2. What really is that
Confusing concept
First-hand experience is
essential
Too many schools of
thinking
Electiveness is
unavoidable
Two professionals to
diagnose
My way of
understanding autism:
3 different sources
5. HISTORY:
Lorna Wing:
Separating autism from schizophrenia
Diagnostic triad: impairment of social
development, social communication and social
play.
Autistic Spectrum Disorder (via Asperger’s): Mild
to severe autism > normal to severe autism
Uta Frith and Simon Baron-Cohen:
Theory of mind studies > Empathy & The Sally
Ann Test (the Emotional Dimension)
Asperger’s Syndrome & High Functioning
Autism.
Speech Therapy studies: Semantic Pragmatic
Disorder.
6. HISTORY:
Forensic Studies
Forensic aspects of autistic spectrum disorders.
Associations with cruelty to animals, fire setting,
regressive paedophilia, regressive sexual assaults,
violence to carers (especially mothers)
“Extreme” stress management > Asperger's
Gary McKinnon Nicky Reilly
10. DSM-IV: Pervasive Developmental Disorders:
Classification
Autistic Disorder
Rett's Disorder
Childhood Disintegrative Disorder
Asperger’s Disorder
Pervasive Developmental Disorder NOS
Diagnostic criteria:
(I) A total of six (or more) items from (a), (b), and (c),
with at least two from (a), and one each from (b) and (c)
(II) Delays with onset prior to age 3 years:
(III) The disturbance is not better accounted for by Rett's
Disorder or Childhood Disintegrative Disorder
11. History (1): DSM-IV Diagnostic Criteria:
(A) qualitative impairment in social interaction:
Poor nonverbal behaviors: eye-to-eye gaze
Poor peer relationships
Lack of spontaneous seeking to share enjoyment, interests, or
achievements
Lack of social or emotional reciprocity
(B) qualitative impairments in communication:
Delay in the development of spoken language
Marked impairment in sustain a conversation
Idiosyncratic language
Lack of social imitative play
(C) restricted repetitive and stereotyped patterns of behavior, interests and
activities:
Stereotyped and restricted patterns of interest
Inflexible nonfunctional routines or rituals
Stereotyped and repetitive motor mannerisms
Preoccupation with parts of objects
12. DSM-IV Diagnostic Criteria: Problems:
Mainly for severe autism in childhood
No Autistic Spectrum (categorical classification)
> PDD-NOS (?)
Inappropriate inclusion of rare neurological
disorders like Rett’s and Childhood
Disintegrative Disorder syndrome
Poor appreciation of the emotional dimension
like > Nothing about “Theory of Mind” or
empathy.
16. HISTORY (2): The Media
The Rain Man movie: Kim Peak - Idiot
Savant
17. HISTORY: Conclusions
1. A “Developmental Disability” that is
Starts in childhood
Pervasive
Regressive
Not corrected by retraining or change of environment
1. Core “Emotional” as well as “Social” dimensions:
2. Not categorical disorder: a Spectrum Disorder like LD
3. Associated with other regressive neurological disorders e.g.
Avoiding direct eye contact,
rocking,
regressive OCD (e.g. hoarding, body fluids, etc),
LD,
speech Disorders,
pica,
Epilepsy, etc.
23. Dysfunctional “Social Brain”:
Social inadequacy:
Aloofness,
Awkwardness
Passivity
Poor understanding of social reality
Social inappropriateness
Poor social communication
Poor fitting in social groups
Treating people like objects or even preferring
objects over people
24. Dysfunctional “Emotional Brain”:
Lack of understanding of emotions
Poor reciprocation of emotions
Poor emotional attachment
Self-centeredness
Lack of empathy
Poor self awareness
Lack of remorse or guilt when commit
inappropriate behaviour
29. Pathological Coping Behaviour:
Severe Social Attitudes
Severe social isolation
Misuse of Alc &/or drugs to be able to mix with others
Multiple regressive obsessional control of environment:
Obsessional saving of body fluids
Exaggerated hoarding obsessions
Exaggerated emptying obsessions
Exaggerated orderliness
Poor coping – poor problem solving:
Violence
Fire setting
Sexual assault (opportunistic / childish assault of
vulnerable others in the house hold.
30. Pathological Coping Behaviour:
Regressive Emotional Reactions
Severe existential anxiety with poor
Coping with stress > panic, rage,
aggression
“Catastrophic reactions” in repsonse to
change
“Hostile Dependence” on carers (including
Physical aggression
Excessive blaming
Hypochondriasis
31. Routine and Habit Disorders:
Routines
Functional complex behaviours (e.g. Cleaning the
house on Saturday, drive to work in the morning,
visiting mum on Sunday)
In autism:
Regressive
Rigid
Poor adaptability when challenged > panic / rage
Habits:
Dysfunctional routine (e.g. drug and alcohol abuse,
stealing, violence)
Develop mainly through learning and/or
environmental influence.
33. (1) Proposed Diagnostic Criteria of Autism
(1) Essential Features:
Poor development of SOCIAL intelligence / skills:
(Pervasive, Regressive, Since childhood & not creected by
training)
Social inappropriateness
Dysfunctional social aspects of play, verbal communication & non-
verbal communication
Social inadequacy (Aloof, Awkward or Passive)
Poor development of EMOTIONAL intelligence / skills:
(Pervasive, Regressive, Since childhood & not creected by
training)
Self-centredness with poor self awareness
Poor empathy (dysfunctional theory of mind)
Lack of emotional reciprocity
Poor emotional awareness
Poor emotional aspects of play, verbal communication & non-verbal
communication
34. Proposed Diagnostic Criteria of Autism
(2) Compensatory Features:
Restricting environments
Restricting interests
Islets of exceptional interests
tendency to keep rigid control over environment
Rigid routines or rituals
(3) Associated features:
Existential (not stress related) anxiety
Poor development of speech
Poor eye to eye contact
OCD like symptoms and rituals
motor mannerisms
Preoccupations with parts of objects
Pathological habits
35. (2) Asperger Syndrome and
High Functioning Autism
Highly controversial
Different schools different views
This model:
High Functioning Autism: basic social and
emotional skills are compromised + better
coping due to high IQ.
