The document discusses the diagnostic criteria and clinical features of autism. It notes that autism is diagnosed based on impairments in social interaction and communication, as well as restricted and repetitive behaviors. Common early signs include lack of eye contact and abnormalities in social engagement and play. Screening tools can help detect autism early, and a comprehensive evaluation is needed for diagnosis, involving assessment of development, cognition, language, hearing and neurological functioning. Physical exams may also check for physical indicators associated with other conditions.
Autistic Spectrum Disorder is a condition that impacts social interaction and communication. It is caused by brain development issues and includes limited, repetitive behaviors. Autism exists on a spectrum from mild to severe. Signs may include poor social-communication skills, repetitive behaviors, and sensitivities to stimuli. Risk factors include genetics, preterm birth, and older parents. Support focuses on communication skills, social skills, independence, and managing behaviors and sensitivities.
Autism is characterized by impairment in verbal and nonverbal communication, imaginative activity, and reciprocal social interactions. It is much more common in males than females. The cause of autism is multifactorial. Early measurable diagnostic symptoms include poor eye contact, little symbolic play, limited joint attention, reliance on nonverbal communication, and delay in use of words. Considerable advances have been made in treatments for autism, especially educational, psychosocial, and biological approaches. Treatment is most successful when tailored to an individual's behaviors and language.
This document summarizes autism spectrum disorder (ASD) according to the DSM-5. It describes the key characteristics of ASD including deficits in social communication/interaction and restricted, repetitive behaviors. While the specific causes are unknown, both genetic and environmental factors are thought to play a role. Common signs in young children include lack of eye contact and difficulties with social engagement, communication, and language. Diagnosis involves developmental screening and evaluation by a team of specialists. Early behavioral intervention programs, including applied behavior analysis therapy, provide the best outcomes when started as early as possible.
Pervasive developmental disorder are characterized by severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities.
Autism is a neurodevelopmental disorder characterized by deficits in social interaction and communication, and repetitive behaviors. Symptoms usually emerge by age 3 and can include lack of eye contact, difficulties making friends, intense interests, and repetitive motor movements. While autism is highly heritable, both genetic and environmental factors are suspected as causes. Available treatments aim to improve quality of life and independence, and include applied behavior analysis, speech therapy, and social skills training.
This slide is part of a collection of exam revision slides from Atypical Child Development. The slides have been created by me, and based on several different research papers. The slides were created for essay exam.
Autism spectrum disorder is characterized by difficulties with social communication and restricted behaviors. Screening with a validated tool at 18- and 24-month well-child visits can assist with early detection. Applied behavior analysis-based early intensive behavioral intervention delivered over an extended time frame improves cognitive ability, language, and adaptive skills. Medical management may also help target comorbid conditions, though behavioral intervention is usually most effective.
Autistic Spectrum Disorder is a condition that impacts social interaction and communication. It is caused by brain development issues and includes limited, repetitive behaviors. Autism exists on a spectrum from mild to severe. Signs may include poor social-communication skills, repetitive behaviors, and sensitivities to stimuli. Risk factors include genetics, preterm birth, and older parents. Support focuses on communication skills, social skills, independence, and managing behaviors and sensitivities.
Autism is characterized by impairment in verbal and nonverbal communication, imaginative activity, and reciprocal social interactions. It is much more common in males than females. The cause of autism is multifactorial. Early measurable diagnostic symptoms include poor eye contact, little symbolic play, limited joint attention, reliance on nonverbal communication, and delay in use of words. Considerable advances have been made in treatments for autism, especially educational, psychosocial, and biological approaches. Treatment is most successful when tailored to an individual's behaviors and language.
This document summarizes autism spectrum disorder (ASD) according to the DSM-5. It describes the key characteristics of ASD including deficits in social communication/interaction and restricted, repetitive behaviors. While the specific causes are unknown, both genetic and environmental factors are thought to play a role. Common signs in young children include lack of eye contact and difficulties with social engagement, communication, and language. Diagnosis involves developmental screening and evaluation by a team of specialists. Early behavioral intervention programs, including applied behavior analysis therapy, provide the best outcomes when started as early as possible.
Pervasive developmental disorder are characterized by severe and pervasive impairment in several areas of development: reciprocal social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities.
Autism is a neurodevelopmental disorder characterized by deficits in social interaction and communication, and repetitive behaviors. Symptoms usually emerge by age 3 and can include lack of eye contact, difficulties making friends, intense interests, and repetitive motor movements. While autism is highly heritable, both genetic and environmental factors are suspected as causes. Available treatments aim to improve quality of life and independence, and include applied behavior analysis, speech therapy, and social skills training.
This slide is part of a collection of exam revision slides from Atypical Child Development. The slides have been created by me, and based on several different research papers. The slides were created for essay exam.
Autism spectrum disorder is characterized by difficulties with social communication and restricted behaviors. Screening with a validated tool at 18- and 24-month well-child visits can assist with early detection. Applied behavior analysis-based early intensive behavioral intervention delivered over an extended time frame improves cognitive ability, language, and adaptive skills. Medical management may also help target comorbid conditions, though behavioral intervention is usually most effective.
