Pervasive Developmental Disorders
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Transcript of Pervasive Developmental Disorders
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Pervasive Developmental Disorders
Nursing 864September 24, 2009
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Autism Spectrum DisordersAutismAsperger’s SyndromePDD, NOS
Rett’s disorder Childhood Disintegrative Disorder
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Autism Spectrum Disorders
PrevalenceApproximately 1/150 children4.3 : 1 ratio males to females Increase in prevalence
Causes Better assessment and diagnostic tools Improved recognition by health care providers Increased public awareness
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Etiology
Genetic Multiple genes involved Rate of occurrence in siblings 2-8% Monozygotic twins – 60%
Syndromes and Related Health Problems Occurs in less than 10% Fragile X Epilepsy Tuberous sclerosis Fetal alcohol syndrome Mental retardation occurs in approximately 70% of children Increased rate of perinatal complications in the mother
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AutismDiagnosis – DSM- IV-TR criteria Qualitative impairment in social interaction (at least 2)
Impaired nonverbal behaviors Failure to develop peer relationships as same age level Lack of seeking to enjoy interests or achievement
Qualitative impairment in communication (at least one) Delay or lack of spoken language Impaired ability to initiate or sustain conversation Stereotyped and repetitive use of language Lack of varied or spontaneous play
Restricted repetitive and stereotyped patterns of behavior, interests and activities (at least one) Preoccupied with one or more stereotyped or restricted interest Inflexible to nonfunctional routines or rituals Stereotyped or repetitive movements
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Impaired Social Interaction
Low rates or no initiation of social interaction Little interest in other children Trouble sustaining social interactions Little shared interest No joint attention Does not imitate Does not enjoy social games No social smile Little shared interest Poor eye contact and rarely looks for reaction
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Communication Deficits
Delay in language development – principal criteria for diagnosis
Difficulty putting meaningful sentences together Nonverbal communication impaired
Inappropriate gestures No response to name called (seems deaf) Difficulty perceiving themes or intent Does not point to request (proto-imperative) Does not point to interest (proto-declarative) Echolalia Confused pronouns Very literal and concrete
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Restricted Range of Interests/Stereotyped Preoccupation with topics or intense interest Preoccupation with sensory experiences Repetitive movements Manipulate toys in ritualistic manner Monotonous play Spin, bang, line up toys Rocking motions Spinning body Flap hands Taste or smell unusual objects Rigid with rules and resistant to transitions
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Asperger’s syndrome
Asperger’s syndrome Qualitative impairment in social interaction (at least
two) Restricted repetitive and stereotyped pattern of
behavior, interests and activities (at least one) No clinically significant language delay No clinically significant delay in cognitive
development, self-help skills or adaptive behavior (other than social interaction)
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PDD, NOS
Severe impairment in the development of reciprocal social interaction Impaired verbal or nonverbal communication skills Presence of stereotyped behavior, interests, and
activities Criteria are not met for other PDD
Late Onset Atypical symptomatology Subthreshold symptomatology
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Childhood Disintegrative Disorder
Rare disorder Occurs in less than 5/10,000
Occurs after at least two years of normal development Generally is diagnosed around 4-5 years of age. Occurs more frequently in males Along with regression in social skills and communication,
there is regression in motor skills Etiology
Predisposition to genetic and environmental influences Prognosis guarded
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Rett’s Syndrome
Almost exclusively in females Typically neurogenerative arrest Etiology - Gene MECP2 located on the X chromosomes Early clinical features
Deceleration of head growth Period of developmental stagnation is followed by a period of
regression Loss of purposeful hand skills and oral language Development of hand stereotypies and gait dyspraxia
Prognosis – 70% 35 year survival rate
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Theory of Mind
The ability to understand the thoughts and intentions of others (mental states)
Perspective taking of others It can determine how an individual acts and
reactLack of ability or reduced ability in Asperger’s
and Autistic disorder
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Sally-Anne test (Theory of Mind) (Wimmer and Perner, 1983)
In the presence of the child, the experimenter uses two dolls, "Sally" and "Anne". Sally has a basket; Anne has a box.
The experimenters show a skit: Sally puts a marble in her basket and then leaves the
scene. While Sally is away and cannot watch, Anne takes the
marble out of Sally's basket and puts it into her box. Sally then returns.
The children are asked where they think she will look for her marble.
Children are said to "pass" the test if they understand that Sally will most likely look inside her basket before realizing that her marble isn't there.
