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PRESENTED BY:
A.PRIYADHARSHINI M.Sc(N)
LECTURER,
JAI INSTITUTE OF NURSING AND RESEARCH,GWALIOR.
How do they present?
Parents  worried about:
 ◦ Speech and language delay
 ◦ Abnormal behaviour
 ◦ Lack of understanding
DEFINITION
A disorder of neural development
 characterized by
 impaired social interaction
 impaired communication skills
 impaired imagination with restricted
  interests and repetitive stereotypical
  behavior
Contd..
Itis a complex developmental disability
 that typically appears during the first
 three years of life.
Autism is also called as kanner syndrome.
AETIOLOGY
UNKNOWN      AETIOLOGY (problems in
 neural maturation)
STRONG GENETIC BASIS
ONSET BEFORE 36 MONTHS OF AGE
Autism is 4 times more prevalent in boys
 and girls.
Classic autism occurs in 10-30 per 10,000
CLINICAL PRESENTATION
The  symptoms occur first during the
 infancy period.
The symptoms of autism vary greatly but
 follow a general pattern.
Not all symptoms are present in all
 autistic children.
Contd…
           VARIED SPECTRUM
NO  EYE CONTACT<------------->INTERMITTENT
                                  EYE CONTACT,
                                  SMILE AND HUG
MENTAL RETARD.<------------->SUPERIOR IQ IN
                                   SELECT AREAS
NO SPEECH<--------------------->ADVANCED
 SPEECH
IMITATE SONGS;
Impaired social interaction
Avoid  eye contact
Avoids cuddling by parents (resists or
 becomes stiff)
Reduced recognition of others happiness,
 distress or anger (respond same to anger
 and love)
Lack of interest in other children
Prefers solitary play
EYE CONTACT
NORMAL RESPONSE –
ATTEMPT TO LIFT     RESPONSE TO CUDDLING
Contd...
Unable   to join in with others (GROUP
 PLAY)
Resists invasion of personal space or
 being hurried
Lack of awareness of classroom norms
 e.g. criticises teacher, unwilling to
 cooperate, doesn’t fit in.
May not smile in recognition of their
 parents faces.
Contd..
Speech  and facial expressions deveop
 peculiarly.
Resistance to change. E.g. moving the
 chair.
Impaired communication skills
Delayed language development especially
 understanding.
Poor   response to name (apparently deaf).
Lack of pointing or pointing only for what
 they need; and not to share interest
Lack of empathy; Failure to respond to
 others’ smiles/ anger
Contd..
Echolaliabeyond expected age
Reversing pronouns using ‘he’ for self beyond
 3yrs
Unusual or advanced vocabulary
Unusual use of language or tendency to talk
 only on specific (often factual) topics.
ECHOLALIA




   REPEATING WORDS OR
   PHRASES LIKE A PARROT
   (beyond 3 years)
Impaired imagination
• Limited variety of imaginative play
• Repetitive play e.g. lining up toys,
  spinning, flicking, switching on and off
• Liking for sameness and/or resists change
  more than expected for age
• More interested in how things work than
  playing with them.
UNUSUAL TENDENCY TO LINE UP
TOYS
OTHER BEHAVIOURS
•   UNDER OR OVERSENSITIVITY TO SOUND,
    TOUCH, PAIN OR OTHER SENSES

•   UNUSUAL PROFILE OF SKILLS WITH SOCIAL
    AND MOTOR SKILLS BELOW EXPECTED

•   GENERAL KNOWLEDGE, READING OR
    VOCABULARY IS ABOVE EXPECTED(THOUGH
    MAY NOT UNDERSTAND WHAT IS READ)

•   UNUSUAL MOVEMENTS (CLAPPING, HEAD
    BANGING, ROCKING MOVEMENTS, EXCESSIVE
    MOUTHING..)
NOT RESPONDING APPROPRIATELY
TO PAIN
Autism
Possible Indicators of Autism
Spectrum Disorders
•   Poor eye contact
•   Doesn't smile
•   Does not respond to name
•   Does not babble, point, or make meaningful
    gestures by 1 year of age
•   Does not speak one word by 16 months
•   Does not combine two words by 2 years
•   Loses language or social skills
•   Doesn't seem to know how to play with
    toys
•   Is attached to one particular toy or object
Diagnosis
• Based on history, assessment and
  investigation.
• Audiometry.
• Rating scales and formal interviews may
  help in certain cases (CHAT, M-CHAT)
• Assessment must be multiprofessional
  and in more than one setting. (SCHOOL,
  HOME, PEERS)
PHARMACOLOGICAL THERAPY:
Medications  for seizures, hyperactivity,
 extreme mood changes.
FENFLURAMINE- it is a drug that
 decreases        blood        serotonin
 concentrations. Some autistics have
 abnormally    high   blood    serotonin
 concentrations.
PIRACETAM- it helps autistic child to
 become more talkative, sociable, less
 aggressive and increases the attention
 span.
SUPPORTIVE TREATMENT:
Earlyintervention is essential.
Encourage and support the parents.
Special education class.
Clear instructions to the child prompting to
 perform specific behaviours.
Immediate praise the child and rewards for
 performing those behaviors.
Behavior therapy
Speech therapy
Contd..
Music  therapy
Play therapy
Sensory integration therapy
Auditory integration training- for
 different sound frequencies.
Eliminating dietary gluten and milk and
 dairy products.
PROGNOSIS:
The  outlook for each child depends on
 the intelligence and language ability.
Some people with autism become
 independent adults.
Autism
THANK YOU