This document provides information on autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). It discusses the prevalence, symptoms, diagnostic criteria, etiology, course, and treatment options for both conditions. For ASD, it describes early markers, regression patterns, intelligence outcomes, communication issues, and restricted behaviors. It also outlines the DSM-5 diagnostic criteria. For ADHD, it discusses genetic and environmental risk factors, clinical features across the lifespan, diagnostic criteria, and prognosis. Both conditions are treated primarily with stimulant medications and behavioral therapies.
autism apps, ipad apps for autism, apps for autism, ipad aac app for autism, autism app, ipad app for autism, speech therapy app for autism, language development app for autism
This document discusses autism, including what it is, potential causes, signs and symptoms, treatments, facts, and how autism manifests in classrooms. Autism is a disorder of brain development that exists on a spectrum, with some forms being more or less severe. Boys are more likely to be diagnosed than girls. Early intervention and therapies like behavioral, occupational and speech therapies can help treat autism, for which there is currently no cure. Visual aids, social stories and specialized teaching techniques can help students with autism in the classroom.
The presentation provided an overview of autism spectrum disorder (ASD) for faculty at the Rhode Island School for the Deaf. It defined ASD, discussed its core characteristics including difficulties with social skills, communication, and restricted or repetitive behaviors. The presentation aimed to dispel myths about ASD and provide resources for further information. Next steps included identifying classroom needs to focus on for a future professional development session on strategies for teaching students with ASD.
Marrie, a 24 month old, presented with severe deficits in social engagement including ignoring others and increasing physical distance. She had poor memory, difficulty transitioning between tasks, low self-esteem, and was easily overwhelmed. Doctors noticed delays in language, motor skills, self-care, and sensory processing. Autism is a developmental disorder appearing in the first 3 years, affecting social and communication skills through impaired communication, language, motor skills, and thinking abilities. It has a strong genetic basis and higher prevalence in males.
Autism is a developmental disorder that affects communication and behavior and is characterized by difficulties with social interaction and communication. While the specific causes are unknown, it is thought to involve a combination of genetic and environmental factors influencing early brain development. Statistics show that about 1 in 42 boys and 1 in 189 girls are diagnosed with autism in the US, and prevalence has been increasing 10-17% annually. Students with autism may struggle with social skills, focus, organization and processing sensory information. Common accommodations include extra time on tests, preferential seating, and visual aids, while modifications alter the curriculum or grading.
This document discusses autism spectrum disorder (ASD), including defining it as a neurodevelopmental disorder affecting social interaction, communication, interests and behavior. It outlines the objectives, introduction, definition, etiology, epidemiology, DSM-V criteria, signs and symptoms, medical management/treatment, nursing diagnoses and goals. ASD is often diagnosed before age 3 and includes impaired social interaction and repetitive behaviors. Genetics and environmental factors may play a role in its causes.
This document provides an overview of pervasive developmental disorders (PDD) including autism spectrum disorder, Rett syndrome, childhood disintegrative disorder, Asperger's syndrome, and pervasive developmental disorder not otherwise specified. It discusses the characteristics, causes, clinical features, diagnosis, and management of each disorder. The disorders are characterized by delays in socialization and communication skills. Management involves early intervention, education, behavioral therapies, social skills training, medications, and creating structure and routine.
The document provides an introduction to autism, covering what autism is, the autism spectrum, common impairments associated with autism, challenges autistic individuals face in communication and social interaction, prevalence statistics, and strategies for supporting autistic individuals. Key points include: autism is a lifelong developmental disability affecting social communication and relationships; all autistic individuals experience difficulties with social interaction, communication, and imagination ("triad of impairments") but to varying degrees; autism is considered a spectrum condition with a wide range of manifestations; and understanding autism from the perspective of autistic individuals is important for providing appropriate support.
autism spectrum disorder-a general introduction varinder kumar
Autism spectrum disorder (ASD) is a developmental disorder characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. The causes are both genetic and environmental. Symptoms begin in early childhood and can range from mild to severe. Treatment focuses on education, behavioral therapies, medication management and developing communication and life skills.
Autism Spectrum Disorder is a developmental disability affecting communication and social skills that is usually apparent before age 3. It includes conditions like Asperger's Syndrome and requires lifelong support. Characteristics include difficulties with social interaction, communication and repetitive behaviors. Educational adaptations focus on structure, routines, technology assistance and teaching social skills. Research continues on the causes and new treatment approaches to help those with autism achieve their full potential.
Asperger's disorder is characterized by poor social skills and narrow, intense interests. It is defined by a lack of empathy, difficulty developing friendships, and one-sided conversations. Children with Asperger's have average to above average intelligence with normal language development. They do not have significant cognitive, self-help, or adaptive delays. Common behaviors include rigid routines, repetitive movements, and obsessive interests. Asperger's is diagnosed through medical evaluation, testing, and input from family, teachers, and psychologists to develop an individualized treatment plan.
This document provides an overview of memory loss, dementia, and Alzheimer's disease. It defines key terms, describes symptoms at different stages of dementia, and discusses a person-centered approach to care. The main points are:
1) Dementia is not a specific disease but a general term for symptoms caused by various brain disorders, while Alzheimer's disease is the most common cause of progressive dementia.
2) Early stage dementia symptoms include memory loss, impaired judgment, and difficulty completing tasks, while middle and late stage symptoms involve greater impairment and dependence on others for care.
3) A person-centered approach focuses on maintaining an individual's dignity, independence, and identity through techniques like validation, respect, and personalized
This chapter discusses Autism Spectrum Disorders (ASD). It notes that about 1 in 88 children have an ASD, which is almost 5 times more common in boys. While the causes are unclear, both genetic and environmental factors may play a role. ASDs are defined by difficulties with social interaction and communication as well as restrictive, repetitive behaviors. Students with ASD show a wide range in symptoms and abilities. Effective interventions emphasize early identification and support for communication, social skills, sensory issues, and academics tailored to the individual student's needs.
