jg jan 12. 12idahotc.com/portals/0/webinar documents/autism...the autism spectrum dsm‐iv criteria...
TRANSCRIPT
Jessica Greenson, Ph.D.
Autism Center
University of Washington
Overview
Clinical Features( ) Diagnostic & Statistical Manual‐IV (DSM‐IV)
Prevalence
Course of Onset
Etiology
Early RecognitionEarly Recognition
Research Findings
Red Flags
Screening tools
The Autism Spectrum
DSM‐IV Criteria for Autism
3 domains of impairment:3 domains of impairment:
Reciprocal social interaction (2 or more symptoms)
Language and communication
(1 or more symptoms)
Restricted, repetitive, and stereotyped behaviors, interests, and activities (1 or more symptoms)
= 6 symptoms total
Reciprocal Social Interaction
Impairments in:Impairments in:
Eye contact
Facial expressions
Shared enjoyment
Showing, directing attention (joint attention)
Initiating interactions
Peer relationships
Language & Communication
Impairments include:Impairments include:
Delayed and/or atypical development
Pronoun reversal and echolalia
Stereotypic language
Impaired pragmatic language
U f th ’ b d t i t Use of other’s body to communicate
Odd intonation
Lack of pretend and imitative play
Poor conversational skills
“Category C” Impairments
Restricted, repetitive, and stereotyped behaviors and interests:
Motor: flapping, spinning
Sensory interests
Repetitive use of objectsRepetitive use of objects
Insistence on sameness
Rituals
Intense interests
Asperger’s Disorder
A form of high‐functioning autism in which there is NO delay in early language
Cognitive skills average to above average
Key feature: impairment in social function
&
restricted range of interests and activities
Usually detected later in development
PDD:NOS
Severe and pervasive impairment in social and Severe and pervasive impairment in social and communication skills or stereotyped behavior, interests and activities
Does not meet criteria for another PDD
Often used when onset after 3
Less severe presentation p
Prevalence Occur in 1 per 110 (in the U.S.)Occur in 1 per 110 (in the U.S.)
6x more common than deafness, childhood cancer & Down Syndrome
Current estimates are 7‐10x higher than in 1970s
4 males: 1 female Females tend to be more severely affected Affects all social classes and racial/ethnic
groups
Course of Onset
What Causes Autism?
Genes play a role in autism
% o
f tw
ins
with
tra
it
100
40
60
80Autism
Identical twins
% 20
0Fraternal twins
Genes play a role in autism
% o
f tw
ins
with
tra
it
100
40
60
80Autism spectrum
Autism
Identical twins
% 20
0Fraternal twins
Genes play a role in autism
% o
f tw
ins
with
tra
it
100
40
60
80Social and/or language
Autism spectrum
Autism
Identical twins
% 20
0Fraternal twins
Sibling Risk Rates
4.5% for autism4.5% for autism
Recurrence risk rate for sibs of females is twice that of sibs of males with autism
Recurrence risk rate for a third child: 6 %16‐35%
Risk rates for distant relatives: < 1%
Broader Phenotype
“Lesser variant”
10‐25% of sibs do not meet criteria for autism, but have:
Language and communication deficits
Social impairments
Learning disabilities Learning disabilities
Autism traits are continuously distributed in the population
Genes + Environment
Viral infection
Other infections
Injury (trauma)
Chemical toxins
Other?
Genes + Environment
Rubella infection
Pregnancy complications
Thalidomide, valproic acid, cocaine exposure
MMR vaccineMMR vaccine
Thimerosal
Diet
Early Recognition
Home Videotape Studies
Typical 1 year old 1 year old with autism
Osterling & Dawson, 1994; Werner et al., 2000; Osterling et al., 2002
Infant Sibling StudiesBaby Sibling Research ConsortiumI f t B i I i St di (IBIS)Infant Brain Imaging Studies (IBIS)
Siblings are at higher risk of developing autism than general population
Recruit infants siblings of children with ASD
T l k t th f t To look at the emergence of symptoms
To look at predictors of diagnosis
8 ‐ 24 months: early risk onset patterns• Early signs from 8‐18 monthsEarly signs from 8 18 months
• 30‐50% of children with signs will not meet ASD criteria at 36 months
BUT they may have other impairments
• No signs at 12 mos, but 10% have regression (average age 19 months)
• Loss of language
• Onset after 2 years has been observed
• Initially mild symptoms with gradual increase
Limitations of early identification research: timing is everything
0‐11 months: no clear ASD‐specific symptoms
12‐24 months: early signs of risk emergeg
24‐48 months: reliable ASD diagnosis possible (in specialized settings)
What are the Red Flags in Infancy and Early Childhood?
