AUTISM SPECTRUM DISORDER

Autism spectrum disorder/pervasive developmental disorder

PDD 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.

Impairment noticeable at early stage of life.

E.g. Austistic Disorder, Asperger’s disorder, Rett’s disorder, Childhood disintegrative disorder, PDD-NOS

Rett's Disorder:

Diagnosed only in females.

Has characteristic pattern of:

• head growth deceleration• loss of previously acquired

purposeful hand skills• The appearance of poorly

coordinated gait or trunk movements.

• May • exhibit difficulties in social

interaction but these tend to be more transient than those observed in Autistic Disorder

Childhood Disintegrative Disorder:

Has a distinctive pattern of developmental regression following at least 2 years of normal development while in Autistic Disorder, developmental abnormalities are usually noted within the first year of life.

When information on early development is unavailable, the diagnosis of Autistic Disorder should be made.

Asperger's Disorder :

can be distinguished from Autistic Disorder by the lack of delay in language development.

Asperger's Disorder is not diagnosed if criteria are met for Autistic Disorder.

Epidemiology

Occurs in 2-5 cases per 10,000 individuals.

4-5 times more common in males: females disorder are more likely to have more severe mental retardation

Onset before age of 3

Etiology

Familial/Genetic factors: High rate among siblings of individuals with the

disorder. Higher rate in monozygotic than dizygotic

twins.

Neurobiologic factors: (EEG) abnormalities and seizure disorders are

observed in as many as 20 to 25% of individuals with autism.

Behavioral Characteristics

• At early age, many lack a social smile, Poor eye contact, Do not acknowledge or differentiate the most important persons in their lives ,Show extreme anxiety when their usual routine is disrupted, Not react overtly to being left with a stranger.

• School age: deficit in ability to play with peers and to make friends, Their social behavior is awkward and may be inappropriate

• Difficulties in responding to another's interests, emotions, and feelings, Experience sexual feelings, but their lack of social competence and skills prevents many of them from developing sexual relationships

Qualitative impairment

in social relationship

• Deficits in language development and difficulty using language to communicate

• Language deviance and language delay , odd voice, monotonous

• Language is superficially good,but too formal,stilted or pedantic

• Awkward or odd posture and body language

Disturbances of

Communication

and Language

• much of expected spontaneous exploratory play is absent.

• The activities and play of these children are often rigid, repetitive, and monotonous

• Children often spin, bang, and line up objects and may exhibit an attachment to a particular inanimate object

• Resistant to transition and change; change is often upsetting

Stereotyped

Behavior

DSM-IV TR criteria

A. A total six or more from (1), (2), and (3) with at least 2 from (1) and one each from (2) and (3)

1. Qualitative impairment in social interaction, as manifested by at least 2 of following

1. Marked impairment in the use of multiple non-verbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction

2. Failure to develop peer relationship appropriate to developmental level

3. Lack of spontaneous seeking to share enjoyment, interests or achievement with other people ( e.g.: by a lack of showing,bringing, or pointing out subjects of interest)

4. Lack of social or emotional reciprocity

2. Qualitative impairments in communication as manifested by at least one of following :

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 in adequate speech, marked impairment in the ability to initiate or sustain a conversation with others

c) Stereotyped and repetitive use of language or idiosyncratic language

d) Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

3. Restricted, repetitive and stereotyped patterns of behaviour, interests, and activities, as manifested by at least one of following:

a) Encompassing preoccupation with one or more streotyped and restricted patterns of interest that is abnormal either in intensity or focus

b) Apparently inflexible adherence to specific, non-functionals routine or rituals.

c) Stereotyped and repetitive motor mannerism d) Persistent preoccupation with parts of objects

B. Delays or abnormal functioning in at least one of following, with onset prior to age 3:

1. Social interaction

2. Language as used in social communication or

3. Symbol or imaginative play

C. The disturbance is not better accounted for by Rett’s disorder or childhood disintegrative disorder

DSM V vs DSM IV

A single diagnosis (ASD) replaces the different subdivision.

ASD diagnosis based on 2 areas (deficit in social communication and fixated interests and repetitive behaviour)

The restriction of onset age has also been loosened from 3 years of age to "early developmental period”

New severity ranking.

TREATMENT: Psychosocial

BEHAVIOURAL:

Applied Behavior Analysis (ABA)

The goals of ABA are to shape and reinforce new behaviors, such as learning, speaking, playing and reduce undesirable ones.

ABA-based interventions include: Verbal Behavior—focuses on teaching language using a sequenced

curriculum that guides children from simple verbal behaviors (echoing) to more functional communication skills

Pivotal Response Training—aims at identifying pivotal skills, such as initiation and self-management, that affect a broad range of behavioral responses. This intervention incorporates parent and family education aimed at providing skills that enable the child to function in inclusive settings.

COMMUNICATION: The Picture Exchange Communication System

(PECS)

EDUCATIONAL: TEACCH (Treatment and Education of Autistic and

related Communication handicapped Children)

Early Start Denver Model (ESDM)

OTHER INTERVENTIONS: Developmental, Individual Difference,

Relationship-based(DIR)/Floortime Model

Occupational therapy

Speech Therapy

TREATMENT: BIOLOGY

Antipsychotic medications

Antidepressant medications

Stimulant medications

These medicines may help reduce aggression, repetitive behaviors, hyperactivity, and attention problems.The only medications approved by the FDA to treat aspects of ASD are the antipsychotics risperidone (Risperdal) and aripripazole (Abilify).

Prescribed to reduce repetitive behaviors, control aggression and anxiety in children with ASD.Example of drugs include fluoxetine (Prozac) or sertraline (Zoloft)

Methylphenidate (Ritalin) has been shown to effectively treat hyperactivity in children with ASD.

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