Transcript Team 1
Blue is our Favorite Number (A.K.A. Team 1) Social development in Asperger’s vs. other Pervasive Developmental Disorders By: Andrew, Anne, Connie and Diana Pervasive Development Disorders ► These disorders are usually evident in the first years of life and are associated with some degree of Mental Retardation. ► They are characterized by severe and pervasive impairment in several areas of development. Reciprocal social interaction skills Communication skills Presence of stereotyped behavior, interests, and activities. Pervasive Development Disorders Include: ► Autistic Disorder ► Rett’s Disorder ► Childhood Disintegrative Disorder ► Asperger’s Disorder ► Pervasive Developmental Disorder Not Otherwise Specified Early Infantile Autism ► Social Symptoms Failure to cuddle An indifference or aversion to affection Lack of eye contact Lack of facial responsiveness or socially directed smiles A failure to respond to their parent’s voices Early Infantile Autism ► Social symptoms Body gestures and postures to communicate Failure to develop relationships at appropriate developmental levels No interest in other babies or toddlers Lack of spontaneous seeking to share enjoyment, interests or achievements with others May be oblivious to other children Early Infantile Asperger’s ► Asperger’s is not usually diagnosed until age 6 or 7 whereas Autism is at around 3 Because those with Asperger’s have the ability to acquire and use language skills May show lack of eye contact ► Motor skill problems (clumsy, or uncoordinated movements or delays in motor skills) ► Social skills relating to communicating with others ► Sensitivity to sensory information, such as light, sounds, textures and tastes ► http://www.ehow.com/how_2113301_identify-aspergerssyndrome-infants.html ► Infant Rett’s Syndrome Normal growth and development during the first 5 to 18 months. ► Following a period of normal development for at least 5 months, all of the following occur: Size of child’s head does not grow as much as it should between 5 to 48 months Loss of previous learned hand skills and the development of stereotyped hand movements not useful to the child Loss of socially engaging behaviors (smiling and eye contact) Loss of coordinated walking and body movements. Expressive (verbalize thoughts) and receptive (understand) language skills become impaired and severe psychomotor retardation develops Childhood Disintegrative Disorder Symptoms may include: ► At least two years, and usually up to four years of normal development, including speech, social interactions and relationships, and play and adaptive behavior. ► Over a short period (a few months) severe loss of functioning, in social communication ► Outbursts for no apparent reason ► These children have a complete loss of speech, language and understanding of language, and a decrease in cognitive skills Autism - Elementary ► Separate labels for autism Least affected – “Asperger’s Syndrome”, “High Functioning Autism” and “Pervasive Developmental Disorder – Not Otherwise Specified” (PDD-NOS) (Autism.net, 2005). Most affected – “Autism”, “Classic Autism” and “Kanner Autism” (Autism.net, 2005). ► Deficits – three key areas: Verbal and non-verbal Communication (Autism.net, 2005). Social awareness and interactions (Autism.net, 2005). Imaginative play (variable interests and behaviors) (Autism.net, 2005). Autism - Elementary ► Social Interation Less able to interact with the world as other children do (Autism.net, 2005). Lack responsiveness and interactive skills with other children (Autism.net, 2005). Usually unable to carry on a conversation – Even if verbal skills are present (Autism.net, 2005). Appear egocentric to other children (Autism.net, 2005). Rett’s - Elementary ► About Rett’s Affects females almost exclusively (NIND&S, 2000). Stage III/Plateau or Pseudo-stationary stage (NIND&S, 2000). Begin between Ages 2 and 10 – can last for years (NIND&S, 2000). Apraxia, motor problems and seizure are prominent in this stage (NIND&S, 2000). Possible improvement in behavior (NIND&S, 2000). Less irritability, crying and autistic-like features (NIND&S, 2000). May show more interest in surroundings (NIND&S, 2000). Alertness, attention span and communication skills may improve (NIND&S, 2000). Many girls stay in this stage for most of their lives (NIND&S, 2000). Rett’s - Elementary ► Social Interaction Limited potential for socially adaptive behaviors (Braithwaite, 2005). ► Withdrawal (Braithwaite, 2005), ► Lack of awareness of surroundings (Braithwaite, 2005). ► Anxiety produced by change (Braithwaite, 2005). Daily living skills are further handicapped by lack of purposeful hand movement (Braithwaite, 2005) Very little development occurs after onset (Braithwaite, 2005). Asperger’s – Elementary ► Social Interaction Poor pragmatic Language skills (ncpamd, 2008). Stands too close (ncpamd, 2008). Poor eye contact (ncpamd, 2008). Problems understanding age-appropriate humor and slang expressions (ncpamd, 2008). Clumsy (ncpamd, 2008). Visual-perceptual difficulties (ncpamd, 2008). Asperger’s - Elementary ► Learning Difficulties Subtle or severe are common (ncpamd, 2008). Fixation on a particular topic (ncpamd, 2008). May bore others with the fixation even when other children have given clear signals that they are no longer interested in the topic (ncpamd, 2008). Difficulty tolerating changes in routine. Gradual change is necessary (ncpamd, 2008). Asperger’s – Elementary ► Adverse affects of social deficiencies Withdrawal (Moore, 2002). Aggression (Moore, 2002). Depression (Moore, 2002). Anxiety (Moore, 2002). Asperger’s – Elementary ► Coaching Small-group activities (Moore, 2002). Lunch (Moore, 2002). Recess (Moore, 2002). ► Some may respond to coaching: Within a month or two (Moore, 2002). For others it may not happen (Moore, 2002). Regardless of the response a program must be in place for the entire school year (Moore, 2002). Asperger’s - Elementary ► Social areas: development in summary – Four Engaging in a conversation (Moore, 2002). Social code of conduct (Moore, 2002). Emotions (Moore, 2002). Dealing with change (Moore, 2002). Asperger’s - Middle and High School Adolescents with Asperger’s often know that they are very different from the others around them. They want to make friendships but it is hard to do so. They do not have a circle of friends. Theory of mind; lacks ability to make inferences about someone else’s mental state (how they think, feel) (Bolick, 2003). Feast or Famine; topic control, obsession with one topic (Bolick, 2003) Have trouble staying on topic and reading the rhythm of conversation, have difficulty knowing when to introduce new topics. Cont… 12-17 most difficult time for children with Asperger’s ► Many are stiff and rule oriented, do not care about teen fads, popular clothing, gossip, breaking the rules like others their age do. ► Odd mannerisms; speaking loudly, interrupting others, violating physical space (yourlittleprofessor.com). ► Same haircut, lack of hygiene ► Lack of coordination leaves boys out of sport’s realm which helps with male bonding. ► Teens face rejection, isolation, bullying because they are different (yourlittleprofessor.com). ► Autism - Middle and High School More common in boys than girls social skills are about the same as those with Asperger’s; lack of eye contact, lack of interest in in friendships, lack of empathy, narrow interest, rigid routines, not being able to read social cues. Not everyone with this disorder have the same symptoms. Ranges from mild to severe; Verbal to non-verbal (kidshealth.org). Making friends, expressing emotion can be very difficult as well as frustrating; communicate with gestures. “How do you make friends when you are in your own world”? (kidshealth.org) Not being able to express their emotions can lead to acting out in inappropriate ways. (Neal is stressed so he throws a younger child to the ground) Bullying Rett’s - Middle and High School ► ► ► More common in girls than boys. Like asperger syndrome and autism, Rett syndrome is identified by lack of eye contact, trouble interacting with others, problems with coordination. Unlike asperger syndrome and autism they do not flap hands but rather clasp, fidget, wring hands. Although social interaction improves later on, most social skills are lost at the onset of said disorder (autismspeaks.org). Most girl live till adulthood but need care and assistance throughout their lives. Autism - Adulthood ► DSM-IV A. Impairment in social interaction, as manifested by at least two of the following ► Marked impairment in the use of multiple nonverbal behaviors such as eye-to –eye gaze, facial expression, body postures, and gestures to regulate social interaction. ► Failure to develop peer relationships appropriately. ► Lack of spontaneous seeking to share enjoyment, interests, or achievements with other people ► Lack of social or emotional reciprocity. Autism - Adulthood ► Severity of Symptoms Each case is individual Social development many times depends on how much and how early intervention occurred. ► Social and Emotional Age Often the physical maturity does not match the social and emotional age. May look like an adult but see the world like a preschooler. Autism - Adulthood ► Parents ► Residential facilities ► Group home ► Independent ► Reliable and conscientious workers ► Difficulty getting jobs due to being socially awkward ► Stephen Shore Rett Syndrome - Adulthood ► Social interest may increase during adolescence and adulthood ► Generally associated with severe or profound retardation ► Occupational therapy is many times needed to develop skill such as dressing and feeding. ► Despite severe difficulties most individuals with Rett syndrome live into middle age. Asperger’s Syndrome - Adulthood ► Social skills and personal relationships most challenging ► DSM-IV criteria for social interaction is same as criteria for Autism ► 30-50% of all adults with Asperger’s Syndrome are misdiagnosed. ► With early effective treatment most AS individuals can function in society well. Asperger’s Syndrome - Adulthood Heather Kuzmich Asperger’s Syndrome - Adulthood Robby Cvejanovich ► ► Few Colleges offering programs specified for students with Asperger’s Marshall University Grad students work daily with Asperger’s students to help with assignments or classroom etiquette Weekly skills meeting • Other Colleges with support University of Connecticut Western Kentucky University Daemon College, Buffalo NY Georgia State University References ► ► ► ► ► ► ► ► ► ► ► ► ► ► ► ► ► ► American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders fourth edition. American Psychiatric Association: Arlington, VA. Bauer, S. (2008). Asperger’s syndrome. Retrieved April 4, 2008,maapservices.org, America online. Bolick, T.,(2001). Asperger Syndrome and adolescence: helping preteens and teen get ready for the real world. Massachusetts: Fair Winds Press Bowen, C. (2001). Semantic and pragmatic difficulties and semantic pragmatic language disorder. Retrieved April 4, 2008, from http://members.tripod.com/Caroline_Bowen/spld.htm Braithwaite, K. (2005). The potentially handicapping effects of rett syndrome on the development of a child. Retrieved April 6, 2008, from http://www.autism.net.au/Rett_syndrome.htm Davis, J. M. (2008). Class discussions, March 27, 2008, Psychology 3410, Georgia Gwinnett College. Dunlap, G. & Fox, L. (1999). Teaching students with autism. Retrieved April 5, 2008, from http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=4185 Moore, S, T. M.Ed. (2002). Asperger’s and the elementary experience. Shawnee Mission, KS: Autism Asperger Publishing Company. Retrieved April 2, 2008, from http://books.google.com/books?hl=en&id=EKozp4KdQ6QC&dq=asperger's+elementary+school&printsec=frontcover&source=web& ots=Ga3aRKiHdD&sig=46oMjQHi3hy3Y4t051jZyZfFnGI#PPP1,M1 Schopler, E. & Mesibov, G. B. (1984). Social behavior in autism New York, NY: Plenum Publishing Corporation Retrieved April 6, 2008 from http://books.google.com/books?id=d2UCA_k7b9AC&pg=PA305&lpg=PA305&dq=socializing+autistic+children+elementary+school& source=web&ots=77_vIVve1s&sig=uq3ylPmQx2t3pt95oAFaAgPFdUc&hl=en#PPA315,M1 Autism Speaks. (2008). Autism speaks: It’s time to listen and design. Rett syndrome. Retrieved April 5th, 2008 from http://www.autismspeaks.org/navigating/rett_syndrome.php http://www.childrenshospital.org/az/site1438/mainpage51438PO.html http://www.soulselfhelp.on.ca/autism2.html Resources and Academic Programs for Children with Asperger’s Syndrome. Asperger’s syndrome in children and teens. Retrieved April 5th, 2008 from http://www.yourlittleprofessor.com/index.html Trachtenberg, T. (2008). More students with asperger syndrome going to college. Retrieved April 4, 2008, ABCnews.go.com, America online. Watkins, C, E. M.D. (2000). Asperger’s disorder. Retrieved April 3, 2008, from http://www.ncpamd.com/aspergers.htm Autism, Asperger, Diagnosis and Treatment (2005). Retrieved April 6, 2008, from http://www.autism.net.au/ National Institute of Neurological Disorders and Stroke (2008). Retrieved April 4,2008, America online. National Institute of Neurological Disorders and Stroke (2000). Fact Sheet. Retrieved April 6, 2008, from http://childparenting.about.com/library/glossary/blfactrett.htm Team 1 wiki page link ► http://wiki.ggc.usg.edu/mediawiki/index.php/PSYC3410:Aspergerssyndrome/Team1