CHAPTER 7 (EXAM2)

3 theoretical models for intervention models

1. Behaviorism 2. Psycholinguistic theory 3. Social interaction theory

Effective communication requires interaction between

1. Goodness of fit 2. Ecological systems 3. Culturally competent family centeredness

Hearing loss in Autism children

10% of children have hearing loss

Earliest reliable Diagnosis

18 months 18-36 months is most common age for Dx

Autism in 1970s

3 major shifts 1. Autism now defined as a DEVELOPMENTAL disorder not emotional or psychiatric disorder 2. Origin of autism believed to be "a brain disorder with a genetic basis" at birth 3. Facilitated Communication

Intellectual disabilities in Autism children

75% of children have intellectual disability based on IQ test scores

Autism

A clinical syndrome defined by unique set of behaviors

PERVASIVE DEVELOPMENTAL DISORDER (PDD)

Also known as atypical autism Name for children who have some autistic behaviors but who don't fit into other categories The most severe type of PDD is autistic disorder

Ecological systems

Assessing present and future environmental (home, school, community) demands and the child's communicative abilities

Communication in children with autism

Assessment is challenging b/c of echolalia nature of speech, repetitiveness of their utterances, stereotyped utterances

Psycholinguistic Theory

Born from the Psycholinguistic Theory Contemporary Applied Behavioral Analysis (CABA) which combines behavioral intervention with natural methods More child-lead Modeling, shaping and reinforcement

Pronoun difficulties

Confusion with gender (he/she) or case substitutions (him/he) Impaired ability to understand and use "you", "I", "me"

Autistic or autistic-like

Describes individual behaviors in children who may or may not meet the diagnostic criteria of autism

Assessment

Early identification can be challenging due to behaviors of autism Most children identified btwn ages of 3-4

Echolalia

Frequency of repetition of utterances in an automatic and unthinking way

Heredity in Autism

Genetic basis for autism May occur more than once in families

ASPERGER'S SYNDROME

Higher functioning than children with autism Neurological disorder affects primarily boys social and communicative deficits (poor eye gaze, inappropriate facial expressions, and body posture) No language deficits (average or above-average range on intelligence tests) Social problems and limited scope of interests

Autism in 1943

Kanner Based on social and communicative impairments child are withdrawn, repetitive utterances, intolerance of changes in routine

Pre-Speech Deficts in Autism children

Lack of interest in mother's voice Prefer environmental sounds Decreased joint attention eye contact

Behaviorism Theory

Lovass behavior modification decrease self injurious behaviors and increase social interactions desirable behaviors obtained through a series of prompting, fading, stimulus rotation and positive reinforcement Applied behavioral analysis (ABA) approach

RETT'S DISORDER

Mainly in girls Typically developing, but begin to lose their communication and social skills Beginning at the age of 1 to 4 years, repetitive hand movements

Causes of autism

Mercury/thimerosol (controversial) Chromosomal defects (chromosomes 15-17) Parental conditions (maternal vitamin D deficiency, mood/anxiety disorder) CNS dysfunction Systemic factors: autoimmune system responses to dietary proteins, growth and hormonal changes, and electrolyte disorders Environmental factors (lead poising, ultra sound testing) High testosterone levels in amniotic fluid during 2nd trimester

AUTISTIC DISORDER

Most severe form of PDD Refers to problems with social interactions, communication, and imaginative play in children younger than 3 years

Autism characteristic

Must demonstrate 6+ Impairment in the use of nonverbal behaviors (doesn't wave bye) Doesn't develop peer relationships (no interesting in making friends) Delay or total lack of development of spoken language (no comm. babbling, facial expression) Impairment to initiate or sustain a conversation Repetitive use of language or echolalia Lack of spontaneous make believe play or social imitative play

Social Interaction Theory

No recommendation on particular intervention strategy Suggest pragmatic deficits arise from adult not adjusting conversations effectively Believe modifying directive behaviors to allow more flexibility in a response and allowing irregular behaviors to be normal and address the intention of the behavior is more effective

Early communication deficits

No synchronization of vocal patterns No exchange of emotional expressions (with adults) Lack of gestures and vocalizations Lack of joint attention Lack of orientation responses (turning head when called by parent) Lack functional pointing Decline in frequency and diversity of babbling, gestures and consonant use.

