NARPAA E-Class Module 1 - What is Autism?
Transcript of NARPAA E-Class Module 1 - What is Autism?
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National Association ofResidential Providers for Adults
with Autism
NARPAA ECLASS
Autism Education for DirectCare Staff
www.narpaa.org
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MODULE ONE
WHAT IS AUTISM?
www.narpaa.org
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MODULE ONE
As a result of completion of this module,
the participant will be able to:
Identify facts related to Autism. Define the meaning of a Spectrum
disorder.
Explain the ways in which diagnosisoccurs.
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AUTISM
Autism is a brain disorder that severely impacts the
way sensory input is processed, causing
problems with communication, social behavior,
and irregularities in learning. Autism is adevelopmental disability that typically appears
during the first three years of life.
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AUTISM
Autism affects four times as many boys as girls,
and is found in families of all races, religions, and
social classes. Autism is one of the most
prevalent developmental disabilities, affectingone in 110 births. Most, but not all individuals
with Autism, have some degree of mental
retardation and many will develop epilepsy
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AUTISM IS A SPECTRUM DISORDER
The symptoms and characteristics of autismcan present themselves in a wide variety ofcombinations, from mild to severe. Although
Autism is defined by a certain set ofbehaviors, children and adults can exhibitany combination of the behaviors in anydegree of severity.
(Autism Society of America)
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AUTISM IS A SPECTRUM DISORDER
Two people, both with the same diagnosis, canact very differently from one another andhave varying skills
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HOW AUTISM IS DIAGNOSED
Internationally, many professionals utilize both the AmericanPsychiatric Associations Diagnostic and Statistical Manual, 4thEd. TR (DSM-IV-TR) or the International Statistical Classificationof Diseases (ISCD-10). Autistic disorder is one of five disorders
that fall under the category of Pervasive DevelopmentalDisorders as defined in the DSM-IV TR manual. Four additionalautism related disorders are included in the PervasiveDevelopmental Disorder spectrum: Aspergers Disorder, RettsDisorder, Childhood Disintegrative Disorder, and PervasiveDevelopmental Disorder Not Otherwise Specified (PDD-NOS).
http://en.wikipedia.org/wiki/DSM-IV-TRhttp://en.wikipedia.org/wiki/ICD-10http://en.wikipedia.org/wiki/ICD-10http://en.wikipedia.org/wiki/DSM-IV-TR -
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HOW AUTISM IS DIAGNOSED
The ICD-10 also uses the Pervasive Developmental
Disorder category and includes four additional
disorders. It is the set of pervasive developmental
disorders that is most typically referred to as autismspectrum disorders (ASD). ASD is a descriptive term
that illustrates the varying combinations of
symptoms that an individual with autism may
display.
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HOW AUTISM IS DIAGNOSED
In regard to specific items for meeting criteria
for an autism related diagnosis, the American
Psychiatric Association's Diagnostic andStatistical Manual, 4th Ed. IV TR and the
ISCD-10 are quite similar
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SOCIAL INTERACTION
Qualitative impairment in social interaction,
which includes marked impairment in
nonverbal behavior used to regulate social
interaction, failure to develop peer
relationships, lack of shared enjoyment, and
lack of social or emotional reciprocity
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COMMUNICATION
Qualitative impairment in communication,
which includes delay in or total lack of
language development not accompanied by
attempts to compensate, impairment in social
imitative or imaginative play, and with
individuals that do develop languageimpairment in initiating or sustaining a
conversation as well as potential repetitive
use of language
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RESTRICTED, REPETITIVE
STEREOTYPED BEHAVIOR,INTERESTS, AND ACTIVITIES
Restricted, repetitive, stereotyped behavior,
interests, and activities, which include
encompassing preoccupation, inflexible
adherence to nonfunctional routines or
rituals, stereotyped or repetitive motormannerisms, attachments to unusual objects,
and preoccupation with parts of objects.
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HOW IS AUTISM DIAGNOSED
In evaluating a child, clinicians rely on
behavioral characteristics to make a
diagnosis. Some of the characteristic
behaviors of ASD may be apparent in the firstfew months of a child's life, or they may
appear at any time during the early years. For
the diagnosis, problems in at least one of the
areas of communication, socialization, orrestricted behavior must be present before
the age of 3. The diagnosis requires a two-
stage process.
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STAGE ONE
The first stage involves developmental
screening during "well child" check-ups.
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STAGE TWO
The second stage of diagnosis must be
comprehensive in order to accurately rule in
or rule out Autism or other developmental
problems. This evaluation may be done by a
multidisciplinary team that includes a
psychologist, a neurologist, a psychiatrist, aspeech therapist, or other professionals who
diagnose children with Autism.
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STAGE TWO
Because Autism Spectrum Disorder (ASD) are
complex and may involve other neurological
or genetic problems, a comprehensive
evaluation can include such elements as,
neurological and genetic assessment, along
with in-depth cognitive and language testing.In addition, measures developed specifically
for diagnosing Autism are often used.
Examples of these include:
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STAGE TWO
The Autism Diagnosis Interview-Revised (ADI-
R). The ADI-R is a structured interview that
contains over 100 items and is conducted
with a caregiver. It consists of four main
factors-the child's communication, social
interaction, repetitive behaviors, and age-of-onset symptoms.
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STAGE TWO
Autism Diagnostic Observation Schedule
(ADOS-G). The ADOS-G is an observational
measure used to "press" for socio-
communicative behaviors that are often
delayed, abnormal, or absent in people with
ASD.