The document outlines the examination structure and revision strategies for a module on autistic spectrum disorders and attention-deficit/hyperactivity disorder (ADHD). It details themes related to the diagnosis and treatment of these disorders, specifies learning outcomes, and provides tips for performing well in the exam. Key sections include module content, exam format, and recommended study practices.

1. Revision and the Campus Exam

2. Outline. Learning Outcomes Achieved By Exam Questions. Themes and the Relation between ASD & ADHD. Summary Of The Module Content. Brief look again at content of Sections. What Is The Format Of The Exam? What Are The Exam Questions? How Can I Perform Well In The exam? How And What Should I Revise? Questions.

3. Learning Outcomes Achieved By Exam Questions The examination questions achieve the following learning outcomes (as detailed in the BSc (honours) Psychology Student Handbook for this module): Demonstrate a detailed knowledge of symptoms, diagnosis, treatment and practices relating to Autistic Spectrum Disorders and Attention-Deficit/Hyperactivity Disorder. Demonstrate a detailed knowledge of research and mainstream theories of Autistic Spectrum Disorders and Attention-Deficit/Hyperactivity Disorder.

4. Themes. Misdiagnosis vs. Missed diagnosis. Behavioural/Cognitive vs. Pharmacological treatment. Normal vs. Pathological behaviour. Continuum vs. Categorical classification. Academia & Parental viewpoints. Aetiological vs. Symptomatological. Evidence-based vs. Anecdotal-based methods. Acceptance vs. Rejection of Disorder. Mild vs. Severe degrees of impairment. Increasing incidence vs. Better awareness.

5. Relation between ASD & ADHD. ADHD Usually spotted in school. Normal IQ. Often pragmatic language problems. High comorbidity with other problems. Often mistaken for bad behaviour. Classic Autism Early onset IQ tends to be lower Often fail to develop spoken language Problems with non-verbal communication Tend to be adept at basic motor skills Asperger’s Later onset Higher range of IQ No language deficit Non-verbal communication problems less severe Clumsiness in basic motor skills

6. Summary of the module content. Section 1 – Module Introduction. Section 2 – ADHD and Hyperkinetic Disorder . Section 3 – Autistic Disorder (Classic Autism). Section 4 – Asperger's Disorder. Section 5 – Classification, Assessment & Diagnosis. Section 6 – Aetiology . Section 7 – Comorbidity. Section 8 – Treatment For ADHD. Section 9 – Treatment For Autism. Section 10 – Autism, Asperger's and ADHD. Section 11 – Revision & Exam Tips.

7. Section 2 – ADHD and Hyperkinetic Disorder. Key Points: First described around 100 years ago. Problems with Attention, Hyperactivity & Impulsivity. Affects 2-5% of school age children in UK. Exists on a degree of severity. Boys are six times more likely to be referred for help than girls. Almost always occurs with other disorders/problems. Reading Barkley, R.A. et. al. (2002). International Consensus Statement (January 2002). Clinical Child and Family Psychology Review, 5(2). p.89-111.

8. Section 3 – Autistic Disorder (Classic Autism). Key Points: First described around 65 years ago. Exists as a spectrum, a continuum, a syndrome with various degrees of impairment Affects communication, social interactions, and strange behaviour that impair education performance. Generally evident before age 3. A life-long pervasive developmental disorder with genetic susceptibility. Reading Frith, U. & Happe, F. (1994) Autism: Beyond Theory of Mind. Cognition, 50, pp.115-132.

9. Section 4 – Asperger's Disorder. Key Points: A higher-functioning form of Autism characterised by impairments in the social domain, some impairment in the behaviour/interests domain. No significant delays in cognitive or language skills. Motor clumsiness, especially in younger children. Asperger’s tend to desire to interact with others, but don’t know how to in an appropriate way. May live very successful independent lives in appropriate job settings. Not so easy to spot Asperger’s Disorder. Reading Baron-Cohen, S. (1999). The Extreme-Male-Brain Theory of Autism. In Tager-Flusberg, H, (ed) Neurodevelopmental Disorders. MIT Press (1999).

10. Section 5 – Classification, Assessment & Diagnosis. Key Points: Diagnosis has to be made on a behavioural basis. Variations in symptoms and severity of impairments. DSM-IV (APA, 1994) & ICD-10 (WHO, 1994). ‘ Pervasive Developmental Disorder’. ‘ Attention-Deficit and Disruptive Behavioural Disorders’. Missed diagnosis and misdiagnosis. Multiple referral routes. Pressures on Local Authority resources. Multiple assessment protocols and diagnostic tools.

