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Definition
| Fundamental differences most common in _____ perhaps due to access to health care |
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Definition
| We don’t know if everyone’s using the same _____. |
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Definition
| Autism as a term was first used officially in 1911 by _____ who used it for describing symptoms of people with schizophrenia who were non-responsive to outside environment. |
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| First true credit for describing children goes to _____ and his 1943 published article “Autistic Disturbances of Affective Contact” |
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(1944) _____: described Autistic tendencies in article “Autistic Psychopathology of Childhood”
o this was only translated to English in 1991.
o (this is why Kanner gets most of the credit) |
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Definition
| Autism used to be referred to as _____ for a few decades. |
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Definition
(1958)
o psychodynamically oriented
o Basic premise: problems in psyche
o There is no mention of autism as a distinct and separate diagnosis from 295 → psychosis “Childhood Schizophrenia” |
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Definition
(1968)
o No change; it is still part of 295
o Still a psychodynamic orientation |
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Definition
(1980)
o Moving away from psychodynamic model to a medical model
o Distinction between abnormal vs. normal
o First time –“ Infantile Autism” appears; it fell under Pervasive Developmental Disorders (PDD)
o Still used the 1920 criteria for PDD |
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Term
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Definition
• Onset by 30 months of age
• General lack of responsiveness
• Deficits in language development
• Bizarre Speech
• No delusions or hallucinations (exclusion criteria) |
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Definition
(1987)
o The term “Infantile Autism” was replaced by “Autistic Disorder” and was still under PDD with the same criteria |
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Definition
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(2000)
o MAJOR CHANGES
o PDD became a much small category that included:
• Autism
• Asperger’s
• PDD NOS
• Rett’s Disorder
• Childhood Disintegrative Disorder
o 3 blocks of Autism
• Deficits in language & communication
• Deficits in social development & interaction
• Stereotypes of Behavior |
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Term
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Definition
(2003, May)
o Main purpose was to improve diagnostic practices & therefore to improve accuracy.
o In the DSM IV there was a muddling of diagnosing behaviors that qualified for more than one block, to remedy this the DSM V merged the first 2 blocks.
o The diagnostic criteria collapsed avg. communication and social deficits
o The Umbrella of PDD is now – Autistic Spectrum Disorder
• PPD NOS & Aspergers are now merged inot ASD
o Rett’s Disorder was removed because it has a known etiology (it is a genetic disorder)
o Childhood Disintegrative Disorder (CDD) was removed completely. |
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Term
| DSM V Diagnostic Criteria |
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Definition
• I. Delays in Social behaviors/communication
o Deficits in language and Communication
o Unable to express wants/needs
o Poor eye contact
o Don’t Recognize Social Cues
o Sing-song tones
o Bizzare speech mannerisms
o Isolated Play
o Aversion to socialization
o Deficits in social reciprocity
• II. Repetitive, restricted behaviors/interests
o Echolalia
o Hyperactivity
o Repetitive Behavior (i.e., lining up toys)
o Resistance to change
o Transitioning issues
• Brian Ineata -> FBA (functioning) -> avoiance from activity OR wants to continue activity
o Fixated on specific topics
• III. Abberant Behavior: behavior that is inappropriate to context (e.g., eating nonedible items)
o Agression
o SIB (self-injury behaviors)
o Feces smearing
o Sleep, Eating and feeding problems
o Eloping/bolting
o Stripping |
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Term
| DSM V Severity Specifiers |
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Definition
• Level One – “Requiring Support”
• Level Two – “Requiring Substantial Support”
• Level Three – “Requiring very substantial support” |
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Definition
| Number of new cases of some disease in a specified time period (e.g., one year). |
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Definition
| the total number of cases in a given population at a point in time |
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| rare, but chronic (e.g., cancer) |
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Definition
| Low incidence/high prevalence: |
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| common, short-term (e.g., the common cold) |
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Definition
| High Incidence/low prevalence |
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Definition
| High Incidence/high prevalence |
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Definition
| this is the first time numbers were collected because it was the first time there is a distinct category |
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Definition
| DSM III 2-4/10,000 1/2,500 |
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Definition
| DSM III-R 4-5/10,000 1/2,000 |
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| CDC 90/10,000 1/110; 1/70 boys |
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| Interpret the prevalence data as Myth |
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Definition
1) Diagnostic practices have changed
a. Diagnostic substitution
2) Public Policy regarding treatment has changed
a. Access to services therefore advantageous to have the diagnosis |
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Term
| Interpret the prevalence data as Epidemic |
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Definition
3) Better/more accurate diagnosis (earlier numbers are inaccurately low because we had no idea what it was & that the autistic population were always higher but would maybe get another diagnosis.)
4) Awareness (Acceptance)
5) True increase in Autism
a. Environmental precipitators |
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Definition
| linked to autism due to mercury derivatives |
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Term
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Definition
Literacy/Language Disorders ^ in 1980, v in 1990
Autism v in 1880, ^ in 1990
o Covariance is studied
o There has also been data that has not seen any covariance and seen an increase in both |
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| CDC figueres in 2010 – 1/68 |
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Definition
Threats to validity, therefore generalize with caution
o Data are not meant to be representative of the US & of certain states in which the data was obtained
o 8 year olds only – substantial sampling problem
o comparisons with other CDC reports should be done with caution (You can’t compare for example 2010 and 2008 numbers because data collection methods differ for each year)
Eric Fombonne → meta-analysis
• “You can’t interpret anything from these data” |
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