Autism Spectrum Disorder (ASD) previously known as pervasive developmental disorder is a childhood disorder characterized by lack of communication skills and social interactions resulting in social withdrawal
The document discusses autism, including what it is, the different types, causes, diagnosis, characteristics, and treatment approaches. Autism is a developmental disorder that impacts communication and social skills. It exists on a spectrum from mild to severe and is diagnosed through observation and checklists. Core characteristics include difficulties with social interaction, communication, behavior, and sensory processing. While its causes are not fully known, autism is generally considered a neurological disorder. Early intervention and individualized treatment focusing on life skills and behavior support are important.
Autism spectrum disorder (ASD) is a developmental disorder that affects communication and behavior. It inhibits social skills, causes sensory issues, and can be accompanied by intellectual or language disabilities. ASD exists on a spectrum, ranging from mild to severe symptoms. It is caused by genetic and environmental factors, though not linked to vaccines. Diagnosis involves evaluating social, communication and behavioral development. While there is no cure, treatment aims to minimize symptoms and help people with ASD develop skills to achieve greater independence.
This document discusses pervasive developmental disorder (PDD), which refers to a group of conditions characterized by impairments in social interaction and communication skills. PDD includes autism, Asperger's syndrome, and pervasive developmental disorder not otherwise specified. Symptoms involve difficulties with verbal and nonverbal communication, social interaction, and engaging in repetitive behaviors. Treatment involves special education, behavior modification, occupational and speech therapy, and medication to treat specific symptoms. The document also briefly outlines a homeopathic approach to treatment.
This document provides information about autism spectrum disorder (ASD), including its causes, characteristics, diagnosis, treatment and management strategies. It discusses how ASD affects social skills, communication, behavior and sensory processing. The document outlines common signs of ASD in infants and children. It also provides guidance for caregivers on modifying environments, visual supports, social skills training, and addressing sensory overload. Resources for families and support groups are also referenced.
The document discusses several types of autism spectrum disorders including Asperger's disorder, Kanner's syndrome, PDD-NOS, Rett's syndrome, and childhood disintegrative disorder. It provides key details about each disorder such as common symptoms, differences from other types of autism, and how they were discovered. Additionally, it includes a chart showing that most children with autism experience a loss of skills between 13-18 months of age, with some regression occurring after 36 months.
This curriculum vitae summarizes the professional qualifications and experience of Pappu Srinivasa Reddy. He has obtained medical degrees from India including MBBS and postgraduate qualifications in psychiatry. He also holds qualifications from the UK including MRCPsych. Reddy has worked as a psychiatrist in India, the UK, and currently in Canada, holding various clinical, teaching, and leadership roles. He has extensive experience supervising trainees and students. Reddy has published research and presented at conferences internationally.
This document provides information on autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). It discusses the prevalence, symptoms, diagnostic criteria, etiology, course, and treatment options for both conditions. For ASD, it describes early markers, regression patterns, intelligence outcomes, communication issues, and restricted behaviors. It also outlines the DSM-5 diagnostic criteria. For ADHD, it discusses genetic and environmental risk factors, clinical features across the lifespan, diagnostic criteria, and prognosis. Both conditions are treated primarily with stimulant medications and behavioral therapies.
autism apps, ipad apps for autism, apps for autism, ipad aac app for autism, autism app, ipad app for autism, speech therapy app for autism, language development app for autism
This document discusses autism, including what it is, potential causes, signs and symptoms, treatments, facts, and how autism manifests in classrooms. Autism is a disorder of brain development that exists on a spectrum, with some forms being more or less severe. Boys are more likely to be diagnosed than girls. Early intervention and therapies like behavioral, occupational and speech therapies can help treat autism, for which there is currently no cure. Visual aids, social stories and specialized teaching techniques can help students with autism in the classroom.
The presentation provided an overview of autism spectrum disorder (ASD) for faculty at the Rhode Island School for the Deaf. It defined ASD, discussed its core characteristics including difficulties with social skills, communication, and restricted or repetitive behaviors. The presentation aimed to dispel myths about ASD and provide resources for further information. Next steps included identifying classroom needs to focus on for a future professional development session on strategies for teaching students with ASD.
Marrie, a 24 month old, presented with severe deficits in social engagement including ignoring others and increasing physical distance. She had poor memory, difficulty transitioning between tasks, low self-esteem, and was easily overwhelmed. Doctors noticed delays in language, motor skills, self-care, and sensory processing. Autism is a developmental disorder appearing in the first 3 years, affecting social and communication skills through impaired communication, language, motor skills, and thinking abilities. It has a strong genetic basis and higher prevalence in males.
Autism is a developmental disorder that affects communication and behavior and is characterized by difficulties with social interaction and communication. While the specific causes are unknown, it is thought to involve a combination of genetic and environmental factors influencing early brain development. Statistics show that about 1 in 42 boys and 1 in 189 girls are diagnosed with autism in the US, and prevalence has been increasing 10-17% annually. Students with autism may struggle with social skills, focus, organization and processing sensory information. Common accommodations include extra time on tests, preferential seating, and visual aids, while modifications alter the curriculum or grading.
This document discusses autism spectrum disorder (ASD), including defining it as a neurodevelopmental disorder affecting social interaction, communication, interests and behavior. It outlines the objectives, introduction, definition, etiology, epidemiology, DSM-V criteria, signs and symptoms, medical management/treatment, nursing diagnoses and goals. ASD is often diagnosed before age 3 and includes impaired social interaction and repetitive behaviors. Genetics and environmental factors may play a role in its causes.
This document provides an overview of pervasive developmental disorders (PDD) including autism spectrum disorder, Rett syndrome, childhood disintegrative disorder, Asperger's syndrome, and pervasive developmental disorder not otherwise specified. It discusses the characteristics, causes, clinical features, diagnosis, and management of each disorder. The disorders are characterized by delays in socialization and communication skills. Management involves early intervention, education, behavioral therapies, social skills training, medications, and creating structure and routine.
