Scribd
Upload
4 views

preview

The document provides an overview of Autism Spectrum Disorder (ASD), including its definition, historical context, prevalence rates, characteristics, and diagnostic methods. It also discusses legal and ethical considerations relevant to autism services, such as the QABA Code of Ethics, HIPAA regulations, and educational laws like IDEA and ADA. Additionally, it covers positive behavior supports and person-centered planning approaches for individuals with autism.

Uploaded by

Thiyagarajan Thiyagu
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
4 views

preview

The document provides an overview of Autism Spectrum Disorder (ASD), including its definition, historical context, prevalence rates, characteristics, and diagnostic methods. It also discusses legal and ethical considerations relevant to autism services, such as the QABA Code of Ethics, HIPAA regulations, and educational laws like IDEA and ADA. Additionally, it covers positive behavior supports and person-centered planning approaches for individuals with autism.

Uploaded by

Thiyagarajan Thiyagu
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 5

aba-practice.

com Page 1

A - Autism Spectrum Disorder Basics

• Describe why Autism is considered a spectrum disorder


ASD is a neurodevelopmental condition that is complex to define and diagnose.
The rationale for using a dimensional rather than a categorical concept of ASD is
that a single umbrella term of ASD, with specific information about the level of
expression is more accurate and consistent with the research literature and
clinical experience.

• Identify the historical definitions of Autism


Autism was considered to be an expression of schizophrenia or psychosis in
childhood and the cause is the mother not loving the child.

• Identify the currently accepted prevalence rates of Autism


1 in 59 children. Boys 4 times more like than girls

• Triad of impairments
1. Social communication
2. Social interaction
3. Repetitive/restricted (imagination)

• Demonstrate an understanding of the possible causes of Autism


1. Genetics (Important)
2. Environment
3. Early childhood
4. Metabolism
5. Infections in pregnancy

• Identify the common characteristics of Autism


1. Persistent deficits in social communication and social interaction across multiple
contexts.
2. Restricted, repetitive patterns of behavior, interests, or activities.
3. The symptoms are present in the early developmental period.
4. Clinically significant impairment in social, occupational, or other important areas of
current functioning.
5. These disturbances are not better explained by intellectual disability or global
developmental delay.

• Common Characteristics of ASD


1. problems with social interaction with others.
2. unusual interest in objects
3. great variation in abilities
4. repeated
5. unusual emotional reactions and expressions
aba-practice.com Page 2

• Common co-morbidities with ASD:


1. Epilepsy/seizures
2. Sleep disorders/disturbance
3. ADHD
4. Gastrointestinal disorders
5. Feeding/eating challenges
6. Obesity
7. Anxiety
8. Depression
9. Bipolar disorder

• Methods of Diagnosis for ASD


1. Developmental Screening
2. Comprehensive Diagnostic Evaluation

• Typical Milestones: Social Emotional


4 years old: enjoys doing new things, interacts with others, prefers social interaction to
isolation

5 years old: show concern for others, agree to more rules, aware of gender, more
independence in social scenarios

6-8 years: more attention to friendships, wants to be liked and accepted, thinks about
future, understands place in the world

• Typical Milestones: Language and Communication


4 years old: knows basic rules of grammar, can tell stories, can say first and last name

5 years old: speaks, tells a simple story in complete sentences, uses future tense, says
name and address.

• Typical Milestones: Cognitive


4 years old: name some colors and numbers, understand the idea of counting, start to
understand time, remember parts of a story, know the difference between same and
different, play board and card games, say what will happen next in a book

5 years old: can count 10 or more things, can print some letters and numbers, can copy
basic geometric shapes, knows about things used everyday like food and money

6-8 years: rapid development of cognitive skills, more concern for others

• Typical Milestones: Motor


4 years old: hops/stands on one foot for up to 2 seconds, catches bounced ball most of
the time, pours and cuts with supervision, mashes own food

5 years old: stands on one foot for 10 seconds or longer, hops, skips, somersaults, use
eating utensils, use the toilet independently
aba-practice.com Page 3

• Typical Milestones: 4 years old


Social-Emotional: enjoys doing new things, interacts with others, prefers social
interaction to isolation

Language and Communication: knows basic rules of grammar, can tell stories, can say
first and last name