11. Section 6 – Aetiology of ADHD & Autism. Key Points: The causes of ADHD are not fully known. Likely to have multiple causes and complex interactions. Good evidence for genetic component. Evidence of structural and functional brain abnormality. Barkley’s Theory of Response Inhibition in ADHD. Theory of Mind deficit. Executive Dysfunction. Weak Central Coherence. Reading Barkley, R.A. et. al. (2002). International Consensus Statement (January 2002). Clinical Child and Family Psychology Review, 5(2). p.89-111. Rajendran, G. & Mitchell, P. (2007). Cognitive Theories of Autism. Developmental Review, 27. Frith, U. & Hill, E. (2004) Understanding Autism: Insights From Mind and Brain In Autism: Mind and Brain, ed. Frith, U. & Hill, E. Oxford, Oxford University Press, pp.1-19.

12. Section 7 – Comorbidity in ADHD and Autism. Key Points: A large number of medical conditions are very often associated with ADHD and/or Autism. High overlap between ADHD and ASD symptoms. ADHD and Autism are generally described as separate disorders with separate genetic aetiologies. Most genetic studies exclude cases of Autism from studies on ADHD and vice versa. Reading Gillberg, C., & Billstedt, E. (2000). Autism and Asperger syndrome: Coexistence with other clinical disorders. Acta Psychiatrica Scandinavica , 102 , 321–330.

13. Section 8 – Treatment For ADHD. Key Points: Conduct problems and symptoms of ADHD may hinder treatment and/or assessment. All strategies do not fit all children. Medication is the ‘treatment of choice’ for ADHD following MTA. The MTA studies suggest that there’s very little benefit from any psychotherapeutic treatment on core symptoms. Stimulant treatment is easily available in the community and behavioural treatment is not. But opinion remains divided. Reading The MTA Cooperative Group. (1999). A14 Month Randomized Clinical Trial of Treatment Strategies for Attention-Deficit/Hyperactivity Disorder. Archives of General Psychiatry, 56. p.1073-1086.

14. Section 9 – Treatment For Autism. Key Points: Many different types of behavioural interventions for ASD. Early intervention is most beneficial. Treatment depends on the individual. Most effective treatment for the disorder is highly structured and intensive ‘Applied Behavioural Analysis’ (ABA). Problems treating people with Autism, communication, non-compliance, comorbidity, intellectual/emotional immaturity. Reading Lovaas, O. I. (1987) Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.

15. What Is The Format Of The Exam? Exam information The examination is 2 hours long (on-campus). Students must answer 2 questions from 6 (one pair of questions from three questions sets.) Each answer should be answered in a separate booklet. Put your Student ID number on the paper. Inform the module leader asap if you have an ECF for the exam or if you have any special requirements.

16. What Is The Format Of The Exam? Mock exam questions Answer one pair of questions from set A, B, or C: A) i) Using evidence from research, evaluate the suggestion that the symptoms of Attention-Deficit/Hyperactivity Disorder are explainable as one end of a continuum of normal human behaviour. ii) Illustrate the factors that may obstruct the treatment of Autism, Asperger’s Syndrome and Attention-Deficit/Hyperactivity Disorder. Or B) i) Assess the issues surrounding the use of food supplements and special diets in Attention-Deficit/Hyperactivity Disorder. ii) Using evidence from research, outline how the symptoms of Autism may impair children’s cognitive and social development. Or C) i) Using evidence from research, summarise the support for the main theories of Attention-Deficit/Hyperactivity Disorder. ii) Discuss why early intervention is important for children diagnosed with Autism. Look at the past papers

17. What Are The Exam Questions? Note: Questions will differ from previous years’ exam papers. With reference to research... / Evaluate… Using evidence from research... / Discuss critically… Using evidence from research and/or theory... Assess critically… / Contrast …with … Diagnosis of Autism/ADHD. Theories of Autism/ADHD. Causes of Autism/ADHD. Subtypes of ADHD. Assessment & Treatment of Autism/ADHD.

18. How Can I Perform Well In The exam? Use the Section notes in addition to general background reading. Have key studies and theories in memory. Read the questions thoroughly and plan an answer. Write clearly and use correct grammar and style. When revising, practice answering exam questions under exam conditions (in the same amount of time!). Mark your work and learn what you didn’t know. Better - get someone else to mark and comment. When you are revising, don't just read your notes. Concentrate on asking yourself questions about your work. Cite Research! Cite Research! Cite Research!

19. How And What Should I Revise? Use the section hand-outs as a guide. Print and read any recommended papers. Find review papers. Read papers and highlight or summarise key points. Know three main theories of Autism. Know about Barkley’s theory of response inhibition. Be able to describe symptoms, assessment, diagnosis & treatment. Have a pre-structured answer to the obvious questions. Use Google advanced search and filter for .pdf or .ppt files. Use the module Blackboard web site. Practice and assess your own knowledge. Buddy up with someone and revise together. Read Research, Understand it and then Cite it!

20. AAA Blackboard Web Pages Blackboard Web Pages

21. Any questions on the exam or any part of the module?