Section 11 (Distance) - Revision and the Exam

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‘ADHD, Autism & Asperger’s’ (6PS077)Lecturer: Simon Bignell

Section: 11 of 11

Revision and the Time-limited

Distance Exam

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Section: 11 of 11

Outline.

• Learning Outcomes Achieved By Exam Questions.• Themes and Relations between ASD and ADHD.• Summary Of The Module Content.

– Brief look again at content of Sections.• Time-Limited Distance Exam Guidelines Spring 2011.• What Is The Format Of The Exam?• What Are The Exam Questions?• How Can I Perform Well In The exam?• How And What Should I Revise?

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Section: 11 of 11

Learning Outcomes Achieved By Exam Questions.

• The examination questions achieve the following learning outcomes (as detailed in Psychology Student Handbook for this module):– Demonstrate a detailed knowledge of symptoms,

diagnosis, treatment and practices relating to Autistic Spectrum Disorders and Attention-Deficit/Hyperactivity Disorder.

– Demonstrate a detailed knowledge of research and mainstream theories of Autistic Spectrum Disorders and Attention-Deficit/Hyperactivity Disorder.

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Section: 11 of 11

Themes.• Misdiagnosis vs. Missed diagnosis.• Behavioural/Cognitive vs. Pharmacological treatment.• Normal vs. Pathological behaviour.• Continuum vs. Categorical classification.• Academia & Parental viewpoints.• Aetiological vs. Symptomatological. • Evidence-based vs. Anecdotal-based methods.• Acceptance vs. Rejection of Disorder.• Mild vs. Severe degrees of impairment.• Increasing incidence vs. Better awareness.

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Section: 11 of 11

Relation between ASD & ADHD.

ADHD

• Usually spotted in school.

• Normal IQ.• Often pragmatic

language problems.• High comorbidity

with other problems.

• Often mistaken for bad behaviour.

Classic Autism

• Early onset• IQ tends to be

lower• Often fail to

develop spoken language

• Problems with non-verbal communication

• Tend to be adept at basic motor skills

Asperger’s

• Later onset• Higher range

of IQ• No language

deficit• Non-verbal

communication problems less severe

• Clumsiness in basic motor skills

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Section: 11 of 11

Summary of the module content.Section 1 – Module Introduction.Section 2 – ADHD and Hyperkinetic Disorder.Section 3 – Autistic Disorder (Classic Autism).Section 4 – Asperger's Disorder.Section 5 – Classification, Assessment

& Diagnosis.Section 6 – Aetiology.Section 7 – Comorbidity.Section 8 – Treatment For ADHD.Section 9 – Treatment For Autism.Section 10 – Autism, Asperger's and ADHD.Section 11 – Revision & Exam Tips.

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Section: 11 of 11

Section 2 – ADHD and Hyperkinetic Disorder.

Key Points:• First described around 100 years ago.• Problems with Attention, Hyperactivity & Impulsivity.• Affects 2-5% of school age children in UK.

• Exists on a degree of severity.• Boys are six times more likely to be referred for help than girls.• Almost always occurs with other disorders/problems.

Reading• Barkley, R.A. et. al. (2002). International Consensus Statement

(January 2002). Clinical Child and Family Psychology Review, 5(2). p.89-111.

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Section: 11 of 11

Section 3 – Autistic Disorder (Classic Autism).

Key Points:• First described around 65 years ago.

• Exists as a spectrum, a continuum, a syndrome with various

degrees of impairment • Affects communication, social interactions, and strange behaviour

that impair education performance.• Generally evident before age 3.• A life-long pervasive developmental disorder with genetic

susceptibility.

Reading• Frith, U. & Happe, F. (1994) Autism: Beyond Theory of Mind.

Cognition, 50, pp.115-132.

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Section 4 – Asperger's Disorder.Key Points:• A higher-functioning form of Autism characterised by

impairments in the social domain, some impairment in the behaviour/interests domain.

• No significant delays in cognitive or language skills.• Motor clumsiness, especially in younger children.• Asperger’s tend to desire to interact with others, but don’t know

how to in an appropriate way.• May live very successful independent lives in appropriate job

settings. • Not so easy to spot Asperger’s Disorder.Reading• Baron-Cohen, S. (1999). The Extreme-Male-Brain Theory of

Autism. In Tager-Flusberg, H, (ed) Neurodevelopmental Disorders. MIT Press (1999).

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Section: 11 of 11

Section 5 – Classification, Assessment & Diagnosis.

Key Points:• Diagnosis has to be made on a behavioural basis.• Variations in symptoms and severity of impairments.• DSM-IV (APA, 1994) & ICD-10 (WHO, 1994).

• ‘Pervasive Developmental Disorder’.• ‘Attention-Deficit and Disruptive Behavioural Disorders’.• Missed diagnosis and misdiagnosis.

– Multiple referral routes.– Pressures on Local Authority resources.– Multiple assessment protocols and diagnostic tools.

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Section: 11 of 11

Section 6 – Aetiology of ADHD & Autism.Key Points:• The causes of ADHD are not fully known.

– Likely to have multiple causes and complex interactions.– Good evidence for genetic component.– Evidence of structural and functional brain abnormality.

• Barkley’s Theory of Response Inhibition in ADHD.• Theory of Mind deficit. Executive Dysfunction. Weak Central

Coherence.

Reading• Barkley, R.A. et. al. (2002). International Consensus Statement (January

2002). Clinical Child and Family Psychology Review, 5(2). p.89-111. • Rajendran, G. & Mitchell, P. (2007). Cognitive Theories of Autism.

