HP 252 test 2 part 1

a range of coditions characterized by challenges with social skills, repetivie behviors, speech and non verbal communication and well as unqiue stengths and differences

using the DSM 5 criteria
-present in ealry childhood
-limit or impair everyday functioning

-impairments in social communication and social interactions
-restricted, repetitive patterns of behavior, interests, or activities

impairments in social communication and social interactions, restricted, repetitive patterns of behavior, interests, or activities

-sterotyped or repetitive motor movements, use of objects, or speech
-insistence of sameness, adherence to rountine, ritualized patterns or verbal or nonverbal behavior
-restricted, fixated interests that are abnormal in intensity or focus
-hyper-or-hypo-reactivity to sensory input or unusual sensory interests

-social-emtional reciprocity
-nonverbal communicative behaviors used for social interaction
-impairments in developing, maintaining, and understanding relationships
if you just have this catergoy then you have a different disorder not ASD

level 1= requiring support
level 2=requiring substantial support
level 3= requiring very substantial support

-seeing social opporuntiy through play
-making social connections
-effective communication and sharing enjoyment

bigger increase in people getting diagnosis with ASD
as we move forward we have gotten better at seeing the signs as autism and people are way more aware of autism and more including girls in diagnosis

-ASD is 4.5 times more common in boys than girls (more interalized in girls than boys they will pretend or mask more than boys)
- white children are more likely to be diagnoised then balck and hsipanic children not because it is more common it is because its crietria based on white people and have access to health care/ medical racism

inherited genetics
-co-occurrences in identical twins
-recurrence in siblings
-multiple genes interacting
genetic mutations
-older parental age (older egg an sperm)
environmental pollutants

-no babbling by 12 months
-no use of gestures by 12 months
-doesnt say single word by 16 months
-doesnt say 2-word phrases by 24 months
-loses language or social skills right around age 2

-doesn't respond to name when called
-has odd movments patterns
-more into the function of toys
-poor eye contact
-gets stuck on things over and over and can't move on

conditions like autism, dyslexia, and ADHD should be regarder as naturally occuring congitive variations with distinictve strengths that have contributed to the evolution of tech and culture rather than mere checklists of deficits and dysfunctions
-diversity in the human mind

person with autisim

austic person

more about the diagonsis and as something to fix
-disbaled people are broken, abnormal
-need caregivers and professionals to make decsions for them
-being part of society means rising above disability

used when need society, aid, support
disabled people are normal viald varieties of huam being
-right to autonomy choice and free and informed consent in their own lives
-their community should ajust its own barriers and biases

-not a homogeneous group
-manifests differently in males verus females
-often later diagnosis
-less restricted ans repetivie interests
-higher social motivation and capacity for friendship
-tend to internalize emotions (leads to negative outcomes)

-help ND people understand who they are
-NT and ASD communication styles are just different one is not better than the other
-NT style is not the goal
-seeting up an effective communication interaction is based on 1-3

when children start to feel different from their peers, teachers call parents say something is wrong, effects how child feel about school and themseleves
teachers expects child to refain from talking until called on

to complete tasks that demnd intergration and coordination or mulitple skilss
when a new skills is being leaned until that the skill becomes autmoatized you need this

-EF skills predict academic success
-children with weak EF skilis are at high risk for dropping out fo school and having socialehavioral problems
-EF skills are essential to the development of theory of mind abiliites

-inhibtion
-working memory
-cognitive flexibility

good planning and self regulation with learning environment

the ability to stop an automatic impluse
fundamental to
-regulating attention
-social adaption
-effective learning
without it could get in trouble all the time

holding information in mind while perfomring a mental task
kids who can't hold that info in mind struggle to read and do math

plan and focus
being able to change tracka dn change it according to new circumstances

skills become incresingly important throughout elementary school
relies heavily on the interaction between working memory and inhibition

ability to implement exective functions when needed

choose the focus of attention
keep paying attention until task is done
only pay attention to what is important
stop paying attention and focus on something else
alternate foucs/multi-task

core symptoms
-inattention
-impulsivity
-hyperactivity
may or may not be comorbid with a specific learning disability
is usually associated with deficits in one or more aspects of executive functions

often fails to give close attentio to detials and makes careless mistakes
often has trouble staying focused on task or play activites
is oftern easily distracted
is oftern forgetful in daily activites
often does not follow trhough on instructions and fails to finsih schoolwork

often fidgets with or taps hands or feet or squrims in seat
often talks excessively
oftens leans seat in situation when remaining seated is expected
often runs about or climbs in situations where it is not appropriate
often unable to play or take part in lesiure activies quietly
often has trouble is waiting their turn

educational approaches
metacongitive strategies
context management

medical management
metacognitive strategies
context mangement