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Review

Review. Autism Spectrum Disorders And Communicative Disorders. 1 in every 91 children in the U.S. is on the Autism Spectrum. 1 in every 58 boys is diagnosed with A utism S pectrum D isorder . Autism Spectrum Disorder (ASD).

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Review

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  1. Review Autism Spectrum Disorders And Communicative Disorders

  2. 1 in every 91 children in the U.S. is on the Autism Spectrum

  3. 1 in every 58 boys is diagnosed with Autism Spectrum Disorder

  4. Autism Spectrum Disorder (ASD) • A complex neurological and developmental disorder that affects the normal functioning of the brain, social development and communication skills. • First signs appear by age 16 months • Children and adults with autism typically show varying degrees of difficulty withverbal and non-verbal communication, social interactions, and leisure or play activities. (Smith, Polloway, Patton, & Dowdy, 2008)

  5. Autism Spectrum http://www.nde.state.ne.us/autism/images/image002.jpg

  6. Five Disorders - Asperger Syndrome - Autistic disorder or Classic autism -Rett Syndrome -Childhood Disintegrative Disorder (CDD) - Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS) or atypical autism.

  7. Impacts - Social Interaction - Communication - Repetitive or stereotyped patterns of behavior -

  8. Some Possible Red Flags for Autism • Delayed language development • Tends not to follow direction (Child may even appear deaf at times) • Have violent tantrums • Display odd movement patterns • May not know how to play with toys • May be overactive, uncooperative or resistant • May not make eye contact or return a smile • May prefer to play alone

  9. Questions about Cause? • Breastfeeding And Risk Of Autism? • Does Smoking Up Autism Risk In My Child? • Household Items And Autism Risk? • Can Lead Paint Increase Risk Of Autism? • Could A Mother's Cold Up Autism Risk? • Alcohol, Marijuana And Autism Risk? • Do Vaccinations Cause Autism? … There are too many cases with too many differences; not enough is know to draw any concrete conclusions about causes or therefore, cures.

  10. Causes What causes these mysterious disorders? • (ABC News Photo Illustration)

  11. Section 2: Environmental Factors Section 2: Genetics, Family & Social History Section 2: Other Medical Conditions Associated With Autism Current Risk Factors National Institute of Health, 2005

  12. Potential Causes under investigation • Inherited genetic conditions • other medical problems • Environmental factors

  13. Possible Genetic Link • Emerging research by consortium of scientists in Boston on Chromosome deletion or multiplication around Chromosome 16 (or de Novo) not directly inherited from either parent– opens up the possibility of determining risk of recurrence

  14. It’s a Still a mystery Age of parents at birth, metal toxins, immunizations genetics, gender……… BUT……There’s not yet enough conclusive proof

  15. Treatments for Children with ASD • No approved medications • Behavior management therapy: Applied Behavior Analysis). Different applications of ABA include • Positive Behavioral Intervention and Support Plans • Pivotal Response Training • Incidental Teaching • Milieu Training • Verbal Behavior • Discrete Trial Training

  16. Applied Behavior Analysis (ABA) • An approach that was derived from learning theory. In ABA, a socially significant behavior is targeted, such as a child learning to make request. And then an environmental alteration is introduced, such as teaching instructions and a reward for a correct response. And then the change in the targeted behavior is objectively measured. • Begin by using tangible rewards, reason is that they are not as responsive to social rewards , therefore tangible rewards are crucial to their success. (McPhee, 2008)

  17. Early Intervention • Early Intervention is often introduced to work on specific and core skills of the disorder such as socialization, communication, repetitive interests and activities. • The intervention may address very specific skills such as reducing inappropriate behaviors or improving skills that are necessary for the child to be successful in their environment. • Working on skills that come natural to children not on the spectrum (Swiezy, 2008)

  18. Other treatments include… • Speech and language therapy • Occupational therapy • Physical therapy

  19. Aspberger’s Syndrome • Informally referred to as high functioning autism. • Normal or above-average IQ. • Strong language and computing skills. (McPhee, 2008)

  20. Signs and symptoms in Asperger’s Syndrome • Delay in motor skills • Lack of skill in interacting with others • little understanding of the abstract uses of language, such as humor or give-and-take in a conversation • Intense of restricted interests in specific items or information • Sensory integration issues: e.g. strong reactions to textures, smells, sounds, sights, or other stimuli that others might not even notice, such as a flickering light

  21. Autistic Disorder or “Classic” Autism • Individuals with autistic disorder display less severe problems in three areas of functioning • social skills • communication and • Stereotyped behaviors (Alessandri, 2008)

  22. Rett Syndrome • A neurological and developmental disorder that mostly occurs in females • Infants develop normally at first, but then stop developing and even lose skills and abilities