The document provides an introduction to autism, covering what autism is, the autism spectrum, common impairments associated with autism, challenges autistic individuals face in communication and social interaction, prevalence statistics, and strategies for supporting autistic individuals. Key points include: autism is a lifelong developmental disability affecting social communication and relationships; all autistic individuals experience difficulties with social interaction, communication, and imagination ("triad of impairments") but to varying degrees; autism is considered a spectrum condition with a wide range of manifestations; and understanding autism from the perspective of autistic individuals is important for providing appropriate support.
autism spectrum disorder-a general introduction varinder kumar
Autism spectrum disorder (ASD) is a developmental disorder characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. The causes are both genetic and environmental. Symptoms begin in early childhood and can range from mild to severe. Treatment focuses on education, behavioral therapies, medication management and developing communication and life skills.
Autism Spectrum Disorder is a developmental disability affecting communication and social skills that is usually apparent before age 3. It includes conditions like Asperger's Syndrome and requires lifelong support. Characteristics include difficulties with social interaction, communication and repetitive behaviors. Educational adaptations focus on structure, routines, technology assistance and teaching social skills. Research continues on the causes and new treatment approaches to help those with autism achieve their full potential.
Asperger's disorder is characterized by poor social skills and narrow, intense interests. It is defined by a lack of empathy, difficulty developing friendships, and one-sided conversations. Children with Asperger's have average to above average intelligence with normal language development. They do not have significant cognitive, self-help, or adaptive delays. Common behaviors include rigid routines, repetitive movements, and obsessive interests. Asperger's is diagnosed through medical evaluation, testing, and input from family, teachers, and psychologists to develop an individualized treatment plan.
This document provides an overview of memory loss, dementia, and Alzheimer's disease. It defines key terms, describes symptoms at different stages of dementia, and discusses a person-centered approach to care. The main points are:
1) Dementia is not a specific disease but a general term for symptoms caused by various brain disorders, while Alzheimer's disease is the most common cause of progressive dementia.
2) Early stage dementia symptoms include memory loss, impaired judgment, and difficulty completing tasks, while middle and late stage symptoms involve greater impairment and dependence on others for care.
3) A person-centered approach focuses on maintaining an individual's dignity, independence, and identity through techniques like validation, respect, and personalized
This chapter discusses Autism Spectrum Disorders (ASD). It notes that about 1 in 88 children have an ASD, which is almost 5 times more common in boys. While the causes are unclear, both genetic and environmental factors may play a role. ASDs are defined by difficulties with social interaction and communication as well as restrictive, repetitive behaviors. Students with ASD show a wide range in symptoms and abilities. Effective interventions emphasize early identification and support for communication, social skills, sensory issues, and academics tailored to the individual student's needs.
Autism Spectrum Disorder (ASD) previously known as pervasive developmental disorder is a childhood disorder characterized by lack of communication skills and social interactions resulting in social withdrawal
The document discusses autism, including what it is, the different types, causes, diagnosis, characteristics, and treatment approaches. Autism is a developmental disorder that impacts communication and social skills. It exists on a spectrum from mild to severe and is diagnosed through observation and checklists. Core characteristics include difficulties with social interaction, communication, behavior, and sensory processing. While its causes are not fully known, autism is generally considered a neurological disorder. Early intervention and individualized treatment focusing on life skills and behavior support are important.
Autism spectrum disorder (ASD) is a developmental disorder that affects communication and behavior. It inhibits social skills, causes sensory issues, and can be accompanied by intellectual or language disabilities. ASD exists on a spectrum, ranging from mild to severe symptoms. It is caused by genetic and environmental factors, though not linked to vaccines. Diagnosis involves evaluating social, communication and behavioral development. While there is no cure, treatment aims to minimize symptoms and help people with ASD develop skills to achieve greater independence.
This document discusses pervasive developmental disorder (PDD), which refers to a group of conditions characterized by impairments in social interaction and communication skills. PDD includes autism, Asperger's syndrome, and pervasive developmental disorder not otherwise specified. Symptoms involve difficulties with verbal and nonverbal communication, social interaction, and engaging in repetitive behaviors. Treatment involves special education, behavior modification, occupational and speech therapy, and medication to treat specific symptoms. The document also briefly outlines a homeopathic approach to treatment.
This document provides information about autism spectrum disorder (ASD), including its causes, characteristics, diagnosis, treatment and management strategies. It discusses how ASD affects social skills, communication, behavior and sensory processing. The document outlines common signs of ASD in infants and children. It also provides guidance for caregivers on modifying environments, visual supports, social skills training, and addressing sensory overload. Resources for families and support groups are also referenced.
The document discusses several types of autism spectrum disorders including Asperger's disorder, Kanner's syndrome, PDD-NOS, Rett's syndrome, and childhood disintegrative disorder. It provides key details about each disorder such as common symptoms, differences from other types of autism, and how they were discovered. Additionally, it includes a chart showing that most children with autism experience a loss of skills between 13-18 months of age, with some regression occurring after 36 months.
This curriculum vitae summarizes the professional qualifications and experience of Pappu Srinivasa Reddy. He has obtained medical degrees from India including MBBS and postgraduate qualifications in psychiatry. He also holds qualifications from the UK including MRCPsych. Reddy has worked as a psychiatrist in India, the UK, and currently in Canada, holding various clinical, teaching, and leadership roles. He has extensive experience supervising trainees and students. Reddy has published research and presented at conferences internationally.