Fragile X Syndrome

One of the known causes of Autism

Motor behavior deficits in Autism children

Poor coordination odd hand and body postures

Formulaic Language

Prefabricated sequence of words or elements used by these children in the context they are first learned Learning word/phrase as a whole and can't be broken down Often used Ex. Mom says "we are getting a cat" while stepping on breaks, kid sees red lights, and associated "we are getting a cat" with the red lights

Culturally competent family centeredness

Refers to the central role of the parent(s) in the intervention system

Some signs of assessment

Repetitive behaviors (echolalia, flapping of hands, rocking body, spinning in class) abnormal social interaction patterns (avoiding eye contact, wanting to be alone) temperament (upset by minor changed) unusual interest in certain objects (obsessive interest) Not responding to name by 12 months No pointing at objects to show interest by 14 months

Non segmental phonology (prosody)

Rhythmic pattern, excessively prolonged sounds frequent/inappropriate whispering fluctuations in volume nasal resonance

Floor Time

Social Interaction Theory Greenspan Focuses on establishing a child's connection with primary caregivers Relies on well balanced reciprocal interactions devlop intimacy

Peer mediated programs

Social Interaction Theory allow for typically developing children to initiate social interactions with children who are on the autism spectrum

Segmental Phonology and Syntax in children with autism

Speech is usually intelligible Syntax may be slower in growth and development

Asynchrony

The abnormal timing and sequence of acquisition of language in a child with autism May be a result of social and cognitive deficits of autistic children eye gaze but unable to use it for social interaction learning phonological form of a word but not able to use it appropriate in social situations

Later childhood in Autism children

ToM not developed (unable to understand or relate to others) social and communicative impairments increased hyperactivity, aggression, self-destructive behaviors and insistence on routine

CHILDHOOD DISINTEGRATIVE DISORDER (CDD)

Typically developing for at least two years, loss of some or most of communication, social, motor, & cognitive skills. Extremely rare disorder.

Sensory behaviors in Autism children

Unusual sensory behaviors hyposensitivity or hypersensitivity to certain stimuli (heat, cold, pain, sound, touch, etc)

Idiosyncratic language

Unusual verbal behaviors; words/phrases used with unusual meanings 3 common forms: Echolalia, Formulaic Language, Neologism

Neologism

When a new word(s) is/are coined Less frequent

Lexical and Syntactical comprehension in children with autism

able to understand linguistic code @ level of their mental ability NOT their MA (mental age) Vocabulary may be strong but appropriate use is impaired

Diagnosis rising becasue

changes in the definition of autism how autism is being studied differences in diagnostic procedures

Better identification by using DSM IV TR with what

checklist family history screenings of large groups (day care) retrospective info from caregivers

Goodness of fit

environmental demands and child's abilities

Immediate echolalia

exact repetition of a word(s) after they are spoken

Imitation in children with autism

it allows a partner to be informed that they are paying attention it acknowledges a behavior/action

Seizures

onset is either early childhood or adolescence

3 patterns of problematic behaviors in young Autistic children

social communication sensory regulation play

AUTISM SPECTRUM DISORDER (ASD)

synonymous with PDD Continuum of intellectual ability Range of symptom severity among children with autism

Priming

technique used with children with autism to expose children to their assignments ahead of the teacher's presentation of the activity

Diagnosing children with autism requires the identification of:

the presence of atypical behaviors the absence of behaviors expected in typically developing children

Delayed echolalia

the repetition of phrases after a period of time - several minutes or a year after the phrase was originally heard may pop up any time, any place.