Asperger syndrome: basic social and
emotional skills are okay except for:
Lack of imagination: “ability of prediction”
i.e. emotional and social skills can not be
transferred to unfamiliar situations
especially under stressful conditions.
“Hostile Dependence” on carers
36. PROPOSED CLINICAL THEORY:
Imagination Disorder
Imagination: ability to apply skills from the familiar
situation to the unfamiliar ones.
Main function of imagination is Prediction
Crucial for better emotional, social or physical
intelligences.
When ones lack emotional and social prediction abilities,
this leads to:
Reasonable performance in familiar sittings and with
support by regular carers
Deterioration in performance in new (unfamiliar)
situations especially under stress.
New situation: higher potential for emotional/social
awkwardness and/or regression in such situations
(Staggering Autism)
37. Stages of Intelligence and Autism
Stages of skill/intelligence Severe
Autism
High
Functionin
g Autism
Asperger
syndrome
Narcissistic
personality
disorder
Monitoring target data
X Yes Yes Yes
Understand / analyse data X
Yes Yes Yes
Developing an appropriate
response
X X
Yes Yes
Imitating appropriate
response
X X
Yes Yes
Mastering the skill in
unfamiliar situations
(imagination disorder)
X X X Yes
Mastering the skill under
stress
X X X
Yes
independence from carers
(No Hostile Dependence)
X X X X
39. (3) Management:
Clinical vs Social Care
Clinical social care.
Supporting the family too.
Social protection of patients (1/2 policing)
Improving quality of life
Public awareness (politics).
39
40. (3) Management:
Compensatory Approach
A “Deficit Disorder”
Realistic Expectation: patient is not
going to change much
Better Tolerance: especially re hostile
dependence.
Compensatory Approach: patients do
not change: carers and environment
change to compensate for patient's
deficits.
41. Management: Family Model of Care
(with or without School Model)
(Avoid disciplinarian models e.g. military, police or prison)
Most effective and most advanced
Promote socialisation
Promote maturity
Convenient:
Individualised
Familiarity
Predictability
Positive Support / training (Mum’s magic)
Safest model: Positive Boundaries System
HUMAN FACTOR IS CENTRAL
Consistency of staffing
Personalised relationship with staff (managers’ jealousy
syndrome)
41
42. (3) Management: Environment
High 3S environment:
Structure: Clear roles, clear authorities, clear time
tables, clear choices, predictable system, trustworthy.
Support:
Avoid pressure: Asperger patient can develop
erroneous thinking and extreme coping
mechanisms under pressure.
Continuous coaching (Borrowed Conscience):
Asperger patients can imitate staff but can not
transfer their skills to new situations. Staff need not
to get tired from repeating the lessons time after
time.
Supervision (Long-term): direct and indirect for
safety and support (expensive)
43. (3) Management: Rehabilitation
Rehabilitation is Essential not a luxury: for quality of
life and prevention of further loss of skills
Individualisation of care is essential: no “one-size-fits-
all”.
One-to-one care is common in ASD wards.
Normalisation AMAYC: use of community settings and
community themes
HF ASD patients can do Bridging: e.g. use physical
intelligence to compensate for lack of emotional or social
intelligence
Hospital Made Stability can not be easily extended to a
new and different environment unless it has the same
basic characteristics of the hospital environment (3S).
44. Management: Medications
Illnesses with clear pathology need to be
promptly treated (e.g. epilepsy), though can
sometimes be confused with behavioural
disorders.
For behavioural disorders: Behavioural /
Environmental Management should be given
priority:
Meds are usually symptomatic: “No Cure”
“better No-Meds”.
Emergency Meds are better than regular meds
In some cases meds are the best intervention
available to reduce suffering
45. Management: Routine a Habit Disorders
Respect patients’ routines and coping
mechanisms even if maladaptive.
Replace / modify them is better than suppress
them.
Induce minimum changes if possible:
removing routines is not the issue but
socialising them through channelling
Use “routines” for therapy: try to format
therapeutic elements into routines (opposite of
institutionalisation)
46. Management: Emergencies
Good multidisciplinary reviews all times
Avoid Overmedicalisation: most changes in autism
ward are due to
Simple Physical illnesses: e.g. constipation, dental
pains, hyperacidity, etc
Environmental changes e.g. routines or staff
changes.
Side effects of medications
Use of PRN is not bad but is needs to be a smart use
(as you do with your own kids at home):
Avoid fear of using PRN as it might prolong suffering
Avoid abuse of PRN: PRN for patient’s good not for staff good
47. Management:
Dealing with Difficult Families
Common problem: avoid “rivalry with families”.
Families deal with a lot of things (think as if the
patient is your own child):
Broader Autism Phenotype (BAP): high autistic traits in
families.
Guilt of giving away one’s own child to strangers to look
after.
Guilt of dying and leaving them alone in life
Be accommodating to families AMAYC but
also maintain clear boundaries: this is more
likely to initiate trust.
We must protect our patients from bad
treatment (intentional or not) by families too.