Download - Topic Presentation: Autism & Asperger's
![Page 1: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/1.jpg)
AUTISTIC DISORDER &ASPERGER’S SYNDROME
Jackie MacKellar
MSW Intern
Ohio Elementary
![Page 2: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/2.jpg)
What is Autism?
Autism is a Pervasive Developmental Disorder, so-called because it affects every aspect of a child’s development.
(DSM-IV, 2000)
It is characterized by marked impairment in social interaction and communication, repetitive behavior and extremely narrow interests and activities.
![Page 3: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/3.jpg)
(DSM-IV, 2000)
Deficit Areas
![Page 4: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/4.jpg)
Classic Autism Symptoms
(DSM-IV, 2000; MedlinePlus, 2012)
Impairment in nonverbal communication (such as maintaining eye contact)
Impairment in social interaction and peer relationships Language impairment, include either delay/lack of spoken language or
inability to sustain a conversation Idiosyncratic, stereotyped, and repetitive use of language Sensory symptoms. Including over- and/or under-sensitivity to sight,
hearing, touch, smell, or taste Difficulty with sensory integration and fine motor skills Unusual distress when routines are changed Stereotyped or repetitive movements Narrow interests and activities Lack of imaginative and social play
![Page 5: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/5.jpg)
Asperger’s SyndromeWhat distinguishes Asperger’s Syndrome from Autistic Disorder?
The distinction between a diagnosis of high-functioning autism and one of Asperger’s has always been subjective. It has traditionally been distinguished from Autistic Disorder by the lack of delay in language skills and a somewhat more apparent desire to socially engage.
Proposed changes in DSM-V would remove AS as a separate diagnosis and fold it into Autistic Disorder on the high-functioning end of the spectrum.
Not much.
![Page 6: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/6.jpg)
Asperger’s SyndromeWhile Asperger’s Syndrome is differentiated by generally less severe impairment overall and there is no significant delay or regression of language skills, language usage is atypical and social skills are lacking. Symptoms include:
Trouble understanding social cues and conversational language styles Conversation is one-sided and voice inflection is abnormal Inflexible adherence to a nonfunctional routine or ritual Repetition of movements or words and phrases Difficulties with fine-motor skills and sensory integration A persistent preoccupation with objects or narrowly focused topics of
interest
![Page 7: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/7.jpg)
The Spectrum Approach
![Page 8: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/8.jpg)
The Spectrum Approach
![Page 9: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/9.jpg)
Current Statistics
Median rate of autism is 5 per 10,000 1 in every 110 8-year olds is diagnosed
with autism Rates are more prevalent among
Caucasians than among blacks and Hispanics
Both Asperger’s and Classic Autism are more common in men than women by four to five times
Onset is before age 3, with diagnosis usually taking place between ages 4 and 5
Increased risk among siblings of autistic children (5%)
(DSM-IV, 2000; National Institute of Mental Health [NIMH],
06 Feb 2012)
![Page 10: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/10.jpg)
CAUSES & MECHANISMS
![Page 11: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/11.jpg)
What Causes Autism?
Scientists are still not entirely sure what causes ASD and AS. Some theories:
Genetic Brain abnormalities Environmental factors Some combination of these
(National Institute of Neurological Disorders and Stroke [NINDS], 2005; NINDS, 2009)
![Page 12: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/12.jpg)
Mechanisms
As with the cause of ASD, researchers are uncertain exactly how autism occurs.
Recently, a couple of interesting (and controversial) theories have been advanced by researcher Baron-Cohen.