Cognitive: name some colors and numbers, understands the idea of counting, starts to
understand time, remembers parts of a story, knows the difference between same and
different, plays board and card games, says what will happen next in a book

Motor: hops/stands on one foot for up to 2 seconds, catches bounced ball most of the
time, pours and cuts with supervision, mashes own food

• Typical Milestones 5 years old


Social-Emotional: show concern for others, agree to more rules, be aware of gender,
more independent in social scenarios

Language and Communication: speaks, tells a simple story in complete sentences, uses
future tense, says name and address

Cognitive: can count 10 or more things, can print some letters and numbers, can copy
basic geometric shapes, knows about things used everyday like food and money

Motor: stands on one foot for 10 seconds or longer, hops, skips, somersaults, use eating
utensils, use the toilet independently

• Typical Milestones 6-8 years old


Social-Emotional: more attention to friendships, wants to be liked and accepted, thinks
about the future, understands place in the world

Cognitive: rapid development of cognitive skills, more concern for others

‘Red flags’ used in early diagnosis:

The early warning signs for ASD include concerns about a child's
social skills, communication, and restricted or repetitive patterns of
behaviors, interests, activities, and emotional regulation.

Social stories
Explain social situations to autistic children and help them learn ways of behaving in these
situations.
Example:
Going to the supermarket or about behavioral strategies for example “It's okay to feel angry
but it's not okay to hit, next time take a deep breath and think.”
aba-practice.com Page 4

B. Legal, Ethical, and Professional Considerations

• QABA Code of Ethics


Please refer to:
QASP-S / ABAT
https://qababoard.com/wp-content/uploads/Code-of-Ethics-03-25-21.pdf

IBT Code of Ethics:


https://theibao.com/ethics

QASP will demonstrate: trustworthiness, honesty, fairness, and sincerity

• Role and Scope of QASP


Demonstrated mid-level knowledge,
skill, and their competency in autism and ABA; provides behavioral health services under
the supervision of a master's level or
above Behavior analyst or a licensed or certified professional within the scope of ABA.

• Health Insurance Portability and Accountability Act (HIPAA)


Legislation that provides data privacy and security provisions for safeguarding
medical information; Title II establishes national standards for processing
electronic healthcare transactions and requires healthcare organizations to
implement secure electronic access to health data.

• Retention of Medical Records California

1. Adult patients, 10 years from the date the patient was last seen.
2. Minor patients, 28 years from the date of birth.
3. Deceased patients, five years from the date of death.

• Educational laws
1. Individuals with Disabilities Education Act (IDEA):
legislation that ensures students with a disability are provided with Free Appropriate
Public Education that is tailored to their individual needs.
2. Least Restrictive Environment (LRE):
Provision in IDEA that requires students with disabilities to be educated with non-
disabled peers to the maximum extent appropriate
3. Individualized Education Program (IEP):
A document developed for each public school child in the U.S. who needs special
education; defines the individualized objectives of a child
4. Americans with Disabilities Act (ADA)
A civil rights law that prohibits discrimination based on disability.
5. Rehabilitation Act:
Prohibits discrimination based on disability in programs conducted by federal agencies
or funded by federal programs
6. 504 Plan:
A plan developed to ensure that a child who has a disability receives accommodations
that will ensure their academic success and access to the learning environment
aba-practice.com Page 5

• Positive behavior supports


➢ Positive behavior support plan:
Typical plans involve an objective for the intervention, prevention strategies, replacement
behaviors, reinforcers, attention to what should not be reinforced, and ways to monitor
children's progress.

➢ Positive behavioral supports focus on personal competence or quality of life


thinking.

➢ 4 components of a PBS plan:


Antecedent Manipulations, Alternative Skill Training, Consequence Training, Lifestyle
Intervention

• Person-centered planning (PCP) - John O'Brien and Hebert Lovett


Person-centered planning is a process for identifying goals and implementing intervention
plans that stands in sharp contrast to traditional program-centered planning.

The primary authorities on the person's life direction


The person at the focus of planning and those who love the person, are the primary
authorities on the person's life direction.

Who is involved in PCP?


The focus person & whoever they would like. Works best when there is an unbiased
facilitator & and a person to record what is shared. Family members, professionals, friends,
etc may be invited.

You might also like