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High Functioning Autism

The document provides an overview of Autism Spectrum Disorder (ASD), including its characteristics, diagnosis, prevalence, and associated symptoms. It highlights the concept of High Functioning Autism, which is characterized by an IQ of 80 or higher and the ability to communicate, while still facing social and behavioral challenges. Additionally, it discusses evidence-based interventions for ASD, such as Social Skills Training, Peer Mediated Instruction, and Video Modeling.

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4 views

High Functioning Autism

The document provides an overview of Autism Spectrum Disorder (ASD), including its characteristics, diagnosis, prevalence, and associated symptoms. It highlights the concept of High Functioning Autism, which is characterized by an IQ of 80 or higher and the ability to communicate, while still facing social and behavioral challenges. Additionally, it discusses evidence-based interventions for ASD, such as Social Skills Training, Peer Mediated Instruction, and Video Modeling.

Uploaded by

lalit.routray79
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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High Functioning Autism Spectrum

Disorder in Children and Adolescents

Lauren Gardner, PhD


July 20, 2018
Objectives of Training

• What is ASD?
– Characteristics of individuals with ASD
– Diagnosis of ASD
– Prevalence
– Etiology
• Moebius sequence and ASD
• Evidence based interventions for ASD
What is Autism?
Autism Spectrum Disorder

• Includes a broad range of individuals


• Brain-based (Neurodevelopmental Disorder)
• Causes differences in the way the brain processes information
– Literal interpretation
– Poor generalization
– Deficits in understanding someone else’s perspective (theory of mind,
empathy)
• Affects understanding and use of language to interact and
communicate with people
• Thought to be a “hidden” disability for some
How do we diagnose Autism?

• Purely based on behavior:


1. Deficits in social communication and social interaction
across multiple contexts
Examples: failure to respond to social initiations, reduced display of emotion, abnormal eye
contact, difficulties sharing

2. Restricted, repetitive patterns of behavior, interests, or


activities
Examples: failure to respond to social initiations, reduced display of emotion, abnormal eye
contact, difficulties sharing

Symptoms must be present in the early developmental


period
Areas most effected by Autism

• Communication
• Socialization
• Behavior
• Learning
Commonly co-occurring diagnoses and other
associated symptoms
• Intellectual Disability
• Language Disorder
• Challenging behaviors (aggression towards self, others, tantrumming, eating
disorders, sleep issues)
• Fragile X
• Epilepsy
• Hyperactivity, obsessive compulsive phenomena, self-injury, tics, and affective
symptoms
• Increased risk for anxiety and mood disorder in older, higher functioning
individuals
• Fine and gross motor deficits
• Gastrointestinal problems
• Cerebral Palsy

7
Current prevalence rates

Surveillance Year This is about 1 in X Children…


2000 1 in 150
2002 1 in 150
2004 1 in 125
2006 1 in 110
2008 1 in 88
2010 1 in 68
2012 1 in 68
2014 1 in 59
Data and Statistics from the CDC

• About 1 in 59 children has been identified with autism spectrum


disorder (ASD) according to estimates from CDC’s Autism and
Developmental Disabilities Monitoring (ADDM) Network.
• ASD is reported to occur in all racial, ethnic, and socioeconomic
groups.
• ASD is about 4 times more common among boys than among girls.
• Studies in Asia, Europe, and North America have identified individuals
with ASD with an average prevalence of between 1% and 2%.
• About 1 in 6 children in the United States had a developmental
disability in 2006-2008, ranging from mild disabilities such as speech
and language impairments to serious developmental disabilities, such
as intellectual disabilities, cerebral palsy, and autism.
Etiology of ASD

• No single cause has been identified


• Several causal factors:
– Genetic
– Neurobiological
– Environmental

10
Causes and Risk Factors for ASD

• Findings in support of genetic link:


– ASD is more common in boys than girls
– Increase risk for children who have a sibling with ASD
– ASD tends to occur more often in people who have certain
genetic or chromosomal conditions
• Prescription drugs valproic acid and thalidomide have been
linked with higher risk of ASD
• Children born to older parents are at greater risk for having
ASD

11
Research does not support….

• Autism is not due to:


– “Refrigerator moms”
– Vaccinations
– Gluten

12
A person with ASD may….
A person with ASD may…
A person with ASD may…
A person with ASD may…
What is “High Functioning” Autism?

