Topic 3 - Autistic Disorder 2010
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Autism, Asperger's and ADHD. Lecture 3 Autistic Disorder. The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
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Topic 3 - Autistic Disorder 2010
- 1. Autistic Disorder Simon Bignell – Module Leader Lecture 3 Spring 2010 (6PS048 & 6PS052)
- 34. Any Questions?
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- Retts: Development of several specific deficits following a period of normal functioning after birth. Typically associated with severe or profound mental retardation. Normal head circumference at birth Deceleration of head growth between ages 5 and 48 months. Loss of purposeful hand skills. CDD: Marked regression in multiple areas of functioning following a period of at least 2 years of apparently normal development. After the first 2 years of life (but before age 10 years), the child has a clinically significant loss of previously acquired skills in at least two of the following areas: Expressive or receptive language, social skills or adaptive behavior, bowel or bladder control, play, or motor skills.
- There is very little consistency between cognitive profiles as mapped out by WISC-R between individual children. Considering the heterogeneity of characteristics associated with autism spectrum disorders, it is not surprising that questions often arise about how best to evaluate children with this diagnosis. Thorough assessment depends on information gathered through a variety of methods and relies on the collaboration of many individuals including, professionals, family members, and educators. There is not a single test that when used alone can provide a definitive diagnosis of an autism spectrum disorder, or that can guide effective intervention planning. Assessment is a process that may serve a variety of purposes and involve a number of different procedures. Considering the heterogeneity of characteristics associated with autism spectrum disorders, it is not surprising that questions often arise about how best to evaluate children with this diagnosis. Thorough assessment depends on information gathered through a variety of methods and relies on the collaboration of many individuals including, professionals, family members, and educators. There is not a single test that when used alone can provide a definitive diagnosis of an autism spectrum disorder, or that can guide effective intervention planning. Assessment is a process that may serve a variety of purposes and involve a number of different procedures. The first step in the assessment process is to consider the purpose of the evaluation. The purpose of the assessment will likely depend on the referral question, source of referral (e.g., parent, teacher, other professionals), and setting (e.g., school, clinic, residential placement). Screening for early indicators of autism spectrum disorder is one potential purpose of assessment. Another reason to conduct an evaluation would be for diagnostic purposes. A diagnosis of a Pervasive Developmental Disorder, which includes Autistic Disorder, Asperger Disorder, and Pervasive Developmental Disorder-Not Otherwise Specified, is usually based on criteria from the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR; APA, 2000). Assessment for the purpose of diagnosis typically occurs in clinics or private practices and is led by psychiatrists, psychologists, or physicians. Psychologists employed by schools may also conduct a diagnostic assessment for the purpose of establishing eligibility for special education services. Another purpose of assessment could be to measure a child’s cognitive and academic strengths and weaknesses, and/or emotional health. Often this type of assessment provides the best information for intervention and curriculum planning. Finally, assessment procedures may be used to document intervention efficacy or for research purposes. To summarize, the purposes of assessment are as follows: Screening Diagnosis/Identification Qualification for Services Assessment of Strengths, Weaknesses, and/or Emotional Health Intervention or Curriculum Planning Documentation of Intervention Efficacy/Research