AAA London Network Event 27 Nov 2015 Louise Wilkinson clinical audit presen...PHEScreening
This document discusses using clinical audit to improve abdominal aortic aneurysm (AAA) screening. It recommends developing an organized audit program with standard processes and templates. Key aspects to audit include population screening rates, test criteria, individual competencies, and pathway times. Administrative, clinical and patient experience audits can identify areas for improvement. Tracking referral dates and analyzing delays can help optimize the screening and treatment pathway. Routine audits can confirm standards and drive continuous quality improvement.
This document provides guidelines for the recognition, referral, and diagnosis of autism spectrum disorders in children and young people. It was developed by the National Collaborating Centre for Women's and Children's Health and commissioned by the National Institute for Health and Clinical Excellence. The document contains recommendations to help healthcare professionals accurately identify autism and ensure children and young people receive timely assessment and diagnosis. It also identifies key areas for further research.
The document discusses the utility of autism diagnoses. It summarizes a research paper that interviewed parents and children with autism spectrum disorders. The paper found that while diagnoses provided understanding and access to support, they often failed to effectively communicate children's needs. Parents saw value in diagnoses but also worried about stigma. Both parents and children were uncertain about the distinction between autism and Asperger's syndrome and indifferent to which label a child received.
Topic 5 - Classification, Assessment and Diagnosis 2010Simon Bignell
Autism, Asperger's and ADHD
Topic 5 - Classification, Assessment and Diagnosis.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Autism is a developmental disorder that appears in early childhood and affects social and communication skills. Boys are affected more than girls. While the causes are unknown, early signs may include lack of speech, repetitive movements, lack of eye contact and social skills. Treatment options include applied behavior analysis therapy, occupational therapy, speech therapy and sometimes medications to treat related symptoms. Diet changes eliminating gluten have helped some children with autism.
This document provides an overview of autism including:
1. Autism is a developmental disorder appearing in the first 3 years that affects social and communication skills.
2. It was first described by Kanner in 1943 and prevalence is estimated at 2-6 per 1000 individuals.
3. Prognosis depends on severity but proper therapy can help individuals improve socialization and live independently.
The document discusses autism spectrum disorder and provides information on autistic disorder. It notes that the prevalence of pervasive developmental disorders is 58.7 per 10,000 children. Autistic disorder is a neurodevelopmental disorder diagnosed before age 3 that involves impairments in social interaction, communication, and imagination/play. The cause is unknown but has a strong genetic component. Diagnostic criteria and clinical features of autistic disorder are provided.
Autism is a developmental disorder characterized by impaired social interaction and communication skills, as well as restricted and repetitive behaviors. It typically emerges in the first 3 years of life. Males are diagnosed with autism 3-7 times more often than females. While its exact causes are unknown, autism is considered to have a strong genetic component. Diagnosis involves assessing social, communication and behavioral criteria. Treatments aim to improve core symptoms and functions through educational, behavioral and medical interventions.
The document discusses Asperger's syndrome, which is a type of autism spectrum disorder characterized by difficulties with social skills and restricted, repetitive behaviors. Specifically, it provides information on the history and diagnosis of Asperger's, typical symptoms such as struggles with social interaction and narrow, intense interests, and statistics on prevalence. It also gives examples of how Asperger's may present in individuals.
Autism is a neurological disorder characterized by difficulties with social interaction and communication, as well as restricted and repetitive behaviors. It is diagnosed based on observations of these characteristics. There are different types of autism that vary in symptoms and severity. While the specific causes are unknown, autism is generally thought to involve abnormalities in brain development and genetics. Therapies aim to help those with autism improve communication, social, and life skills.
This document discusses the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) in diagnosing autism spectrum disorder (ASD). It provides a history of ASD diagnoses and criteria from the DSM-IV to the current DSM-5. The DSM-5 consolidated several ASD diagnoses into one category of autism spectrum disorder. It also modified some diagnostic criteria, such as removing language impairment and adding sensory issues as criteria. The document reviews early signs of social, communication, and cognitive delays that differentiate ASD from other developmental disorders.
autism in children , etiology,signs & symptoms and treatment modalities of au...chithravel venkat
Autism is a neurodevelopmental disorder that impairs social interaction and communication and causes repetitive behaviors. It is defined by difficulties in social interaction and communication across multiple contexts. Signs typically appear by age 3 and can range from mild to severe. While the specific causes are unknown, genetic and environmental factors are involved. Diagnosis involves assessing social interaction, communication, and repetitive behaviors. Treatments aim to improve functioning and may include applied behavior analysis therapy, social skills training, and medication to manage associated symptoms. Ongoing research seeks to better understand autism's causes and identify more effective interventions.
1) Autism is a neurodevelopmental disorder characterized by difficulties in social interaction and communication, as well as restricted and repetitive behaviors. It is part of a spectrum of conditions known as autism spectrum disorder (ASD).
2) ASD is diagnosed based on difficulties in social interaction, communication, and restricted or repetitive behaviors observed before age 3. There are different classifications of ASD including autistic disorder, Asperger's syndrome, and others.
3) Treatment for ASD is multidisciplinary and includes behavioral training, education supports, and sometimes medical interventions. However, there are significant challenges to diagnosis and support for those with ASD in Sri Lanka due to lack of awareness, services, and
This document discusses behavior therapy for teenagers and young adults with autism spectrum disorders. It begins by providing credentials for the author, Daniel C. Marston, who has over 15 years of experience providing behavioral health services to individuals with neurological disorders. It then discusses autism spectrum disorders and the diagnostic criteria for autism, Asperger's disorder, and pervasive developmental disorder based on the DSM-IV. The document discusses empirically-based practice in psychology and core principles. It covers neurological and psychological aspects and theories of autism based on research. Finally, it discusses psychological effects of autism, including personality traits, quality of life, gender differences, and anxiety/mood problems in adolescents with autism.
