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Emerging Trends in Autism Spectrum Disorders-Diagnosis and Treatment PowerPoint Presentation

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This medical PowerPoint presentation talks about Emerging Trends in Diagnosis and Treatment of Autism Spectrum Disorders.
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects communication, social interaction, and behavior. In recent years, there have been several emerging trends in the diagnosis and treatment of ASD like Early Diagnosis, Personalized Treatment, Technological Innovations, Family-Centered Care, etc.
these emerging trends reflect a growing recognition of the heterogeneity of ASD and the importance of providing individualized, family-centered care. As our understanding of ASD continues to evolve, it is likely that new approaches to diagnosis and treatment will continue to emerge.

Tags : Autism Spectrum Disorders, ASD, neurodevelopmental disorders, Child Neurology PowerPoint presentation, Neurology PowerPoint presentation

Published on : Mar 21, 2023 | Views : 1890 | Downloads : 1

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Slide 1-

Emerging Trends in Autism Spectrum Disorders Diagnosis and Treatment
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What is an Autism Spectrum Disorder? A neurodevelopmental disorder characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. Causes? No link to vaccinations supported in research; original study has been found to be fraudulent Recent research did find a sensitivity to gluten but no relationship with Celiac’s disease Abnormalities s in brain development- “Neuroatypical” Brain scans have shown differences in shape and structure Genetic: odds increase if a parent or sibling have ASD
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“Neuroatypicality” Differences in the way the world is perceived and understood Core features: Joint Attention Theory of Mind Cognitive Rigidity Singular Focus
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Changes to Diagnosis of Autism DSM V made 3 major changes to the diagnosis of Autism 1. The former subtypes of autism – including autistic disorder, Asperger syndrome and PDD-NOS – are now folded into one broad category of autism spectrum disorder (ASD). 2. Rather than three categories of symptoms (social difficulties, communication impairments and repetitive/restricted behaviors), there are now two – social-communication impairment and repetitive/restricted behaviors. 3. Children with social-communication impairments who don’t have two or more types of repetitive/restricted behavior receive the new diagnosis of social communication disorder (SCD).
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DSM V Diagnostic Criteria for Autism Spectrum Disorder A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive, see text): 1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions. 2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication. 3. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative paly or in making friends; to absence of interest in peers. Have to specify the severity with the following categories: “requiring support” (Level 1); “requiring substantial support” (Level 2); “requiring very substantial support” (Level 3).
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DSM V Diagnostic Criteria for Autism Spectrum Disorder (cont.) B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text): 1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases). 2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat food every day). Continued….
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DSM V Diagnostic Criteria for Autism Spectrum Disorder (cont.) 3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest). 4. Hyper- or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement). *Specify Severity
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DSM V Diagnostic Criteria for Autism Spectrum Disorder (cont.) C. Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life). D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning. E. These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level.
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DSM V Diagnostic Criteria for Autism Spectrum Disorder (cont.) Note: Individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of autism spectrum disorder. Individuals who have marked deficits in social communication, but whose symptoms do not otherwise meet criteria for autism spectrum disorder, should be evaluated for social (pragmatic) communication disorder. DIFFERENTIAL DIAGNOSIS IS IMPORTANT! ODD vs. ASD
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Social Communication Disorder Persistent difficulties in the social use of verbal and nonverbal communication as manifested by all of the following: Deficits in using communication for social purposes, such as greeting and sharing information, in a manner that is appropriate for the social context. Impairment of the ability to change communication to match context or the needs of the listener, such as speaking differently in a classroom than on the playground, talking differently to a child than to an adult, and avoiding use of overly formal language.
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Social Communication Disorder (cont.) 3. Difficulties following rules for conversation and storytelling, such as taking turns in conversation, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction. 4. Difficulties understanding what is not explicitly stated (e.g., making inferences) and nonliteral or ambiguous meanings of language (e.g., idioms, humor, metaphors, multiple meanings that depend on the context for interpretation).
