Asperger
  • the first person to describe AS in 1944
  • Lorna Wing
  • the first person to use the term Asperger
    Syndrome in a paper published in 1981.

9
1. Definition of Asperger Syndrome (or Aspergers
Disoder)
  • The essential features of AS are severe and
    sustained impairment in social interaction and
    the development of restricted, repetitive
    patterns of behavior, interest, and activity that
    cause limitations in social and other areas of
    functioning.
  • There are no significant language or cognitive
    development delay, nor lack of age-appropriate
    self-help skills.
  • (Autism Society of America, 2007)

10
2. CharacteristicsThree Core Dimensions of ASD
Social interaction
Restricted, repetitive, and stereotyped patterns
of behavior, interests, and activities
Verbal and nonverbal communication
11
2. Characteristics
  • Communication
  • Echolalia repetitive vocalizations of any speech
    or sounds they hear
  • Some do speak others have limited language.
  • Difficulty with understanding abstract concepts
    and pragmatic language skills
  • Social interaction
  • Poor eye contact
  • Does not often initiate play with peers
  • May lack understanding of social cues
  • Behavior
  • Exhibits repetitive body movements
  • May be extremely sensitive to some auditory
    stimuli
  • May not respond to some auditory stimuli
  • May demonstrate persistent preoccupation with
    parts of objects

12
3. Prevalence
  • About one in 150 children have been diagnosed
    with autism (CDC, Stevens et al., 2007).
  • Boys are nearly four times more likely than girls
    to be identified with autism.
  • Hispanics had lower autism rates, though its
    possible that may be related to health-care
    access problems.
  • (May 5, 2006, published in the U.S. Centers for
    Disease Control and Preventions Morbidity and
    Mortality Weekly Report). (www.cdc.gov/ncbddd/auti
    sm/asd_common.htm)

13
What do you think of the high rates of ASD now?
  • It might be due to the expanded definition, and
    greater awareness. But we do see more children
    with ASD diagnosed.
  • Current increase has led to recommendation that
    screening for ASD be routinely done by
    pediatricians.

14
  • It can cost about 3.2 million to care for a
    person with autism over a lifetime, according to
    the Harvard School of Public Health.

15
4. Causes Genes or Environment
  • Both the causes and cures of the disorder are
    unknown.
  • Autism is currently considered a neurological
    disorder that is influenced by both environmental
    and genetic factors (Sigman, Spence Wang,
    2006).

16
5. Importance of Early Identification
  • Autistic disorder is typically noticed in the
    first or second year of life (DiCicco-Bloom et
    al. 2006).
  • Differences between typically developing children
    and those with ASD are detectable by two years of
    age (Landa, Garrett-Mayer, 2006).
  • ASD can be diagnosed as young as 2 years of age
    and by 3 years of age, difficulties in the three
    domains are typically observed
  • (DiCicco-Bloom et al., 2006).
  • DiCicco-Bloom et al. (2006). The developmental
    neurobiology of autism spectrum disorder. The
    Journal of Neuroscience, 26(26), 6897-6906.
  • Landa, R, Garrett-Mayer, E. (2006) Development
    in infants with autism spectrum disorders a
    prospective study. Journal of Child Psychology
    and Psychiatry and Allied Disciplines, 47(6),
    629-638.

17
5. Early Identification Cont.
  • Many children with ASDs are identified in the
    elementary school year.
  • Asperger syndrome may not be apparent until a
    child is older (DiCicco-Bloom et al. 2006).
  • Identifying developmental disruptions in infants
    and very young children with ASD may allow for
    earlier detection and critical intervention.

18
6. Early Indicators
  • Developmental red flags for parents and
    physicians to watch for include
  • poor eye contact
  • reduced responsive smiling
  • diminished babbling
  • reduced social responsivity
  • and difficulty with language development, play
    and initiating or sustaining social interaction.
  • (Landa, 2006)

19
6. Early Indicators of Possible ASDs in very
young children
  • No big smiles or other warm, joyful expressions
    by 6 months or thereafter
  • No back-and-forth sharing of sounds, smiles, or
    other facial expressions by nine months or
    thereafter
  • No babbling by 12 months
  • No back-and-forth gestures, such as pointing,
    showing, reaching, waving, or three-pronged gaze
    (e.g., child looks at adult, looks at toy to
    indicate interest in it, looks back at adult to
    communicate something about the toy) by 12 months
  • No words by 16 months
  • No two-word meaningful phrases (without imitating
    or repeating) by 24 months
  • Any loss of speech or babbling or social skills
    at any age
  • Does not respond consistently to his/her name
  • (Rogers, 2001 Travis Sigman, 2000)

20
6. Early Indicators of Possible ASDs in older
children
  • Failure to develop peer relationships appropriate
    to developmental level
  • Appropriate language skills, but not using
    language in a socially appropriate way (e.g.,
    impairment in the ability to initiate or sustain
    a conversation)
  • Stereotyped and repetitive use of language or
    idiosyncratic language
  • Preoccupation with an interest that is abnormal
    in its intensity or focus
  • Inflexibility, with a need for non-functional
    routines or rituals
  • (Cadigan Estrem, 2006).

21
7. Early Intervention
  • About half of children with as ASD diagnosis
    overcome many of the language and social skills
    deficits that limit their participation with
    their families, schools, and communities by the
    time they enter kindergarten or first grade
    (Sallows Graupner, 2005)
  • Many children who start treatment earlier achieve
    significant better outcomes (Mundy Neal, 2001)

22
7. Early Intervention, cont. What is the best
comprehensive intervention model?
  • Not many studies have compared comprehensive
    intervention models.
  • Different models have yielded similar outcomes.
  • Foster speech/communication skills
  • Behavioral teaching methods (DTT)
  • Social skill training (high functioning
    individuals with ASD)

23
7. Early Intervention, cont.What does NRC
recommend
  • Effective programs for young children with ASD
    include the following characteristics (NRC, 2001,
    pp. 220-221)
  • A minimum of 25 hours a week, 12 months a year,
    of systematically-planned educational activity
  • Sufficient individual attention every day so that
    Individual Family Service Plan (IFSP) and
    Individualized Education Program (IEP) objectives
    can be addressed with adequate intensity
  • Ongoing assessment
  • Successful interactions with typically-developing
    children
  • Instruction in the areas of functional
    spontaneous communication, social interaction,
    play skills, cognitive skills taught in a manner
    to facilitate generalization, proactive and
    effective approaches to challenging behavior, and
    functional academic skills.
Write a Comment
User Comments (0)
About PowerShow.com