![Page 13: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/13.jpg)
MechanismsNo, not Borat: His cousin, this guy:
![Page 14: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/14.jpg)
Mind-Blindness Theory that those with ASD/AS
have no or limited theory of mind
Supported by finding that autistic children have difficulty passing the Sally-Anne test even past the age of 4 (the age when most neurotypical children would be able to pass)
(Baron-Cohen, 1985; Baron-Cohen, 1997)
![Page 15: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/15.jpg)
Extreme Male Brain
(Baron-Cohen, 2009)
Defines the male brain as one that privileges systemizing (SQ) over empathizing (EQ)
Postulates that autism is the expression of an extreme version of the male brain
In measures of empathy and systemizing, 65% of people with ASD/AS have an “extreme” male brain
Argues that autistic individuals lack cognitive but not affective empathy
![Page 16: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/16.jpg)
CHALLENGES FOR THE ASD/AS STUDENT
![Page 17: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/17.jpg)
Adverse Effects
![Page 18: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/18.jpg)
Cognitive & Academic Challenges
Poor problem-solving and organizational skills Concrete, literal thinking—difficulty understanding abstract concepts Difficulty differentiating between relevant and irrelevant information Interests that are obsessive and narrowly defined Low social standing among their peers Lack of executive functions results in difficulty shifting focus between
activities, recognizing important information, or understanding the “big picture” (p. 11)
Disinhibited reactions—often react out of emotion or rage rather than logic
(Myles, et al., 2005, p.10)
![Page 19: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/19.jpg)
Social & Communication Challenges
Lack of awareness/understanding of social rules Strange speech patterns, inflections, and echolalia can isolate the student
from his or her peers and encourage teasing Difficulty understanding abstract concepts, idioms, metaphors, sarcasm,
irony, parables, rhetorical questions Lack of eye contact and inability to pick up on and send out appropriate
nonverbals can affect relationships with peers Difficulty interpreting, inferring, or predicting the emotional states of others
can make the child seem self-absorbed or uncaring to others, increasing the difficulty of forming friendships
(Myles, et al., 2005)
![Page 20: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/20.jpg)
Comorbid Conditions Eating disorders, such as anorexia nervosa Digestive/gastrointestinal problems Anxiety Attention Deficit Hyperactivity Disorder (ADHD) Borderline Personality Disorder Depression Obsessive-Compulsive Disorder (OCD) Tourette Syndrome (TS)
Depression is most common in adolescents, perhaps because of increased awareness of social isolation.
(Myles, et al., 2005)
![Page 21: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/21.jpg)
Random Bunny!
![Page 22: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/22.jpg)
ReferencesAmerican Psychiatric Association [APA]. (2000). Diagnostic and statistical
manual of mental disorders of the American Psychiatric Association (4th. ed. Rev.). Washington, DC: Author.
Badcock, C. C., & Crespi, B. B. (2006). Imbalanced genomic imprinting in brain development: an evolutionary basis for the aetiology of autism. Journal Of Evolutionary Biology, 19(4), 1007-1032. doi:10.1111/j.
14209101.2006.01091.x
Baron-Cohen, S. (1985). Does the autistic child have a ‘theory of mind’?. Cognition, 21 (1985), 37-46.
Baron-Cohen, S. (1997). Mindblind. (Cover story). Natural History, 106(7), 62.
Baron-Cohen, S. (2009). Autism: Empathizing-systematizing (E-S) theory. The Year in Cognitive Neuroscience, 1156(68-80).
Medline Plus (U.S. National Library of Medicine). (07 Feb 2012). Autism. http://www.nlm.nih.gov/medlineplus/ency/article/001526.htm
![Page 23: Topic Presentation: Autism & Asperger's](https://reader034.vdocument.in/reader034/viewer/2022042601/545bdc88b1af9f500a8b456f/html5/thumbnails/23.jpg)
ReferencesMyles, B.S., Hagen, K., Holverstott, J., Hubbard, A., Adreon, D., & Trautman,
M. (2005). Life journey through autism: An educator’s guide to Asperger’s Syndrome. Arlington, V.A.: Organization for Autism Research, Inc.
National Institute of Mental Health (NIMH). (06 Feb 2012). Autism. http://www.nimh.nih.gov/statistics/1AUT_CHILD.shtml
National Institute of Neurologic Disorders and Stroke (NINDS). (2005). Asperger syndrome fact sheet. National Institute of Mental Health. Publication No. 05-5624.
National Institute of Neurologic Disorders and Stroke (NINDS). (2009). Austism fact sheet. National Institute of Mental Health. Publication No. 09-1877