Autism spectrum disorder (ASD) is a developmental disorder that affects communication and behavior. It inhibits social skills and causes restricted and repetitive behaviors. ASD can range from mild to severe and includes autism, Asperger's syndrome, and pervasive developmental disorder. The symptoms usually appear before age 3 and vary between individuals. There is no known cause, but genetics and environmental factors may play a role. Diagnosis involves evaluating social, communication, and behavioral development through tools like the Childhood Autism Rating Scale and meeting DSM-5 criteria. While ASD is lifelong, early intervention can help children acquire skills to better manage their symptoms.
This document defines autism spectrum disorder and its characteristics according to the Individuals with Disabilities Education Act. It discusses the major subcategories of autism including Asperger's disorder, autistic disorder, and pervasive developmental disorder. The document outlines the characteristics associated with autism spectrum disorder in the areas of social interaction, communication, and restricted or repetitive behaviors. It also summarizes the various educational supports used by special education teachers to help students on the autism spectrum academically, behaviorally, and socially.
This document provides an overview of pervasive developmental disorders (PDDs), which include autism spectrum disorders such as autistic disorder, Asperger's disorder, childhood disintegrative disorder, Rett's disorder, and pervasive developmental disorder not otherwise specified. It discusses the defining characteristics, diagnostic criteria, epidemiology, etiology, pathology, clinical features, medical evaluation, treatment and prognosis of these conditions. PDDs are characterized by impairments in social interaction and communication as well as restricted and repetitive behaviors, with onset in early childhood. Diagnosis involves evaluating developmental history and assessing for deficits in core symptom domains. Treatment involves early behavioral and educational interventions as well as potential medication management of associated symptoms.
This document provides an overview of autism spectrum disorder and learning disabilities. It defines autism spectrum disorder as a neurological condition that impacts social interaction and communication, and includes repetitive behaviors. Learning disabilities affect how one processes or learns information and can impact areas like reading, writing, math, coordination, attention, and organization. Both have a strong genetic component and may be associated with various other disorders and environmental factors. Early diagnosis and intervention are important to improve skills and functioning for those with autism spectrum disorder or learning disabilities.
Autism is a neurodevelopmental disorder characterized by impaired social interaction and communication, as well as restricted and repetitive behaviors. It is diagnosed based on criteria from the DSM-V. While the exact causes are unknown, genetic and environmental factors are involved. Treatments include applied behavior analysis, speech therapy, and medications to target specific symptoms, though there is no cure. Nursing care focuses on meeting basic needs, behavior modification, communication skills training, ensuring safety, and supporting parents.
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior. The causes involve a combination of genetic and environmental factors. Symptoms typically emerge between ages 2-3. Treatment involves behavioral therapies like applied behavior analysis to improve skills, as well as medications in some cases to help with related symptoms. Prognosis depends on the individual's symptoms and IQ, though early intervention tends to lead to better outcomes.
Autism is a spectrum disorder characterized by difficulties in social interaction and communication. It can range from mild to severe. The causes are largely unknown but thought to involve genetic and neurological factors. Diagnosis involves ruling out other conditions and using the DSM criteria. While there is no cure, various therapies aim to improve symptoms such as communication skills and reduce repetitive behaviors.
Autistic Spectrum Disorder is a neurodevelopmental disorder characterized by deficits in social communication/interaction and restricted repetitive behaviors. The document discusses the DSM-5 criteria for Autism Spectrum Disorder which replaced previous subtypes. It provides details on screening, assessment, management including applied behavioral analysis and other interventions, prognosis, and references.
The document provides a history of autism including its original use by Bleuler in 1911 and further definition by Kanner in 1943. It discusses research and definitions by Asperger, Eisenberg, Creak, and Rutter that helped characterize autism. The Diagnostic and Statistical Manual of Mental Disorders (DSM) included autism for the first time in 1980 and further defined pervasive developmental disorders. The DSM-IV criteria require impairments in social interaction, communication, and repetitive behaviors. Prevalence of autism has increased since first measured in 1966, estimated now at 1 in 150 children. Boys are 4 times more likely to be affected than girls.
The document discusses Autism Spectrum Disorder (ASD). It defines ASD as a range of neurodevelopmental disorders characterized by difficulties with social interaction and communication, as well as restricted and repetitive behaviors. Some key signs of ASD in young children include lack of eye contact, pointing, babbling, gestures, pretend play, and phrase speech. The document provides details on the diagnostic criteria for ASD, which involves deficits in social communication and interaction as well as restricted, repetitive behaviors and interests. Common characteristics of individuals with ASD are also summarized.
