The document defines autism spectrum disorders and provides details on pervasive developmental disorder-not otherwise specified (PDD-NOS). PDD-NOS is included in the DSM-IV and involves some, but not all, features of autism or another pervasive developmental disorder. It is defined by marked impairment in social interaction and communication. Symptoms must be present before age 3. The document also discusses characteristics of autism spectrum disorders that can vary between individuals and impact functioning, as well as treatments and prevalence statistics.
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.
Tipik atipik gelişim: otizm örneği üzerinden tartışma Yanki Yazgan
Koç Üniversitesinde verilmiş konferans. Bir kısmı daha önce Haseki Nöroloji'de verdiğim konferanstan. Üzerinde durduğum normal ile anormal arasındaki ayrımın düşündüğümüzden çok daha silik olduğu, ikisi arasındaki geçişliliğin yüksek olduğu kanısı üzerine. Yarı İngilizce yarı Türkçe, kusura bakmayın. Ancak yetişiyor:)
A power point presentation on Autism Spectrum disorders I created in collaboration with a team of three other graduate students at the University of Dayton.
Abnormal Psychology: Neurodevelopmental DisodersElla Mae Ayen
Group of conditions with onset in the developmental period.
Disorders typically manifest early in development.
often before the child enter grade school
characterized by developmental deficits that produce impairments of personal, social, academic or occupational functioning.
A single etiology for autism or for any of the
disorders on the autistic spectrum has yet to be determined. In the past, suspected causes of these disorders included parentally induced autism, brain
injury/anomalies, constitutional vulnerability, and developmental aphasia, as well as deficits in the reticular activating system, and an unfortunate interplay between psychogenic and neurodevelopmental factors.Other suspected etiologies are structural cerebellar changes, genetics, viral infections, and immunological abnormalities, with various teratogens, seizures and
vaccines also being investigated. Until we know the multiple etiologies of those within the Autism Spectrum; as researchers, health care providers, educators and optometrists, we must offer all within
the autistic continuum the very best, most current and accessible care available based upon the latest known science.
Autism is a perplexing developmental disorder that typically appears during a child’s first three years of life. This developmental disorder is neurologically based and each child will be affected differently, demonstrating combinations of behaviours that range from mild to severe.
This powerpoint presentation was put together by Georgina Peacock, MD, MPH, Developmental-Behavioral Pediatrician for the Centers for Disease Control and Prevention's National Center on Birth Defects, and presented on December 5 at our Georgia Children's Advocacy Network (GA-CAN!) Off-Session Policy Series. This month our panelists discussed the complex topic of autism, it's diagnosis, treatment and coverage.
This presentation reviews past and current diagnostic classification approaches to autism (and pervasive developmental disorders) discussed in the March 12, 2013 webinar. Michael Troy, Ph.D. discussed the changes planned for inclusion in the DSM-5 when it is published in May 2013. Changes in nomenclature (Autism Spectrum Disorder) and diagnostic criteria are highlighted.
You can Autism, clinic for Special needs in Coimbatore provides Evidence-based and Proven techniques for Children with Autism Best ABA clinic in Coimbatore. The American Board Certified ABA (Applied Behaviour Analysis) Therapist in Coimbatore. At You Can Autism, we provide therapy for children with Autism, Attention Deficit Hyperactivity Disorder(ADHD), Attention Deficit Disorder, Learning Disabilities, Pervasive Developmental Disorders, and other alike developmental disorders.
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.
Tipik atipik gelişim: otizm örneği üzerinden tartışma Yanki Yazgan
Koç Üniversitesinde verilmiş konferans. Bir kısmı daha önce Haseki Nöroloji'de verdiğim konferanstan. Üzerinde durduğum normal ile anormal arasındaki ayrımın düşündüğümüzden çok daha silik olduğu, ikisi arasındaki geçişliliğin yüksek olduğu kanısı üzerine. Yarı İngilizce yarı Türkçe, kusura bakmayın. Ancak yetişiyor:)
A power point presentation on Autism Spectrum disorders I created in collaboration with a team of three other graduate students at the University of Dayton.
Abnormal Psychology: Neurodevelopmental DisodersElla Mae Ayen
Group of conditions with onset in the developmental period.
Disorders typically manifest early in development.
often before the child enter grade school
characterized by developmental deficits that produce impairments of personal, social, academic or occupational functioning.