Developmental Review, 27.• Frith, U. & Hill, E. (2004) Understanding Autism: Insights From Mind and Brain

In Autism: Mind and Brain, ed. Frith, U. & Hill, E. Oxford, Oxford University Press, pp.1-19.

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Section: 11 of 11

Section 7 – Comorbidity in ADHD and Autism.Key Points:• A large number of medical conditions are very often

associated with ADHD and/or Autism.• High overlap between ADHD and ASD symptoms.• ADHD and Autism are generally described as

separate disorders with separate genetic aetiologies.

• Most genetic studies exclude cases of Autism from studies on ADHD and vice versa.

Reading• Gillberg, C., & Billstedt, E. (2000). Autism and Asperger syndrome:

Coexistence with other clinical disorders. Acta Psychiatrica Scandinavica, 102, 321–330.

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Section: 11 of 11

Section 8 – Treatment For ADHD.

Key Points:• Conduct problems and symptoms of ADHD may hinder treatment

and/or assessment.• All strategies do not fit all children.• Medication is the ‘treatment of choice’ for ADHD following MTA.• The MTA studies suggest that there’s very little benefit from any

psychotherapeutic treatment on core symptoms.• Stimulant treatment is easily available in the community and

behavioural treatment is not. But opinion remains divided.Reading• The MTA Cooperative Group. (1999). A14 Month Randomized Clinical

Trial of Treatment Strategies for Attention-Deficit/Hyperactivity Disorder. Archives of General Psychiatry, 56. p.1073-1086.

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Section: 11 of 11

Section 9 – Treatment For Autism.

Key Points:• Many different types of behavioural interventions for ASD.• Early intervention is most beneficial.• Treatment depends on the individual.• Most effective treatment for the disorder is highly structured

and intensive ‘Applied Behavioural Analysis’ (ABA).• Problems treating people with Autism, communication, non-

compliance, comorbidity, intellectual/emotional immaturity.

Reading• Lovaas, O. I. (1987) Behavioral treatment and normal

educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.

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Section: 11 of 11

What is the Format of the Exam?

• Exam information• The open book examination is 3 hours long (online) in

short essay format.• You must answer 2 questions from 6 (one pair of

questions from three questions sets.)• Put your Student ID number and name on the paper.• Inform the module leader asap if you have an

Extenuating Circumstances Form (ECF) for the exam or if you have any special requirements.

• Check Blackboard and the Forum for details and guidelines for the exam.

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Section: 11 of 11

Time-Limited Distance Exam Guidelines Spring 2011

• Full details will be confirmed and updated here and on the Forum

• The word limit is 3000 words maximum per question (maximum total 6000 words) but this shouldn’t be used as a guide to the length of you essay answers.

• A succinct short essay that directly answers the question will be rewarded over a long drawn out comprehensive answer.

• You must answer 2 questions from 6 (one pair of questions from any one of the three questions sets.). Do not mix questions from A, B or C. You must answer pair A, B or C.

• The exam paper should not be shared with anyone else and you must not discuss the specific exam questions or content with other students during the exam period.

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Section: 11 of 11

What is the Format of the Exam?

Mock exam questionsAnswer one pair of questions from set A, B, or C:A)

i) Using evidence from research, evaluate the suggestion that the symptoms of Attention-Deficit/Hyperactivity Disorder are explainable as one end of a continuum of normal human behaviour.ii) Illustrate the factors that may obstruct the treatment of Autism, Asperger’s Syndrome and Attention-Deficit/Hyperactivity Disorder.

OrB)

i) Assess the issues surrounding the use of food supplements and special diets in Attention-Deficit/Hyperactivity Disorder.ii) Using evidence from research, outline how the symptoms of Autism may impair children’s cognitive and social development.

OrC)

i) Using evidence from research, summarise the support for the main theories of Attention-Deficit/Hyperactivity Disorder.ii) Discuss why early intervention is important for children diagnosed with Autism.

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Section: 11 of 11

What are the Exam Questions?• Note: Questions will differ from previous years’ exam

papers.• With reference to research...• Using evidence from research...• Using evidence from research and/or theory...• "......", Discuss.

• Diagnosis of Autism/ADHD. • Theories of Autism/ADHD.• Causes of Autism/ADHD.• Subtypes of ADHD.• Assessment & Treatment of Autism/ADHD.

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Section: 11 of 11

How Can I Perform Well in the exam?

• When revising, practice answering exam questions under exam conditions (in the same amount of time!).– Mark your work and learn what you didn’t know.– Better - get someone else to mark and comment.

• When you are revising, don't just read your notes.– Concentrate on asking yourself questions about your

work. • Use the section notes in addition to general background

reading. Have key studies and theories in memory.• Read the questions thoroughly and plan an answer.• Write clearly and use correct grammar and style.

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Section: 11 of 11

How and What Should I Revise?• Use the section hand-outs as a guide.• Print and read any recommended papers.• Find review papers.• Read papers and highlight or summarise key points.• Know three main theories of Autism.• Know about Barkley’s theory of response inhibition.• Be able to describe symptoms, assessment, diagnosis & treatment.• Have a pre-structured answer to the obvious questions.• Use Google advanced search and filter for .pdf or .ppt files.• Use the module Blackboard web site.• Practice and assess your own knowledge.• Buddy up with someone and revise together.

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Section: 11 of 11

Use Blackboard and the Forum

Student Forum

Blackboard Web Pages

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Section: 11 of 11

If you have any questions on the exam or any part of the module please use the Forum or email the module leader.

Section 11 (Distance) - Revision and the Exam

Education

Transcript of Section 11 (Distance) - Revision and the Exam