Pervasive Developmental Disorders Chapter 3

Pervasive Developmental Disorder Includes: –________ Disorder –____________________ Disorder –____________________ Disorder- Not Otherwise Specified (PDD-NOS)

PROPOSED REVISION FOR DSM - V ____ disorder removed from autism category All pervasive developmental disorders will be called _________________ Minor changes to criteria

Definition of Autism a _______________ that appears by age _____ and that is variable in expression but is recognized and diagnosed by impairment of the ability to form normal ___________, by impairment of the ability to _________ with others, and by _________ behavior patterns especially as exhibited by a preoccupation with ________ activities of _________ focus rather than with flexible and imaginative ones

DEFINITION - Educational A ____ development disorder characterized by impairments in ________________, ___________, and restricted and repetitive behavior, typically appearing during the ____ _______________.

Etiology of Autism ___________ Some Speculate –_____________ –_______ –______________ –________

CAUSES OF AUTISM No one knows __________, but the _____ develops differently in people with _____. It is now widely accepted by scientists that a predisposition to autism is _________. It is likely that both _______ and ____________ play a role.

GENETICS Researchers have identified a number of ____ associated with ASD. Identical twin studies show that when one twin is affected there is up to ___ chance the other twin will be affected. In families with one child with ASD, the risk of having a second child with the disorder is approximately ___.

ENVIRONMENTAL FACTORS A number of pre or post-natal environmental factors have been claimed to contribute to ASD or exacerbate it’s symptoms with little evidence to support these claims –Certain ______ (Glutton free diets) –_____________ –____________ (Detox methods) –___________

ENVIRONMENTAL FACTORS (con’t) –PCB’s –Phthalates & phenols used in plastic products –Pesticides –Alcohol –Smoking –Illicit drugs –Vitamin deficiencies (Supplements) –Vaccines

Defining Characteristics Qualitative impairment of _____________ Qualitative Impairment of __________ _______, ________ and ______ Repertoire of Behavior, Activities and Interests

Warning Signs for parents – page 115

EARLY WARNING SIGNS: No big smiles or other warm, joyful expressions by ___months of age or after No back and forth sharing of sounds, smiles, or other facial expressions by __ months of age No babbling by __ months of age No back and forth gestures such as pointing, showing, reaching, or waving by ___ months of age

WARNING SIGNS (con’t) Lack of _______ and __________ No words by __ months of age No meaningful two word phrases (not including imitating or repeating) by __years of age Any loss of speech, babbling, or social skills at ______

SOCIAL RECIPROCITY Definition: ______________________ _____________________

Social Aspects of Communication Lack of _______ Lack of complex ______ communication (use contact gestures instead) Lack of _______________ Poor ____ of communication Lack of _________ in communication Absence of ___________ Poor language __________ Deficits in ___________

Early Indicators of Autism Development of Speech Language ____are present ________

LITERACY SKILLS Difficulty observing or imitating _______ use of books Limited understanding or use of _____ _________ Poor reading _________ ________ – often know letters at a young age and can be taught to read in spite of their language difficulties

Proposed Theories to Explain Reading Difficulties (Lanter & Watson 2008) ____________ difficulties interfere with text comprehension Weak central ______ interferes with their ability to make ________ and derive meaning from text ______________ deficits make it difficult for ASD children to adapt to new situations and interferes with their ability to handle change in materials they are reading

Strategies to Facilitate Literacy in ASD Children See pages of text

Other Diagnoses on the Autism Spectrum & Associated Disorders Asperger Syndrome & High Functioning Autism characteristics: –No significant delays in _____________ –No significant delays in ______ development before the age of _____ –Severe and sustained deficits in ________ –Development of _________________ _____________________________

ASPERGER SYNDROME DSM-IV Qualitative impairments in ___________ Restricted repetitive and stereotyped patterns of ______, _______, and _______ Clinically significant impairments in _____, __________, or other important areas of functioning

Six Criteria for Diagnosing Asperger Syndrome Impairments in –______ social interaction –________ development –Self-imposed ________ –Speech and language ________ –_________ communication –_____ performance

Rhett’s Syndrome ________ disorder that affects only ____ Typical development in first few _____ of life, with loss of skills at ____ months. Loss of functional use of ____, and the development of persistent ___________ Clinical presentation closely resembles children with ____

Childhood Disintegrative Disorder (CDD) ______ development of verbal, nonverbal, social, adaptive and play skills, and behavior up to age __and then show a ____. Different from Classic Autism –Age of _____ –____________ –______ –________

Assessment & Diagnosis Comprehensive Assessment of Autism includes input from the following professionals: –____________ –_____________

Autism Assessments ADOS – A____ D______ O______ S______ –________ assessment –Toddler to ____ –4 module of this assessment Preverbal/single words Phrase speech Fluent speech – child/adolescent High functioning adolescents and adults

Treatment ABA (______________): Based on ______ conditioning Using the supposition of antecedent and ___________. Shaping- rewarding _____ behaviors.

SCERTS Developed in _____ Social-Communication, Emotional Regulation, Transactional Supports __________ approach to intervention that emphasizes the use of _________ communication in _________ setting activities that occur as a part of daily routines

______ partner stage __________ partner stage Rfag

Picture Exchange Communication System PECS Based on a child forming sentences by unprompted selection of _______ or a series of pictures Begin with _______ and work up to _______

Katy Perry with Jodi

Case Study Review Case Study (page ) if time allows