A single etiology for autism or for any of the
disorders on the autistic spectrum has yet to be determined. In the past, suspected causes of these disorders included parentally induced autism, brain
injury/anomalies, constitutional vulnerability, and developmental aphasia, as well as deficits in the reticular activating system, and an unfortunate interplay between psychogenic and neurodevelopmental factors.Other suspected etiologies are structural cerebellar changes, genetics, viral infections, and immunological abnormalities, with various teratogens, seizures and
vaccines also being investigated. Until we know the multiple etiologies of those within the Autism Spectrum; as researchers, health care providers, educators and optometrists, we must offer all within
the autistic continuum the very best, most current and accessible care available based upon the latest known science.
Autism is a perplexing developmental disorder that typically appears during a child’s first three years of life. This developmental disorder is neurologically based and each child will be affected differently, demonstrating combinations of behaviours that range from mild to severe.
This powerpoint presentation was put together by Georgina Peacock, MD, MPH, Developmental-Behavioral Pediatrician for the Centers for Disease Control and Prevention's National Center on Birth Defects, and presented on December 5 at our Georgia Children's Advocacy Network (GA-CAN!) Off-Session Policy Series. This month our panelists discussed the complex topic of autism, it's diagnosis, treatment and coverage.
This presentation reviews past and current diagnostic classification approaches to autism (and pervasive developmental disorders) discussed in the March 12, 2013 webinar. Michael Troy, Ph.D. discussed the changes planned for inclusion in the DSM-5 when it is published in May 2013. Changes in nomenclature (Autism Spectrum Disorder) and diagnostic criteria are highlighted.
You can Autism, clinic for Special needs in Coimbatore provides Evidence-based and Proven techniques for Children with Autism Best ABA clinic in Coimbatore. The American Board Certified ABA (Applied Behaviour Analysis) Therapist in Coimbatore. At You Can Autism, we provide therapy for children with Autism, Attention Deficit Hyperactivity Disorder(ADHD), Attention Deficit Disorder, Learning Disabilities, Pervasive Developmental Disorders, and other alike developmental disorders.
Educational needs of children with autism [Autosaved].pptxMusratbashir1
Autism, also called autism spectrum disorder(ASD), is a complicated condition that includes problems with communication and behavior. It can involve a wide range of symptoms and skills. ASD can be a minor problem or a disability that needs full-time care in a special facility.
Autism is a neurological, developmental delay which mainly impacts a child’s language, social skills and behaviour. In other words, children with Autism(CAW) face difficulties in social interaction, verbal and non-verbal communication and repetitive behaviours.
The word autism is derived from ‘Greek’ word ‘Autos’ which means “SELF”.
It is lifelong developmental disorder.
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.
Section 5 - Classification, Diagnosis and AssessmentSimon Bignell
Section 5 - Classification, Diagnosis and Assessment
'Autism, Asperger's and ADHD' module by Simon Bignell - Lecturer in Psychology at University of Derby.
9.1 What Is Autism Spectrum DisorderStudents with autism spectr.docxransayo
9.1 What Is Autism Spectrum Disorder?
Students with autism spectrum disorder (ASD) experience difficulty with communication, social skills, and repetitive behavior (Goldstein, Naglieri, Rzepa, & Williams, 2012). These students often struggle with changes to their routines or environment. They may have unusual sensory responses, such as sensitivity to loud noises, picky eating, or a dislike of getting dressed or grooming (Tomcheck & Dunn, 2007). Many students with ASD have difficulty making eye contact, recognizing faces, and understanding emotions (Kirchner, Hatri, Heekeren, & Dziobek, 2011). Over half of students with ASD exhibit average to above-average intelligence (Whitby, Travers, & Harnik, 2009).
ASD is another term for pervasive developmental disorder (PDD). A student with PDD exhibits delays in communication and social skills, and these delays are often first recognizable during the developmental period from ages 2 to 4. Several disorders have been included in ASD, including autistic disorder (i.e., autism), Asperger's disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), Rett's disorder, and childhood disintegrative disorder (CDD). The next section of this chapter describes these in detail; the recent changes to the names of the disorders and how they are categorized will also be outlined.
Students with ASD are often described as high-functioning or low-functioning. High-functioning students with ASD exhibit the hallmark characteristics of ASD, but these characteristics do not prohibit the student from participating in regular activities. Students are typically verbal, and their ASD is less severe than low-functioning students. Low-functioning students with ASD often have below-average intellectual functioning, and they exhibit severe difficulties due to ASD. Many low-functioning students may be nonverbal.
