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PSYC 168 MT 2 Part 3
The finalflashcard section but so many sides-50 :(
| Term | Definition |
|---|---|
| Autism Spectrum Disorder (ASD): DSM-4 Status | Many different diagnoses and no real spectrums -change was to make it more specific and so, some kids no longer qualify for ASD specifically |
| ASD: Prevalence | -1/68 kids -Boys>Girls -Girls: lower average IQ & larger deficits in intellectual functioning; younger girls more social communication problems, sleep & mood problems -Boys: greater incidence of stereotyped/repetitive behavior -increase recently |
| ASD and SES | -White>Others -More likely with higher SES and moms with more education and higher income -may be due to assortive mating (people with similar traits get together and ASD like traits can get amplified) |
| ASD DSM-5 Criteria | -spectrum, neurologically based, behaviorally diagnosed -no better diagnosis -symptoms present in early developmental period - clinically significant impairment in important areas of current fn - includes autstic disorder,Aspergers,PDD,CDD,&Rett's |
| ASD DSM-5 Criteria Continued | -symptoms can be current or by history -deficits in social-emotional reciprocity -def in nonverbal communicative behaviors used for social interaction -def in developing, maintaining, and understanding relationships, |
| ASD DSM-5 Criteria Continued #2: Social Comm | -Problems with joint attention(looking at what someone else is looking at/pointing to- initiate or respond) and social orientation(lack of eye contact, emotional expression, response failure, missing facial social cues, can't understand social situations) |
| ASD DSM-5 Criteria Continued #3: Empathy and Symbolic Play | -delays in symbolic play[usually begins around 18 mo.]or lack of flexibility&complexity *precursor for lang dev(words r symbolic -lack of empathy(und,resp,ToM[other's mental state can differ from yours] issues -mindblindness (und. other's mental state |
| ASD Prevalence Increase | -increase due to increased awareness, earlier detection, better diagnosis, treatment advantages |
| ToM measures | Sally-Anne task (like hiding a toy) |
| ASD DSM-5 Criteria Continued #5: Language | -semantic (understanding the meaning of words) and pragmatic (use of lang in context and understanding it) lang diffi *hypoactivity in Broca's and potentially hypoconnectivity btw Broca's and prefrontal cortices or other temporal and parietal networks |
| ASD and Vaccines | -Myth: original stufy was thoroughly discredited -because of the article though, immunization rates have dropped |
| ASD Treatment: Pivotal Response Training | -parent-guided to inc. motivation & self-reg -more naturalistic & valid (ext) -Maximize child's interest by letting them pick social setting -Use of natural reinforcers and motivation for future attempts -Increase motivation to verbally communicate, |
| ASD Treatment: Early intensive behavioral intervention (EIBI) | -discrete training -pivotal response training *one-on-one treatment -giving kid options,utilizing op.conditioning, observ. learning, and learning theories -good for dealing w/ overt behavior (like comm. and soc. defs and stereotypies and tantrums) |
| ASD Treatment: Discrete Trial Training | -teach basic skills for later learning -systematic teaching with increasing complexity -instruction, child response, conseq,, time btw trials -individually adaptable -many come close to normal and can go to typical classrooms |
| ASD Treatment: Behavioral | -Early diagnosis, identification (can be diffi), and intervention -behavioral analysis with applied behavioral analysis (reduces bad behavior and increases good behavior) |
| ASD Treatment: Biomedical | -medication to help w/ symptoms: SSRIs (improve dep or anx), atypical antipsychotics (severe behavioral problems), anti-seizure meds, stimulants (w/ executive fning deficits |
| ASD DSM-5 Criteria Continued #5: Restricted, Repeated Behaviors | *At least 2 of below: -Stereotyped or repetitive behaviors -Excessive adherence to routines or resistance to change -Restricted, fixated interests -Hyper- or hypo-reactivity to sensory input |
| ASD DSM-5 Criteria Continued #5: Language Continued | -syntactic (org of words in sentence)-semantic lang problems *often have reversed left-right hemisphere asymmetry *hyperactivation of Wernicke's area and hypoconnectivity btw Broc's and Wernicke's |
| ASD Severity | -severity is based on social communication impairments and restricted, repetitive patterns of behavior. (basically noticeable, marked, severe/extreme) |
| ASD Differential Diagnoses/CMD | -Intellectual Disability -Seizure disorders -ADHD -Language Disorders -Obsessive Compulsive Disorder -Schizophrenia |
| ASD Course | -symptoms by year 2 for the most part (usually around 18 mo, its pretty clear -but for 1/3->little symptomatology at age 2 -typically diagnosed around age 3 but can be reliably diagnosed by 2 yrs old |
| ASD Prognosis (how likely you are to have disorder and severity | - 3 factors:intellectual ability(meeting dev. milestones?), linguistic abilities, social engagement -bad prognosis if restricted and repetitive, lacks lang skills by school start, low motivation for social engagement |
| ASD Etiology/Causes | -historical view:parent's emotional distance -genetics: high con. rate for MZ twins, father's age, multigenetic, Ch11 and neurexin for brain? -env: antidep use during preg. and childhood, viral infections, metabolic imbalances, env. chem exposure? |
| ASD Assessment | -multidisciplinary (look at multiple diff things and with multiple specialists and from multiple info sources |
| ASD Assessment: Autism Diagnostic Interview Revised (ADI-R) | -Semi-structured, investigator-based interview for caregivers -Open-ended questions (want to see how children respond with respect to language and such) -Considerable training needed to use (otherwise subjectivity can become an issue) |
| ASD Assessment: ADOS (Observation Schedule) | -Unstructured play assessment -Different tasks based on the kid's age -Diagnostic formulation -Typical kid would do what's expected |
| ASD Assessment: Eye Tracking | -ASD people tend to not look at eyes and look at things like mouths instead |
| ASD Identification Red Flags | -Lack of eye contact, limited joint attention, little use of gesturing -Limited pretend play and exploration -lots of repetition -Language delays -Receptive & expressive language -Repetitive use of words, abnormal prosody --no vocalization by 6 mo |
| ASD Identification Red Flags Continued | -no spont. phrases by 24 mo -developmental regresson -Failure orienting to name Failure to use eye contact Failure to initiate joint attention (pointing, showing) by 12-15 mo Does not know how to play with toys Perseveration Toe walks |
| ASD Identification Red Flags Continued #2 | -Unusual attachment to objects -Lines things up (i.e. cars, chalk, pens, etc.) -Oversensitive to certain sounds or textures -Odd movement patterns |
| ASD Psychological Theories | -Executive Dysfn (Planning w/ ToLondon and Flexibility with CardSort), Impaired ToM (Sally-Anne), Weak Central Coherence (Local bias->less good w/context clues), Mirror Neuron Hypothesis (reduced activity->less mimicry, prag. lang., ToM, and empathy |
| ASD: Rare Superior Abilities | -savant skills in music, math, art, spinter skills, excellent mem for facts, puzzles, spatial skills, noticing small changes, perfect pitch |
Created by:
ymazil
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