Autism spectrum disorders (ASDs) are neurological disorders characterized by impairments in social interaction and communication and restricted, repetitive behaviors. The document discusses the history and diagnostic criteria of ASDs including autism, Asperger's syndrome, Rett's disorder, childhood disintegrative disorder, and pervasive developmental disorder-not otherwise specified (PDD-NOS). Key features of ASDs include difficulties with social skills, communication, and repetitive behaviors. Diagnosis involves assessing deficits in these areas that emerge before age 3.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
5. • Diagnostic Criteria for Autism:
• A. A total of 6 (or more) items from (1),(2), and (3), with at least 2
from (1) and 1 each from (2) and (3):
(1). Qualitative impairment in social interaction,
(2). Qualitative impairments in communication,
(3). Restricted, repetitive, and stereotyped patterns of behavior,
interests, and activities
• B. Delay or abnormal functioning in at least 1 of the following areas,
with onset < age 3 yr:
(1) social interaction,
(2) language as used in social communication, or
(3) symbolic or imaginative play
• C. The disturbance is not better accounted for by Rett disorder or
childhood disintegrative disorder
6. • Diagnostic Criteria for Autism:
• A. A total of 6 (or more) items from (1),(2), and (3), with at least 2
from (1) and 1 each from (2) and (3):
(1). Qualitative impairment in social interaction,
(2). Qualitative impairments in communication,
(3). Restricted, repetitive, and stereotyped patterns of behavior,
interests, and activities
• B. Delay or abnormal functioning in at least 1 of the following areas,
with onset < age 3 yr:
(1) social interaction,
(2) language as used in social communication, or
(3) symbolic or imaginative play
• C. The disturbance is not better accounted for by Rett disorder or
childhood disintegrative disorder
a. Marked impairment in use of multiple nonverbal behaviors, such as
eye-to-eye gaze, facial expression, body postures, and gestures to
regulate social interaction
b. Failure to develop peer relationships appropriate to developmental
level
c. Lack of spontaneous seeking to share enjoyment, interests, or
achievements with other people (e.g., by a lack of showing, bringing, or
pointing out objects of interest)
d. Lack of social or emotional reciprocity
7. • Diagnostic Criteria for Autism:
• A. A total of 6 (or more) items from (1),(2), and (3), with at least 2
from (1) and 1 each from (2) and (3):
(1). Qualitative impairment in social interaction,
(2). Qualitative impairments in communication,
(3). Restricted, repetitive, and stereotyped patterns of behavior,
interests, and activities
• B. Delay or abnormal functioning in at least 1 of the following areas,
with onset < age 3 yr:
(1) social interaction,
(2) language as used in social communication, or
(3) symbolic or imaginative play
• C. The disturbance is not better accounted for by Rett disorder or
childhood disintegrative disorder
a. Delay in, or total lack of, development of spoken language (not
accompanied by an attempt to compensate through alternative modes
of communication, such as gesture or mime)
b. In individuals with adequate speech, marked impairment in ability
to initiate or sustain a conversation with others
c. Stereotyped & repetitive use of language or idiosyncratic language
d. Lack of varied, spontaneous make-believe play or social imitative
play appropriate to developmental level
8. a. Encompassing preoccupation with ≥1 stereotyped and restricted
pattern of interest that is abnormal in either intensity or focus
b. Apparently inflexible adherence to specific, nonfunctional routines
or rituals
c. Stereotyped and repetitive motor mannerisms (e.g., hand or finger
flapping or twisting or complex whole body movements)
d. Persistent preoccupation with parts of objects
• Diagnostic Criteria for Autism:
• A. A total of 6 (or more) items from (1),(2), and (3), with at least 2
from (1) and 1 each from (2) and (3):
(1). Qualitative impairment in social interaction,
(2). Qualitative impairments in communication,
(3). Restricted, repetitive, and stereotyped patterns of behavior,
interests, and activities
9. • Autistic Disorder
• CLINICAL FEATURES.
• Neurodevelopmental disorder.
• Clinical presentation varies with severity of impairment.
• Despite the variability in the clinical pattern, all children with autism
manifest :
-Some degree of impairment in areas of
-Reciprocal social interaction,
-Communication,
-Restrictive and repetitive stereotypical patterns of
-Behavior,
-Interests, or
-Activities.
10. • Autistic Disorder
• CLINICAL FEATURES.
• Although no pathognomonic symptom or behavior is seen
in all children with autism, most children have some impairment
in ‘joint attention’ or ‘pretend play’.
• Joint attention is
“ the ability to use eye contact & pointing for the purposes of
sharing experiences with others ”.
(Develops by 18 mo)
11. • Autistic Disorder
• CLINICAL FEATURES.
• Other precursor skills to joint attention that are often absent in
children with autism are
• Protoimperative pointing
“ Pointing to obtain an object of desire”
and
• Protodeclarative pointing
“ Pointing to an object of interest ,simply to have another
person share in the interest with him or her).
12. • Autistic Disorder
• CLINICAL FEATURES.
Some children with autism
Make no eye contact and Show intermittent engagement
seem totally aloof. with their environment :
May make inconsistent eye contact,
smile, and hug.
13. • Autistic Disorder
• CLINICAL FEATURES.
Varying verbal abilities
Nonverbal Have advanced speech,
imitate songs, rhymes.
-Most notable is the quality of speech and language.
-Speech may have an odd intonation.
-May be characterized by echolalia, pronoun reversal, nonsense
rhyming, other idiosyncratic language forms.
14. • Autistic Disorder
• CLINICAL FEATURES.
Intellectual functioning
Mental retardation -Superior intellectual functioning in
select areas.
-Some show development in certain
skills.
-May even show areas of strength in
specific areas. Eg: puzzles,art,music.
15. • Autistic Disorder
• CLINICAL FEATURES.
• Play skills are typically aberrant.
• Characterized by little symbolic play, ritualistic rigidity, and
preoccupation with parts of objects.
• Stereotypical body movements, a marked need for sameness,
and a very narrow range of interests.
• Often withdrawn . Spends hours in solitary play.
• Ritualistic behavior prevails, reflecting the child's need to maintain a
consistent, predictable environment.
16. • Autistic Disorder
• CLINICAL FEATURES.
• Disruptions of routine Tantrum-like rages.
• Eye contact is minimal or absent.
Sensitivity to stimuli
Heightened sensitivity Lowered sensitivity
to some stimuli to other stimuli.
