week 3; autism & adhd

What did Kanner (1943) and Asperger (1944) both describe?

Socially isolated children with lack of imaginative play, obsessive sameness, and extreme sensory reactions.

What does “Autism Spectrum” emphasize?

The wide range (heterogeneity) of presentations, abilities, and support needs.

What are the core ASD impairments?

Social reciprocity, communication, and restricted/repetitive behaviors/interests

What causes ASD?

Genetic and neurobiological factors, with gene–environment interactions; NOT vaccines.

DSM-5 ASD Criterion A?

Persistent deficits in social communication and interaction across multiple contexts.

DSM-5 ASD Criterion B?

Restricted, repetitive behaviors (RRBs), such as stereotypies, routines, fixated interests, and sensory abnormalities.

What are the three ASD severity levels?

Level 1 (requires support), Level 2 (substantial support), Level 3 (very substantial support).

Common ASD characteristics?

Repetitive motions, echolalia, sensory challenges, need for structure, low eye contact, withdrawal, possible ID.

What associated conditions are common in ASD

Epilepsy, sleep disorders, GI issues, anxiety, learning disabilities, and intellectual disability.

Typical ASD motor challenges?

Motor delays, head lag, clumsiness, toe walking, hand flapping, delayed milestones, inconsistent motor proficiency.

Why are motor skills important to address in ASD?

Motor skills support social interaction; motor delays may worsen over time without early intervention.

Effects of physical activity for ASD?

Decreases stereotyped behaviors and improves engagement.

Important principles when working with children with ASD?

Individualization, routines, structured environments, reducing frustration, considering sensory needs.

Effective physical activity choices for children with ASD?

Rhythmic activities: swimming, trampoline, swings, dance, stationary bikes.

Key strategies for instruction with ASD?

Clear language, visual schedules, low teacher-student ratio, prompts, predictable routines, reinforcement.

How is ADHD defined?

Developmentally inappropriate inattention, impulsivity, and/or hyperactivity interfering with daily functioning.

What are the three hallmark ADHD behaviors?

Inattention, impulsivity, hyperactivity.

DSM-5 ADHD diagnostic requirement?

Symptoms present before age 12, in two or more settings, and cause impairment.

Etiology of ADHD?

Strong genetic basis; siblings 5–7x more likely; multiple candidate genes.

Common coexisting conditions with ADHD?

ODD, conduct disorder, anxiety, bipolar disorder, learning disabilities, tic disorders, ASD.

Associated impairments in ADHD?

Executive functioning, academic performance, social skills, sleep regulation, motor coordination.

how is adhd treated

Multimodal approach: education, behavior therapy, parent training, cognitive-behavioral therapy, medication.

What do stimulant medications improve?

Attention, reaction times, fine motor skills, and sometimes balance; not always sport skill performance.

Motor performance in ADHD?

Poor coordination, slower and more variable motor timing, clumsiness, lower fitness levels.

What is the “Activity Deficit Hypothesis”?

Even though children with ADHD move a lot, they may not be skilled or efficient movers.

Instructional strategies for children with ADHD?

Structure, routines, clarity, reduced distractions, visual cues, positive reinforcement, escape outlets, self-regulation strategies.

Why might girls with ADHD be underdiagnosed?

They often show inattentive symptoms, not disruptive behaviors, leading to biased referral patterns.