POPARD | Section 1: Introduction to Autism 7

Section 1: Introduction to Autism

Overview

Introduction to ASD

Overview of Autism Individual Differences

Intelligence
Diagnosis

Executive Functions

Causes Detail Processing

Theory of Mind

Prevalence Sensory & Motor

Processing

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POPARD | Section 1: Introduction to Autism 8

Overview of Autism

Diagnosis
Historical Diagnosis (according to DSM-IV-TR)

Pervasive Developmental Disorders

Autistic Asperger’s
PDD-NOS CDD Rett's
Disorder Disorder

Historical Triad of Impairment:

Social
• Joint attention
• Social development
• Recognize how others feel
• Peer relationships

Restricted Interests Communication

& Repetitive Behaviours
• Non-verbal communication
• Repeated body movements • Receptive use of language
• Inflexible routines / rituals • Spoken language
• Preoccupation with one part of object • Conversations
• Preoccupation with specific interests

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Overview of Autism (cont'd)

New Diagnosis (according to DSM-5)

Autism Spectrum Disorders (ASD)

ASD characterized by persistent impairment in:

 Social communication (social interaction and communication have been combined)
 Restrictive, repetitive behaviours

Components of Communication:

Non-verbal
Language
Messages

Facial Body
Receptive Expressive Pragmatics
Expressions Language

Social & Communication Red Flags for Autism:

 limited eye contact
 prefers objects over people
 prefers to play alone or in unusual ways
 lacks interest in social games
 doesn’t show, share or follow eye gaze
 delay or loss of babbling, speech
 doesn’t respond to name

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Overview of Autism (cont'd)

Restricted Interests & Repetitive Behaviours:

Possible functions:
• increase particular sensory input or block out environmental sensory input
• build certainty in confusing, unstructured or unpredictable situations
• enjoyment - source of pleasure
• self-calming at times of stress

Causes of Autism

Genetics Environment

Behaviours

Prevalence of Autism
• on the rise: some estimate as high as 1 in 68 in the US
• more boys than girls

Girls with Autism:

• may be better at verbalizing their emotions
• may not be as physically aggressive as boys
• may have better superficial social skills

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Individual Differences

Intelligence
Reasoning - ability to problem solve in new situations, form concepts, draw inference

Crystallized Knowledge - acquired/stored knowledge that can be easily accessed

Short-term Memory - holding information in immediate awareness and using it

within a few seconds

Visual Processing - seeing/perceiving and thinking about visual patterns and

spatial designs

Auditory Processing - perceiving/processing and thinking about sounds

Long-term Memory - storing and retrieving information for use at a later time

Processing Speed - ability to perform thinking tasks with speed & ease

INTELLECTUAL ABILITY RELATED TO SCHOOL SETTING

REASONING math, reading comprehension, creative problem solving

CRYSTALLIZED KNOWLEDGE math, reading, listening, language, writing

SHORT-TERM MEMORY concentration, attention, early reading and math skills

VISUAL PROCESSING puzzles, reading rate, higher math level

early reading, language & speech, following oral
AUDITORY PROCESSING
directions, spelling
LONG-TERM MEMORY reading fluency, vocabulary, routines, math facts

PROCESSING SPEED reading, writing, math, timed activities

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Individual Differences (cont'd)

Executive Functions

Initiation
Sustaining
Attention Planning /
Organization

Shifting Executive
Attention / Functions Working
Flexibility Memory

Inhibition /
Emotional Self-
Regulation Monitoring

Detail Processing
Theory: students with ASD focus on details rather than the big picture
• bias may be visual or language-based

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POPARD | Section 1: Introduction to Autism 13

Individual Differences (cont'd)

Theory of Mind
• understand that others may know, think and feel differently than oneself
• recognize the non-verbal signals that indicate states of mind in others
• adjust one’s behaviour based on the perspective or needs of others
• affects ability to understand expected behaviours (what is polite, what is not),
take turns, share, understand deception, understand motives

Sensory & Motor Processing

SENSORY MOTOR
visual planning
auditory coordination
taste speed, response time
repetitive movements
smell
imitation
touch
postural control
vestibular
fine motor
proprioception gross motor

The neurological processes involved in the relationship

are still being investigated.

Provincial Outreach Program for Autism and Related Disorders | www.popard.ca