• IQ of 80 or higher
• Ability to speak, read, and write
• Individuals without cognitive or language impairments
• Still demonstrate social-affective deficits and restricted-
repetitive, stereotyped patterns of behavior

18
High Functioning Autism

• May present with difficulties interacting with others


– May struggle with small talk
– Difficulties understanding personal space
– Struggle to read nonverbal cues
– Bullied/rejected by peers
– Poor eye contact
– May lack empathy

19
High Functioning Autism

• Intense and deep knowledge of obscure topic


• Excellent problem solvers
• Honest, hard working, may be excellent scientists or
engineers

20
Moebius Sequence and ASD

• Studies conducted in the early 2000 showed markedly


increased prevalence of ASD (21-29% vs. .63% in
population)
• More recent studies in 2009-2010 have shown
significantly lower rates (maximum 5.4%)
Evidence based interventions

• The NPDC used a rigorous criteria to classify 27


focused interventions as EBPs in 2014. The 27
identified EBPs have been shown through scientific
research to be effective when implemented correctly
with students with ASD.
• The NPDC is currently developing online modules,
called AFIRM, for each of the 27 identified practices

22
Evidence based interventions and high functioning
ASD

• Social Skills Training


• Peer Mediated Instruction and Intervention
• Video Modeling
For more EBP:
https://autismpdc.fpg.unc.edu/evidence-based-practices

23
Social Skills Training

• Social skills training (SST) involves group or individual instruction designed to


teach learners to appropriately interact with typically developing peers.
• Most social skills meetings include instruction on basic concepts, role-playing or
practice, and feedback to help learners acquire and practice communication,
play, or social skills to promote positive interactions with peers.
• SST meets evidence-based criteria with 7 group design and 8 single case
design studies.
• According to the evidence-based studies, this intervention has been effective for
toddlers (0-2 years) to young adults (19-22 years) with ASD.
• SST can be used effectively to address social, communication, behavior, play,
and cognitive skills.

24
Peer Mediated Instruction and Intervention

• Peer-mediated instruction and intervention (PMII) is used to teach typically


developing peers ways to interact with and help learners with ASD acquire new
behavior, communication, and social skills by increasing social opportunities
within natural environments.
• Peers are systematically taught ways of engaging learners with ASD in social
interactions in both teacher directed and learner-initiated activities. Peers are
paired or placed in cooperative learning groups that include at least one learner
with ASD.
• PMII is a useful strategy for promoting positive transitions across settings.
• PMII meets evidence-based criteria with 15 single case design studies.
• According to the evidence-based studies, this intervention has been effective for
preschoolers (3-5 years) to high school-age learners (15-18 years) with ASD.
• PMII can be used effectively to address social, communication, joint attention,
play, school-readiness, and academic skills.

25
Video Modeling

• Video modeling (VM) is a method of instruction that uses video recording and display equipment to provide a visual
model of the targeted behavior or skill. The model is shown to the learner, who then has an opportunity to perform the
target behavior, either in the moment or at a later point in time.
• Types of video modeling include basic video modeling, video self-modeling, point-of-view video modeling, and video
prompting.
– Basic video modeling is the most common and involves recording someone besides the learner engaging in the target behavior or
skill.
– Video self-modeling is used to record the learner displaying the target skill or behavior and may involve editing to remove adult
prompts.
– Point-of-view video modeling is when the target behavior or skill is recorded from the perspective of what the learner will see when
he or she performs the response.
– Video prompting involves breaking the behavior into steps and recording each step with incorporated pauses during which the
learner may view and then attempt a step before viewing and attempting subsequent steps. Video prompting can be implemented
with other, self, or point of-view models.
• Video modeling strategies have been used in isolation and also in conjunction with other intervention components
such as prompting and reinforcement strategies.
• VM meets evidence-based criteria with 1 group design and 31 single case design studies.
• According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to young adults
(19–22) years with ASD.

26
Thank you & Questions

For more information or questions, please contact:


Dr. Lauren Gardner [email protected]

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