(Visual scanning of hand and (Diminished responses to pain
finger movements, and lack of startle responses
mouthing of objects, to sudden loud noises)
and rubbing of surfaces)
17. • Autistic Disorder
• NEUROANATOMIC FINDINGS.
• Retrospective analysis of Head circumference & MRI studies, have
shown differences in brain structure in autism.
• Abnormal neurochemical findings also associated; Dopamine,
catecholamine, and serotonin levels or pathways implicated.
• Head circumference in Autistic children:
• AT BIRTH, UPTO 2 MONTHS AGE: Normal or slightly smaller than
normal.
• FROM 6-14 MONTHS, UPTO END OF 2ND YEAR: Abnormally rapid
increase in head circumference.
18. • Autistic Disorder
• NEUROANATOMIC FINDINGS.
• MRI studies in autistic children:
• At 2–4 yr of age: Increased brain volume (increased volume of
cerebellum, cerebrum, and amygdala.)
• Abnormal growth in first 2 yr is most marked in frontal, temporal,
cerebellar, and limbic regions of the brain, the areas of brain
responsible for higher-order cognitive, language, emotional, and
social functions, which are most impaired in autism.
• This period of early, accelerated brain growth stops early in childhood
and is followed by abnormally slow or arrested growth
Areas of underdeveloped & abnormal circuitry in parts of brain.
19. • Autistic Disorder
• DIAGNOSIS.
• Hallmark of Autistic Spectrum Disorders: Aberrant social skill
development.
• Early social skill deficits:
-Abnormal eye contact, -Failure to orient to name,
-Lack of interactive play, -Lack of sharing,
-Failure to smile, -Lack of interest in other children
-Failure to use gestures to point or show
• Combined language and social delays and regression in language or
social milestones are important early red flags for ASD.
20. • Autistic Disorder
• DIAGNOSIS.
• Early signs :
• Unusual use of language or loss of language skills,
• Nonfunctional rituals,
• Inability to adapt to new settings,
• Lack of imitation, and
• Absence of imaginary play.
• Absence of expected social, communication & play behaviors
precedes
Emergence of odd or stereotypical behaviors or unusual language.
22. • Autistic Disorder
• Screening
• Autism varies widely in its severity and sysmptoms and may go
unrecognized ( in mildly affected children or when it is masked by
more debilitating handicaps )
• Doctors rely on a core group of behaviors to alert them to the
possibility of a diagnosis of autism.
• Doctors will often use a questionnaire or other screening instrument
to gather information about a child’s development and behavior.
• Some screening instrument rely solely on parent observations
( combination of parent and doctor observations )
• Doctors will ask for more comprehensive evaluation if screening
instrument indicate the possibility of autism
23. • Autistic Disorder
• Screening
• Comprehensive evaluation requires a multidisciplinary team including
a psychologist, neurologist, psychiatrist, speech therapist and other
professionals who diagnosis children with ASDs
• The team members will conduct a thorough neurological assessment
and in-depth cognitive and language testing.
• Because hearing problems can cause behaviors that could be
mistaken for autism, children with delayed speech development
should also have their hearing tested
• After a thorough evaluation, the teams usually meets with parents to
explain the results of the evaluation and present the diagnosis
24. • Autistic Disorder
• DIAGNOSIS: Screening tools for early detection.
• Checklist for Autism in Toddlers (CHAT):
• Screening tool for 18 mo old children in primary care settings.
• CHAT combines parent responses + direct observation in Clinic.
• High positive predictive value, but low sensitivity.
• Modified Checklist for Autism in Toddlers (M-CHAT):
• 23-item parent questionnaire.
• Good sensitivity and specificity (0.87% and 0.99%, respectively).
25. • Autistic Disorder
• DIAGNOSIS: Screening tools for early detection.
• Pervasive Developmental Disorders Screening Test (PDDST):
• Parent-completed survey for children from birth–3 yr of age.
• Incorporates 3-tiered approach:
-1 for the primary care clinic,
-1 for the developmental clinic, and
-1 for the multidisciplinary autism clinic.
• All 3 tiers measure aspects of language, social skills, pretend play,
attachment, sensory responses, and motor stereotypies.
26. • Autistic Disorder
• DIAGNOSIS.
• Intelligence, as measured by conventional psychologic testing, falls in
the functionally retarded range;
• Deficits in language and socialization make it difficult to obtain an
accurate estimate of intellectual potential.
• Some autistic children perform adequately in nonverbal tests.
• Those with developed speech may show adequate intellectual
capacity.
27. • Autistic Disorder
• DIAGNOSIS.
• “Lack of a theory of mind.”
• Autistic children show deficits in understanding what the other
person might be feeling or thinking:
• “Lack of central coherence”
• On some psychologic tests, they pay more attention to specific
details, while overlooking the entire gestalt of the object.
28. • Autistic Disorder
• DIAGNOSIS.
• Physical examination.
• Head circumference.
• 25% of ASD have macrocephaly, but may not be apparent until after
2nd yrs age.
• In the absence of dysmorphic features or focal neurologic signs,
additional neuroimaging for investigation of the macrocephaly is not
indicated.
• Audiologic evaluation;
• Speech and language evaluation;
29. • Autistic Disorder
• DIAGNOSIS.
• Look for other physical stigmata.
• Examination of skin with a Wood lamp for hypopigmented lesions of
Tuberous sclerosis.
• Look for dysmorphic features of
-Fragile X syndrome (long face, large ears, large testes)
-Angelman syndrome (ataxic gait, broad mouth)
30. • Autistic Disorder
• DIAGNOSIS.
• Check Lead level if child shows pica etc.
• Chromosomal analysis if child has mental retardation / dysmorphic
features;
• EEG in developmental regression or seizures.