Red Flags 6‐9 months Lack of social smile, eye contact, facial expressionLack of social smile, eye contact, facial expression
Not vocalizing (b, d, m)
At 6‐9 babies should:
Babble
Wave
Understand “no” and name
Reach for objects
Imitate sounds
Red Flags 9‐12 months Failure to orient to name or wordsFailure to orient to name or words
Lack of social smile, eye contact, facial expression + GESTURES
Limited vocalizing & babble
At 9‐12 babies should:
Have speech like babblep
Follow simple directions (give me, show me)
Be active listeners
Play social games
Red Flags 12‐18 months Little vocalization/odd vocal/or no words by 18 / / ymonths
Lack of understanding of language
Eye contact, facial expression + GESTURES (limited)
Limited vocalizing & babble
At 12‐18 babies should:H d ( 8 d b 8 h ) i l di “ i ” Have words (18 words by 18 months) including “mine”
Coordinate words w/EC
Imitate words and actions
Point to objects (receptive language)
Red Flags 18‐24 months Limited language/communication fx/intonationg g
No 2 word combos by 2
Inability to follow directions
Overly attached to objects
At 18‐24 toddlers should: Have a blossoming vocabulary (50 min)
Label objects, protest, describe, pronounsLabel objects, protest, describe, pronouns
Combine words
Ask simple questions
Demonstrate functional and symbolic play (placeholder)
Imitate the actions of others (delayed)
Red Flags 24‐36 months Lack of understanding of directions Minimal vocabulary, single word speech Repetitive play Difficulty with transitions At 2‐3 years preschoolers should:
Have 500 words Speak in phrases Ask and answer “wh” questions Ask and answer wh questions Engage in to and fro conversation Have an interest in peers Engage in novel play sequences Understand the emotions of others
Red Flags 3‐4 years Not understanding directions and questionsNot understanding directions and questions
Not using plurals, action words, changing verb tenses, mixing pronouns
At 3‐4 years children should:
Speak in sentences with varied vocabulary
Tell stories
Ask questions and show curiosity
Share with others
Seek out companionship/have conversation
Red Flags 4‐6 years Not able to deliver a simple messagep g
Unable to id objects by function or category
Not asking questions
Lack of imaginative/symbolic play
Unable to play simple games (1:1 and group)
At 4‐6 years children should: Speak in full/clear sentences/be conversational Speak in full/clear sentences/be conversational
Define words/ask “why”
Behave differently depending on environment/person
Show empathy
Indicate preferred playmates
AAP Guidelines for Developmental Surveillance and Screening
Developmental surveillance be incorporated at every well‐child preventive care visit.
Any concerns raised during surveillance should be promptly addressed with standardized developmental screening tests.
Developmental screening tests should also be Developmental screening tests should also be administered at the 9‐, 18‐, and 24 or 30‐month visits
Autism specific tool at 18 and 24 or 30 months Pediatrics 2006/2007
Screening
Level 1: Designed for population based Level 1: Designed for population based screening Broad based approach To identify children with unrecognized or ambiguous symptoms
Level 2: Targeted screening of symptomatic h ld
g gchildren For children where already some clear evidence of delay
Level 1 Screening Instruments Parent report questionnaires
The Infant Toddler Checklist (ITC) The Infant Toddler Checklist (ITC)
12 months
Early Screening for Autistic Traits (ESAT)
14‐24 month olds
Modified‐Checklist for Autism in Toddlers (M‐CHAT)
24 months and older
S b t f 6 it d t i d t b “ iti l” Subset of 6 items was determined to be “critical”
Cutoff criteria was set to 2 critical items, or any 3 items
• The Social Communication Questionnaire (SCQ)
• Caregiver questionnaire
• Age 4 to adult (2 versions)
M‐CHAT Critical Items1 Does your child take an interest in other children?1. Does your child take an interest in other children?
2. Does your child ever use his/her index finger to point, to indicate interest in something?
3. Does your child ever bring objects over to you to show you something?
4. Does your child imitate you? (e.g., you make a face—will your child imitate it?)
5. Does your child respond to his/her name when you call?
6. If you point at a toy across the room, does your child look at it?
Level 2 Screening Instruments
• The Screening Test for Autism in 2 year olds (STAT)g y ( )
• Direct assessment
• Intended for children already suspected of having ASD
• Brief, easier to score and administer
• The Childhood Autism Rating Scale (CARS)
• Direct assessment
• Age 2‐5
Why is Early Detection Important?p
50% of parents report that they suspected a problem before their child reached 1‐year of age
Autism is often not diagnosed until children reach 3‐4 years of age
Research suggests that children who Research suggests that children who receive intervention by 2‐3 years of age have better outcomes
b7
Slide 38
b7 I might highlight this point ... different color text, etc.bcolle, 3/9/2010
Early Start Denver Model
Developed by Rogers and DawsonDawson
Comprehensive intervention program and curriculum
Integrates developmental and behavioral and behavioral approaches
Appropriate for children as young as 12 months through preschool age
Funded by NIH STAART Centers program
Conducted at University of Washington
Dawson, PI in collaboration with Sally Rogers, UC Davis
All children below 2.5 years of age when intervention began
Randomized study
2 year intervention 25 hours per week (20 therapist 2 year intervention – 25 hours per week (20 therapist‐delivered, 5 parent‐delivered)
Outcome measures include ERPs to faces, speech, and EEG coherence
Effects of intervention on IQ (Mullen)
p < .05p < .05
p < .05
Dawson et al., Pediatrics, 2010
Effects of intervention on receptive language
p < .051 p < .05
Dawson et al., Pediatrics, 2010
Effects of intervention on expressive language
NS p < .05
Dawson et al., Pediatrics, 2010
Effects of intervention on adaptive behavior (Vineland)
90
60
70
80
neland Composite Score
Intervention
Community
p < .05
NS
40
50
Baseline 1 year 2 years
Vin
Dawson et al., Pediatrics, 2010
Changes in diagnosis
Group PDD Autism Autism PDDGroup(worsened) (improved)
Community 23.8% 4.8%
ESDM 8 3% 29 2%ESDM 8.3% 29.2%
p < .05