Decoding Autism

Spectrum Disorder…

By,
Potentials, Eye-to-I © Model
 What is ASD?

A neuro developmental disorder characterized by deficits in

social interaction and communication,

by an relatively limited range of interests, and often by the

presence of repetitive, restrictive, stereotyped behaviors

with Sensory integration difficulties

 Experiential Exercise 1

Participants to give themselves a score:

1. How ‘Social’ are you?

0 – not much, like to do things by myself to 5 – extremely social, surrounded by
people all the time

II. Are you a good communicator?

0 – only for necessary and important things to 5 – easily get my ideas across
without hesitation

III. How flexible and spontaneous are you?

0 – likes to know things beforehand and stick to it 5- ‘spur of the moment’ person
 So what do we learn from this?

- We have a different place on each continuum

- This combination of placements is dynamic and is unique for

each individual

- Place on a given continuum is not fixed, may change over

time or circumstance
 The Autistic Spectrum
Socialization

Difficult Formal Active

y with Passiv Aloof
and but
groups e
stilted odd

Highly Learning
Able Disabled
 Communication

Difficulty Repetitive
adapting to and one- Expresses No ability to
listener sided needs communicat
e

Highly Learning
Able Disabled
 Pretend play (thinking)

Inflexibl Copies Sensation

Practical driven use
e pretend play Repetitiv
imaginary play e rigid of objects
with
play objects play
Highly Learning
Able Disabled
Speech, Language, Communication
• Speech is the verbal means of
communicating. Speech consists of
the following:

• Articulation
– How speech sounds are made (e.g.,
children must learn how to produce the
"r" sound in order to say "rabbit"
instead of "wabbit").
• Voice
– Use of the vocal folds and breathing to
produce sound

• Fluency
– The rhythm of speech (e.g., hesitations
or stuttering can affect fluency).
• Language is made up of
socially shared rules that
include the following:

• What words mean

• How to make new words

(e.g., friend, friendly,
unfriendly)

• How to put words

together
• When a person has trouble understanding
others (receptive language), or sharing
thoughts, ideas, and feelings completely
(expressive language), then he or she
has a language disorder.

• When a person is unable to produce

speech sounds correctly or fluently, or has
problems with his or her voice, then he or
she has a speech disorder.
communication
 Communication

• Communication, both verbal

(spoken) and nonverbal (unspoken)
 Manifestations:

• Physical ?

• Behavioral ?
 Behaviors
• Routines or repetitive behaviors, like repeating
words or actions over and over, obsessively
following routines or schedules for their actions,
or having very specific ways of arranging their
belongings.

• Children with ASDs may repeat actions over and

over again.

• Children may want to have routines where

things stay the same so they know what to
expect.
 Manifestations :

How or what we see of ASD defined by :

- How the core areas are affected

- Age (CA/DA)

- Manifestations in different social settings / with

different people
 DSM 5

A.

PERSISTENT DEFICITS IN :

•SOCIAL COMMUNICATION AND

SOCIAL INTERACTION

•ACROSS CONTEXTS,

•NOT ACCOUNTED FOR BY GENERAL DEVELOPMENTAL DELAYS,

•AND MANIFEST BY 3 OF 3 SYMPTOMS

B.
•RESTRICTED,
•REPETITIVE PATTERNS OF BEHAVIOR, INTERESTS, OR ACTIVITIES

•AS MANIFESTED BY AT LEAST 2 OF 4 SYMPTOMS

C. Symptoms must be present in early childhood
but may not become fully manifest until social
demands exceed limited capacities)

D. Symptoms together limit and impair everyday

functioning.
A1 reflects problems with social initiation and response
A2 reflects problems with nonverbal communication
A3 reflects problems with social awareness and insight, as
well as with the broader concept of social relationships

B1 includes atypical speech, movements, and play

B2 includes rituals and resistance to change
B3 includes preoccupations with objects or topics
B4 includes atypical sensory behaviors
• A1. Deficits in social‐emotional reciprocity; ranging
from (i) abnormal social approach and (ii) failure of
normal back and forth conversation through (iii)
reduced sharing of interests, emotions, and affect
and response to (iv) total lack of initiation of social
interaction.
 A2. Deficits in nonverbal communicative behaviors used for
social interaction; ranging from poorly integrated‐ verbal and
nonverbal communication, through abnormalities in eye
contact and body‐language, or deficits in understanding and
use of nonverbal communication, to total lack of facial
expression or gestures.

A3. Deficits in developing and maintaining relationships,

appropriate to developmental level; ranging from difficulties
adjusting behavior to suit different social contexts through
difficulties in sharing imaginative play and in making friends
to an apparent absence of interest in people
 Difficulties in making friends

Does not try to establish friendships

Does not have preferred friends
Lack of cooperative play (over 24 months
developmental age); parallel play only
Does not play in groups of children
Has an interest in friendship but lacks
understanding of the conventions of social interaction
(e.g extremely directive or rigid; overly passive)
Does not respond to the social approaches of other
children
 B1. Stereotyped or repetitive speech, motor
movements, or use of objects

Stereotyped or repetitive speech

Unusually formal language
Echolalia
“Jargon” or gibberish
Use of “rote” language
Pronoun reversal
Refers to self by own name (does not use “I”)
Stereotyped or repetitive motor movements
 Repetitive hand movements
Stereotyped or complex whole body movements
Excessive teeth grinding
 Perseverative or repetitive action / play / behavior
Stereotyped or repetitive use of objects
 Nonfunctional play with objects
 Lines up toys or objects
Repetitively opens and closes doors
Repetitively turns lights on and off
A diagnosis of Autism DOES NOT
assume / imply intellectual
impairment.
 school

gatherings Play ground

home
Communication

shops Activity classes

Behaves in……….
Relative’s house
 What are the causes:

• No conclusive cause isolated

• Genetic susceptibility, Environmental factors, both cited
• Broad phenotype seen in families
• Many, parts of genes for differing and varying presentation
theorized
• Toxicity
• Food allergies ??
 Theories as causal / explanations for
ASD

• Lack of Theory of Mind /hyper systemizers

• Weak Central Coherence
• Executive Functioning deficits
 Treatment or Therapy?

• No cure for Autism

• Medical treatment for specific symptoms like sleep /
mood disturbances, attention difficulties.
• Therapeutic Interventions
• Focus on skill building and independence
 What kinds of therapies?

Sensory Integration and Occupational Therapy

Speech and Language Therapy
Social skills / communication and interaction
Special Education
Social Coaching / integration in contexts
Supportive Diets / bio-medical inputs
 Focus on building skills at individual and group levels +
indeendence training
 When and who….

• Start at ANY age

• however, the younger we can diagnose and engage the

family, early intervention brings best prognosis.

• Need for parent training + child based interventions