  23. Symptoms • Loss of purposeful hand movements, such as grasping with fingers, reaching for things, or touching things on purpose • Loss of speech • Balance and coordination problems, including losing the ability to walk in many cases • Stereotypic hand movements, such as hand wringing • Breathing problems, such as hyperventilation and breath holding, or apnea when awake • Anxiety and social-behavioral problems • Intellectual disability/mental retardation

  24. Other Problems for children with Rett Syndrome include… • Scoliosis, a curving of the spine that occurs in approximately 80 percent of girls with Rett syndrome • Seizures • Constipation and gastro-esophageal reflux • Cardiac or heart problems, specifically problems with the rhythm of their heartbeat • Problems feeding themselves, trouble swallowing and chewing • Problems with sleep, specifically disrupted sleep patterns at night and an increase in total and daytime sleep.

  25. Rett Syndrome occurs in Four Stages: • Early Onset Phase – Development stalls or stops • Rapid Destructive Phase – Child loses skills quickly (Purposeful hand movements and speech) • Plateau Phase – Regression slows, and other problems lessen or improve. Most people with Rett syndrome spend most of their lives in stage 3. • Late Motor Deterioration Phase – Individuals may become stiff or lose muscle tone; some may become immobile.

  26. Treatments • Aim to slow the loss of abilities, improve or preserve movement, and encourage communication and social contact. • Physical therapy to help patients improve or maintain mobility and balance and reduce misshapen back and limbs • Occupational therapy to help patients improve or maintain use of their hands and reduce stereotypic hand movements. • Speech-language therapy to help patients use non-verbal ways of communication and improve social interaction • Medication (such as for constipation or heart problems) • Surgery (to correct spine curvature or correct heart defects

  27. Pervasive Developmental Disorders NOS • "Atypical Autism" for cases that meet some, but not all of the criteria for autism • Intellectual impairments • Sensory Integration Disorder

  28. http://abcnews.go.com/Health/AutismOverview/story?id=5387956Childhood Disintegrative Disorder Childhood disintegrative disorder- typical development until about three to four years or in some cases, older. After that time, the child suffers a loss of many developmental skills that were previously acquired. - Example: language, social skills, play, self-care, toileting and motor skills. (Loveland, 2008)

  29. Communicative Disorders A Review

  30. Communication • An active process by which individuals exchange information and communicate ideas (Owens, 1990) • Requires receiver who decodes, or comprehend the message • Other aspects of communication that can enhance (or distort) the linguistic code • Paralinguistic cues, such as intonation patterns, stress and speech rate – can signal attitude and emotions of the speaker • Non-linguistic cues: body movements, eye contact

  31. Speech • One of the modes of communication • Oral, verbal • Involves precise coordination of neuromuscular movements in order to produce sounds and linguistic units • Other modes of communication besides speech • Writing, drawing, manual signing, augmentative communication systems

  32. Language • Socially shared code, or conventional system, that represents ideas through the use of arbitrary symbols and rules that govern combinations of these symbols • Language exists because users agree on the symbols and rules. • An individual’s implicit knowledge of the symbols and rules is called linguistic competence • Oral language is the first language (foundation) from which reading and writing develops

  33. Forms of Language • Form • Phonology • Morphology • Syntax • Content • Use

  34. Connection between Spoken and Written Language • Receptive and expressive language • Spoken language is the foundation for the development of reading and writing. • Spoken language and written language have a reciprocal relationship, building on one another for the development of language competence.

  35. Language in the Classroom • Receptive Language -Understanding Spoken Language In the classroom: The ability to listening to a story & understand: the content, new vocabulary words, information that is implied, a problem, and a question asked about the story. • Expressive Language -Using Spoken Language In the classroom: The ability to retell a story & use: age level words, grammar and sentence types and story line construction. • Social Language In the classroom: The ability to use and understand language in social situations such as taking turns, introducing a conversation topic, and classroom talk vs. home talk

  36. Identifying Language Disorders in the Classroom • Recommend specialized services if… • Discrepancy between the child’s language age and his/her mental age (Nelson, Silbar & Lockwood, 1981) • When scores on comparable tests (on two different samples, and different times) differ • Recommendations. • Offer services during the lesson so that all children may benefit (Calculator & Jorgenson, 1991). • Encourage collaboration between SLP and classroom teacher. Conduct comprehensive interdisciplinary assessments.

  37. Children with ASD and Language • Most individuals with ASD to learn appropriate social use of communication • The role of the SLP a. Screenings and/ or Assist with the diagnosis b. Provide language therapy c. Consult with Educators and caregivers d. Maximize opportunities for interaction to overcome barriers that lead to decreased educational opportunities and social isolation.

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