Defining ASD
The Diagnostic and Statistical Manual (DSM) defines disorders and disabilities to help professionals diagnose their patients. The fifth version, DSM-5, published in 2013 by the American Psychiatric Association, places the diagnostic labels of autistic disorder, Asperger's disorder, PDD-NOS, and CDD under the umbrella term ASD. Individuals with ASD are categorized into levels—Level 1, Level 2, or Level 3—based on their challenges with communication, social skills, and repetitive behaviors. Because this categorization system is new and the old labels will still be used for a while, this discussion begins with a description of the older labels for these disorders so you can understand some of the differences between those and the newly described levels of ASD.
Figure 9.1 shows the categories under the previous edition of the DSM-IV, which you will probably encounter for several years to come. Note that in the past, Rett's disorder was classified under ASD; however, it is now not mentioned in conjunction with ASD. In DSM-5, Rett's is considered a separate disorder from ASD (although some student.
What is Autism? Autism is a general term used to describe a group of complex developmental brain disorders known as Pervasive Developmental Disorders (PDD). The other pervasive developmental disorders are PDD-NOS (Pervasive Developmental Disorder – Not Otherwise Specified), Asperger's Syndrome, Rett Syndrome and Childhood Disintegrative Disorder. Many parents and professionals refer to this group as Autism Spectrum Disorders.
impaired or delayed language. - about 50% do not develop speech/oral communication - strange language or echolalia (repeating words spoken by others - immediately before or up to years before) - uneven skill development - may have an extensive vocabulary but not know how and when to use it. Difficulty with semantics, sentence structure, grammar. stereotypic behavior. - selt-stimulation (flapping hands/arms, flicking fingers in front of their face, spinning, rocking, jumping, vocalizing, manipulating a toy or object) - usually a function of providing sensory input, self-soothing, organizing information. Can be brief, intermittent stints or can last for hours. - can be self-injurous resistance to change in daily routines. - also called rigidity - very attached to daily routines at home and school, and any change in these routines can cause anxiety and upset a child with autism - similar to OCD behaviors - can be difficulty for families to include their child into daily life, difficult for teachers to manage at school - transitions from one activity to the next can also be challenging varied intellectual abilities. - most children with autism demonstrate IQ’s that would diagnose them with an intellectual disability. IQ testing requirements verbal and reasoning skills conflict with how they process and manipulate information - so IQ scores may not always be a complete picture of intellectual ability - high functioning autism may demonstrate average intelligence and they may have very strong skills in particular areas (splinter skills), but still experience deficits in social interaction
Until January 2010, the rate was 1 in 150 (popular commercial). 57% increase in four year period since last CDC study. How common is Autism? Today, it is estimated that one in every 110 children is diagnosed with autism, making it more common than childhood cancer, juvenile diabetes and pediatric AIDS combined. An estimated 1.5 million individuals in the U.S. and tens of millions worldwide are affected by autism. Government statistics suggest the prevalence rate of autism is increasing 10-17 percent annually. There is not established explanation for this increase, although improved diagnosis and environmental influences are two reasons often considered. Studies suggest boys are more likely than girls to develop autism and receive the diagnosis three to four times more frequently. Current estimates are that in the United States alone, one out of 70 boys is diagnosed with autism.
Genetic: While no one gene has been identified as causing autism, researchers are searching for irregular segments of genetic code that children with autism may have inherited. It also appears that some children are born with a susceptibility to autism, but researchers have not yet identified a single "trigger" that causes autism to develop. Other researchers are investigating the possibility that under certain conditions, a cluster of unstable genes may interfere with brain development, resulting in autism. Still other researchers are investigating problems during pregnancy or delivery as well as environmental factors, such as viral infections, metabolic imbalances, and exposure to environmental chemicals. From www.researchautism.net
Educational Interventions Education for students with autism requires a full range of instructional options, ranging from specialized individual programs to inclusive placement with support services. Psychological and Medical Interventions Medical treatment often involves the use of medications, which shows promising but mixed results in reducing unusual speech patterns, social withdrawal, and self injurious behaviors.
Behavioral Interventions Interventions are carried out without concern for the underlying cause of the disability, but instead focus on enhancing appropriate behaviors and reducing inappropriate or maladaptive behaviors.