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Pathophysiology
Neuroanatomical Factors Enlargement of gray and white matter cerebral volumes
Increased rate of head circumference emerges at about 12 months of age
Increased volumes in the temporal, parietal and occipital region
No differences in size in frontal lobe or cerebellum Possible mechanisms
Increased neurogenesis Decreased neuronal death Increased production of nonneuronal brain tissue
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Pathophysiology
Neurotransmitters Increased brain-derived neurotrophic factor
and other neurotrophins Age –related serotonin synthesis capacity
These may contribute to abnormal brain growth and organization
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Screening and Diagnosis
Group of symptoms Behavioral No medical tests Screening and diagnosis involved clinical judgment Diagnosis requires presence of severe and pervasive
impairment across domains Not every socially awkward or eccentric child has ASD, but
never wait and see Targeted developmental screening – 9,18 & 30 months Autism specific screening – 18 and 24 months
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Screening Tools
Level 1 Modified Checklist for Autism in Toddler (M-CHAT)
Screen as young as 18 months Critical items
Peer interest Pointing Joint attention Shared interest Imitation Responds to Name
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Screening Tools
Level 2Child Autism Rating Scale (CARS)Gilliam Autism Rating Scale (GARS)Gilliam Asperger’s Disorder Scale (GADS)Social Communication Questionnaire (SCQ)
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Diagnostic Tools
Level 3Autism Diagnostic Observation Scale (ADOS)Autism Diagnostic Interview – Revised (ADIR) Preschool Language Scales (IV) – by SLP Adaptive Ratings (i.e., Vineland) Cognitive Testing
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Diagnostic Evaluation
Multidisciplinary Team Developmental Pediatrics, Psychology, Speech,
Genetics, and Education Medical/Developmental/Behavioral History Structured Interview Behavior Ratings Scales Structured Direct Observation Direct Interaction/Teaching Functional Assessment Standardized Testing (Speech, Genetics, Psychology)
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Other Diagnostic Tests
Used primarily for children with cognitive impairment MRI – with MR High-resolution chromosomes
Analysis of the number and structure of the chromosomes
Fragile X DNA Microarray
Investigates the expression levels of thousands of genes simultaneously.
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Empirically Supported Treatments
Early Intensive Behavioral Intervention Based on Applied Behavior Analysis
Systematic modifications of the environment based on principles of behavior identified through experimental analysis
Focuses on the purpose or the function of the behavior
Involves changing antecedents and consequences to change behavior
Uses principals of operant conditioning
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Incidental TeachingTo help improve or elaborate language skillsTeaching occurs when child initiates
communicationMust create communication temptationsPrompts help the child be successful Involves labeling and describing that occurs in
the adult-child interaction
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Picture Exchange Communication System (PECS)Augmentative communicationPicture exchange for teaching communication
skillsEmphasizes teaching functional languageNo evidence of children losing established
speech
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Discrete Trial TrainingPrecise teaching interactions that emphasize
potent and frequent reinforcing consequencesEach skill is taught separately Prompting helps insure responding and
successEmphasis on high rate of teaching
interactions
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Naturalistic Teaching ProceduresTeaching procedures that are embedded in
their natural activitiesEnhances the spontaneity and generalization
of language, social and play skillsDemonstrated to be beneficial for children
who are developmentally delayed or disadvantaged
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Guidelines for Treatment
Combination of ABA proceduresBest outcome between ages 2-5Best outcome for 25 hours or more per weekBest outcome when functional communication
is established by age 5
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Comorbid Conditions
Behavioral ADHD Sleep disturbance Disruptive behaviors
Temper tantrums Aggression Self-injury
Anxiety Generalized, intense worries Obsessions and compulsions
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Neurologic Seizures – 20-35% Hypotonia Gait Abnormalities Microcephaly – associated with co-existing structural
brain malformations Macrocephaly
Orthopedic Toe walking
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NutritionRestricted food choicesRituals Poor motor skillsNo evidence of dietary restrictions helpful in
treatment (gluten or casein)Pica
Monitor lead levels
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Medication Management
Atypical Antipsychotics - Aggression Risperdal – Only FDA approved medication for
children with autism Abilify
Stimulants- ADHD Alpha-adrenergic antagonists –
Clonidine & Tenex – impulsivity and sleep
SSRI’s - anxiety
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Parent Counseling
Safety Nutrition Advocacy in the School System – IEP Bullying Parenting Stress Siblings
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Resources
Autism Action Partnership www.autismaction.org
PTI Nebraska www.pti-nebraska.org
First Signs www.firstsigns.org
National Autism Association http://www.nationalautismassociation.org/
Munroe-Meyer Institute Center for Autism Spectrum Disorders 559-2441