AUTISM

1. AUTISM • Chapter 12 • This PowerPoint includes additional information not found in your text

2. Overview • What is Autism? • Is there more than one type of Autism? • What causes Autism? • How is Autism diagnosed? • What are the characteristics of Autism? • What are the most effective approaches to treating Autism? Is there a cure?

3. WHAT IS AUTISM? • Very complex, often baffling developmental disability • First described by Leo Kanner in 1943 as early infantile autism • “Auto” – children are “locked within themselves.” • For next 30 years, considered to be an emotional disturbance

4. WHAT IS AUTISM? • 3 categories for autism in IDEA? • Today, autism is a severe form of a broader group of disorders • These are referred to as pervasive developmental disorders(later) • Typically appears during the first 3 years of life

5. WHAT IS AUTISM? • Very likely neurological in origin – not emotional, not the refrigerator mom • Prevalence is 2-6/1000 individuals (1/2 to 1 ½ million affected) • 4 times more prevalent in boys • No known racial, ethnic, or social boundaries • No relation to family income, lifestyle

6. WHAT IS AUTISM? • Autism impacts normal development of the brain in areas of social interaction and communication skills. • Difficult to communicate with others and relate to the outside world. • Occasionally, aggressive and/or self-injurious behavior may be present.

7. WHAT IS AUTISM? • May exhibit repeated body movements (hand flapping, rocking). • Unusual responses to people • Attachment to objects • Resistance to change in routine • Sensory sensitivities

8. WHAT ARE THE TYPES? • Actually, the “umbrella” heading is Pervasive Developmental Disorder (PDD). • Autism is one of the 5 PDDs. • All have commonalities in communication and social deficits • Differ in terms of severity

9. 1. Autistic Disorder • Impairments in social interaction, communication, and imaginative play. • Apparent before age 3. • Also includes stereotyped behaviors, interests, and activities

10. 2. Asperger’s Disorder • Impairments in social interactions, and presence of restricted interests and activities • No clinically significant general delay in language • Average to above average intelligence

11. 3. Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS) • Often referred to as atypical autism • Used when a child does not meet the criteria for a specific diagnosis, but there is severe and pervasive impairment in specified behaviors

12. 4. Rett’s Disorder • Progressive disorder which, to date, has only occurred in girls. • Period of normal development and then the loss of previously acquired skills • Also loss of purposeful use of hands, which is replaced by repetitive hand movements • Beginning at age of 1-4 years

13. 5. Childhood Disintegrative Disorder • Normal development for at least the first 2 years • Then significant loss of previously acquired skills

14. Conclusions on Types • Autism is a spectrum disorder • This means that symptoms and characteristics can present themselves in wide variety of combinations, from mild to severe • Autistic individuals can be very different from each other • “Autism” is still commonly used to refer to any of the 5 PDDs

15. What causes (and doesn’t cause) autism? • Good agreement in general that autism is caused by abnormalities in brain development, neurochemistry, and genetic factors • Bettleheim’s theory of psychogenesis?

16. How is Autism Diagnosed? • No definitive medical test • Team uses interviews, observation, and specific checklists developed for this purpose. • Team might include neurologist, psychologist, developmental pediatrician, speech/language therapist, learning consultant, etc. • Must rule out MR, hearing impairment, behavior disorders, or eccentric habits

17. CHARACTERISTICS • 1. Communication/Language • 2. Social Interaction • 3. Behaviors • 4. Sensory and movement disorders • 5. Resistance to change (predictability) • 6. Intellectual functioning

18. 1. Communication/language • Broad range of abilities, from no verbal communication to quite complex skills • Two common impairments: • A. Delayed language • B. Echolalia

19. A. Delayed language • 50% of autistic individuals will eventually have useful speech (?) • Pronoun reversal: “You want white icing on chocolate cake.” • Difficulty in conversing easily with others • Difficulty in shifting topics • Look away; poor eye contact • Facilitated communication??????

20. Elements of Facilitated Communication • 1. Physical Support • 2. Initial training/introduction • 3. Maintaining focus • 4. Avoiding competence testing • 5. Generalization • 6. Fading

21. B. Echolalia • Common in very young children (Age 3) • Immediate or delayed (even years) • Is there communicative intent with echolalia?

22. 2. Social Interaction • One of hallmarks of autism is lack of social interaction • 1. Impaired use of nonverbal behavior • 2. Lack of peer relationships • 3. Failure to spontaneously share enjoyment, interests, etc. with others • 4. Lack of reciprocity • Theory of mind?

23. 3. Behaviors • Repetitive behaviors, including obsessions, tics, and perseveration • Impeding behaviors (impede their learning or the learning of others) • Will need positive behavior supports • A. Self-injurious behavior • B. Aggression

24. 4. Sensory and movement disorders • Very common • Over- or under-sensitive to sensory stimuli • Abnormal posture and movements of the face, head, trunk, and limbs • Abnormal eye movements • Repeated gestures and mannerisms • Movement disorders can be detected very early – perhaps at birth

25. 5. Predictability • Change in routine is very stressful • May insist on particular furniture arrangement, food at meals, TV shows • Symmetry is often important • Interventions need to focus on preparing students for change if possible

26. 6. Intellectual functioning • Autism occurs in children of all levels of intelligence, from those who are gifted to those who have mental retardation • In general, majority of individuals with autism are also identified as having mental retardation – 75% below 70 • Verbal and reasoning skills are difficult • Savant syndrome

27. Interventions • 1. Individualization and early intervention are the keys • 2. Include life skills, functional academics, and vocational preparation • 3. Positive behavior support • 4. Social stories (music therapy?) • 5. Lovaas model

28. Baron-Cohen, Leslie & Frith (1985) Does the Autistic child have a Theory of Mind?

30. The Sally-Anne Test A tool to diagnose Autism?

31. What is Autism? • Write down TWO behaviours you think would characterise an autistic child

32. Baron Cohen et al, (The Sally Anne Test) • a NATURAL experiment • sometimes called a • QUASI experiment

33. Baron-Cohen et al (The Sally Anne test) • Three groups of children • Normal • Down Syndrome • Autistic

35. Baron - Cohen et al (The Sally Anne Test) • Children interviewed one at a time • The scenario (mock up)

36. Baron Cohen et al (The Sally Anne Test) • Children asked four questions • The Naming Question • What are the dolls names? • The memory question • Where was the marble at first?

37. Baron Cohen, et al(The Sally Anne Test) • The REALITY question • Where is the marble NOW • The ‘False Belief question’ • Where will Sally look for her marble? • This is the CRITICAL question

38. Baron Cohen et alThe Sally Anne Test • The experiment was repeated twice • the second time the marble was put into the experimenter’s pocket

40. Baron Cohen et alThe Sally Anne Test • The false belief question • 23 / 27 ‘normals’ answered correctly • 12 / 14 Down’s Syndrome answered correctly • 4 / 20 Autistic answered correctly

41. Baron Cohen et alThe Sally Anne Test • A key point is that on both trials • the Autistic children ALWAYS answered • either • correctly or incorrectly

42. The Baron Cohen et al conclusion • That autistic children do not have a • THEORY OF MIND • are unable to recognise that other people may have ‘their own’ representation of the world in their heads