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Autism

  • 1. PRESENTED BY: A.PRIYADHARSHINI M.Sc(N) LECTURER, JAI INSTITUTE OF NURSING AND RESEARCH,GWALIOR.
  • 2. How do they present? Parents worried about: ◦ Speech and language delay ◦ Abnormal behaviour ◦ Lack of understanding
  • 3. DEFINITION A disorder of neural development characterized by impaired social interaction impaired communication skills impaired imagination with restricted interests and repetitive stereotypical behavior
  • 4. Contd.. Itis a complex developmental disability that typically appears during the first three years of life. Autism is also called as kanner syndrome.
  • 5. AETIOLOGY UNKNOWN AETIOLOGY (problems in neural maturation) STRONG GENETIC BASIS ONSET BEFORE 36 MONTHS OF AGE Autism is 4 times more prevalent in boys and girls. Classic autism occurs in 10-30 per 10,000
  • 6. CLINICAL PRESENTATION The symptoms occur first during the infancy period. The symptoms of autism vary greatly but follow a general pattern. Not all symptoms are present in all autistic children.
  • 7. Contd… VARIED SPECTRUM NO EYE CONTACT<------------->INTERMITTENT EYE CONTACT, SMILE AND HUG MENTAL RETARD.<------------->SUPERIOR IQ IN SELECT AREAS NO SPEECH<--------------------->ADVANCED SPEECH IMITATE SONGS;
  • 8. Impaired social interaction Avoid eye contact Avoids cuddling by parents (resists or becomes stiff) Reduced recognition of others happiness, distress or anger (respond same to anger and love) Lack of interest in other children Prefers solitary play
  • 10. NORMAL RESPONSE – ATTEMPT TO LIFT RESPONSE TO CUDDLING
  • 11. Contd... Unable to join in with others (GROUP PLAY) Resists invasion of personal space or being hurried Lack of awareness of classroom norms e.g. criticises teacher, unwilling to cooperate, doesn’t fit in. May not smile in recognition of their parents faces.
  • 12. Contd.. Speech and facial expressions deveop peculiarly. Resistance to change. E.g. moving the chair.
  • 13. Impaired communication skills Delayed language development especially understanding. Poor response to name (apparently deaf). Lack of pointing or pointing only for what they need; and not to share interest Lack of empathy; Failure to respond to others’ smiles/ anger
  • 14. Contd.. Echolaliabeyond expected age Reversing pronouns using ‘he’ for self beyond 3yrs Unusual or advanced vocabulary Unusual use of language or tendency to talk only on specific (often factual) topics.
  • 15. ECHOLALIA REPEATING WORDS OR PHRASES LIKE A PARROT (beyond 3 years)
  • 16. Impaired imagination • Limited variety of imaginative play • Repetitive play e.g. lining up toys, spinning, flicking, switching on and off • Liking for sameness and/or resists change more than expected for age • More interested in how things work than playing with them.
  • 17. UNUSUAL TENDENCY TO LINE UP TOYS
  • 18. OTHER BEHAVIOURS • UNDER OR OVERSENSITIVITY TO SOUND, TOUCH, PAIN OR OTHER SENSES • UNUSUAL PROFILE OF SKILLS WITH SOCIAL AND MOTOR SKILLS BELOW EXPECTED • GENERAL KNOWLEDGE, READING OR VOCABULARY IS ABOVE EXPECTED(THOUGH MAY NOT UNDERSTAND WHAT IS READ) • UNUSUAL MOVEMENTS (CLAPPING, HEAD BANGING, ROCKING MOVEMENTS, EXCESSIVE MOUTHING..)
  • 21. Possible Indicators of Autism Spectrum Disorders • Poor eye contact • Doesn't smile • Does not respond to name • Does not babble, point, or make meaningful gestures by 1 year of age • Does not speak one word by 16 months • Does not combine two words by 2 years • Loses language or social skills • Doesn't seem to know how to play with toys • Is attached to one particular toy or object
  • 22. Diagnosis • Based on history, assessment and investigation. • Audiometry. • Rating scales and formal interviews may help in certain cases (CHAT, M-CHAT) • Assessment must be multiprofessional and in more than one setting. (SCHOOL, HOME, PEERS)
  • 23. PHARMACOLOGICAL THERAPY: Medications for seizures, hyperactivity, extreme mood changes. FENFLURAMINE- it is a drug that decreases blood serotonin concentrations. Some autistics have abnormally high blood serotonin concentrations. PIRACETAM- it helps autistic child to become more talkative, sociable, less aggressive and increases the attention span.
  • 24. SUPPORTIVE TREATMENT: Earlyintervention is essential. Encourage and support the parents. Special education class. Clear instructions to the child prompting to perform specific behaviours. Immediate praise the child and rewards for performing those behaviors. Behavior therapy Speech therapy
  • 25. Contd.. Music therapy Play therapy Sensory integration therapy Auditory integration training- for different sound frequencies. Eliminating dietary gluten and milk and dairy products.
  • 26. PROGNOSIS: The outlook for each child depends on the intelligence and language ability. Some people with autism become independent adults.

Notas del editor

  1. Differs from mental retardation in that IQ is VARIED AND SOME FIELDS OF DEVELOPMENT ARE SUPERIOR
  2. Taare zameen par
  3. Infants are social beings they gaze at people, turn toward voices, grasp a finger, and even smile In contrast, most children with ASD seem to have tremendous difficulty learning to engage in the give-and-take of everyday human interaction Even in the first few months of life, many do not interact and they avoid eye contact. They seem indifferent to other people, and often seem to prefer being alone. They may resist attention or passively accept hugs and cuddling. Later, they seldom seek comfort or respond to parents&apos; displays of anger or affection in a typical way.
  4. It&apos;s important to remember that there are many possible explanations for most of the symptoms listed above. A child&apos;s attachment to a particular toy or difficulty with language skills is not, in itself, a sign of autism.