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Social Communication Disorder (cont.) B. The deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance, individually or in combination. C. The onset of the symptoms is in the early developmental period (but deficits may not become fully manifest until social communication demands exceed limited capacities). D. The symptoms are not attributable to another medical or neurological condition or to low abilities in the domains or word structure and grammar, and are not better explained by autism spectrum disorder, intellectual disability (intellectual developmental disorder), global developmental delay, or another mental disorder.
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When can Autism be diagnosed? Research has shown that ASD can be diagnosed as early as 1 year of age No big smiles or other warm, joyful expressions by six months or thereafter No back-and-forth sharing of sounds, smiles or other facial expressions by nine months No babbling by 12 months No back-and-forth gestures such as pointing, showing, reaching or waving by 12 months No words by 16 months No meaningful, two-word phrases (not including imitating or repeating) by 24 months Any loss of speech, babbling or social skills at any age
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Best Practice for ASD Assessment Early assessment and intervention are crucial to progress WHO? Trained professionals Psychologists, Neurologists, Pediatricians, Psychiatrists Field less important than expertise Diagnosis vs. Eligibility Interdisciplinary is best WHAT? Developmental history, observations, direct interaction, parent interview, evaluation of social, communication, sensory, emotional, cognitive and adaptive behavior. WHERE? Multiple settings
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School Based Treatment and Intervention Remember: concrete explanations can assisted in decreasing anxiety and behavioral issues; environments and situations need explanations 11 established treatments that are effective for ASD in schools 22 emerging treatments Unestablished treatments
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11 Established Treatments Antecedent Package Behavioral Package Comprehensive Behavioral Treatment for Young Children Joint Attention Intervention Modeling Naturalistic Teaching Strategies Peer Training Package Pivotal Response Treatment Schedules Self Management Story Based Intervention Package
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Antecedent Package Focus on modifying the environment before a behavior occurs Show to be effective with children with ASD ages 3 to 18 TEACCH Cues and Prompts Visuals
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Behavioral Package Based on behavioral principles Evaluation of what happens before and after a behavior Focus on both antecedents and consequences Functional Behavior Analysis Shaping, Discrete Trial Training, Token Economy (and many more)
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Comprehensive Behavioral Treatment for Young Children Intensive Service based on Applied Behavior Analysis Ages 0-9 Services in various settings Often a 1:1 teacher-student ratio Combines many of the Antecedent and Behavioral Strategies
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Joint Attention Intervention Focused specifically on enhancing or developing the skill of joint attention Usually done in discrete trial training Effective for children aged 0-5 Focus on? Initiating joint attention? Responding to prompt?
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Modeling Show child how to do behavior Effective for children aged 3-18 Live modeling vs. taped modeling Point of view modeling
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Naturalistic Teaching Strategies Based on premise that children need to learn the skills in the environments in which they occur Effective for children aged 0-9 Need for generalization of skills Used of natural consequences and reinforcers Use variety in teaching materials and strategies to assist in generalization Use common materials that can be found in multiple settings PIVOTAL RESPONSE TREATMENT SAME PREMISE. Effective for 3-9 Strong focus on self management
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Peer Training Package Based on modeling Strong focus on social and communication aspects Effective for 3-14 years of age Different programs: Project LEAP Peer networks Integrated Play Groups
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Schedules Need for predictability and explanations Effective for 3-14 years Calendar schedules Time schedules Work schedules using “first” and “then”
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Self Management Focused on deficits of adapting behavior to cues in the environment Effective for 3-18 years of age Eventually become responsible for identifying own target behaviors, selecting reinforcers, monitoring own performance and seeking the reward Need for outside professional to initial reward child for accuracies in recording and seeking, not performance.
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Story Based Intervention Package Use of stories to understand situations or develop new skills Effective for 6-14 years of age Social Stories Scripts Comic Strip Conversations
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Further resources for school based empirically supported treatments for Autism Spectrum Disorder can be found at the following: National Autism Center