Week 3/4 Autism Spectrum Disorders (ASD)

Autism Spectrum Disorder (ASD)

Neurodevelopmental disorder involving deficits in social communication and restricted, repetitive behaviors.

Neurodivergent

Describes brains that function differently from the typical population.

Neurotypical

Describes individuals whose cognitive processing aligns with common developmental norms.

Social Communication

Exchange of ideas and emotions through language, gestures, and social cues.

Restricted Behaviors

Repetitive actions or fixations typical in ASD, such as routines or intense interests.

Theory of Mind (ToM)

Understanding others’ thoughts and perspectives; often impaired in ASD.

Sensory Processing

How the brain interprets sensory input; may be hypersensitive or hyposensitive in ASD.

Stimming

Self-stimulatory behaviors (e.g., hand-flapping, spinning) used to regulate sensory input.

Rigidity

Difficulty adapting to change or shifting from routines.

Executive Function

Mental skills for planning, organizing, and flexible thinking; often impacted in ASD.

Emotional Regulation

Managing emotional responses; challenges can lead to meltdowns or withdrawal.

Joint Attention

Shared focus between a child and another person; foundational for social learning.

Functional Play

Using objects appropriately (e.g., rolling a car); often reduced in ASD.

Nonfunctional Play

Repetitive or mechanical play without symbolic meaning.

DSM-5

Diagnostic manual defining ASD as a single spectrum condition.

DSM-5 Levels of Support

Defines severity—Level 1 (Support), Level 2 (Substantial Support), Level 3 (Very Substantial Support).

Specifiers

Additional diagnostic details (e.g., with/without language impairment, comorbid conditions).

ADOS (Autism Diagnostic Observation Schedule)

Standardized assessment observing communication and social behaviors.

ADI-R (Autism Diagnostic Interview-Revised)

Structured caregiver interview gathering developmental history.

Prevalence

Rate of occurrence; ASD affects 1 in 36 children in the U.S.

Early Signs

Reduced eye contact, delayed response to name, limited social interest by age 2.

Correlation vs. Causation

Relationship doesn’t imply one causes the other; key concept in autism research.

Genetic Risk

Family inheritance contributing to ASD; siblings have higher likelihood.

Comorbid Conditions

Co-occurring disorders such as ADHD, anxiety, or epilepsy.

Neurodevelopmental Disorder

Category including ASD, ADHD, and ID—conditions impacting brain development.

Applied Behavior Analysis (ABA)

Data-driven therapy using reinforcement to teach skills and reduce problem behavior.

Pivotal Response Training (PRT)

Naturalistic ABA approach improving motivation and social communication.

Early Start Denver Model (ESDM)

Play-based early intervention integrating ABA and developmental principles.

JASPER

Program promoting joint attention, symbolic play, and regulation.

Social Stories

Visual narratives teaching appropriate social interactions.

Social Skills Training

Structured instruction for improving peer and conversational skills.

Cultural Considerations

Recognition of how beliefs, language, and access influence diagnosis and support.

Communication Supports

Tools such as AAC devices, visuals, or simplified language to aid communication.

Visual Supports

Schedules, symbols, or cues helping understanding and transitions.

Behavioral Intervention Plan (BIP)

Strategy for reducing problem behaviors using positive supports.

Accommodations

Supports like quiet spaces, visual aids, or structured routines.

Inclusive Education

Teaching students with ASD alongside peers with individualized supports.

SLP Role

Supports social communication, speech, and language interventions for individuals with ASD.

Multidisciplinary Team

Group of specialists collaborating for assessment and treatment.

Medication Management

Used to address associated symptoms like anxiety or hyperactivity, not ASD itself.

Emotional Support Strategies

Mindfulness, coping tools, and self-regulation training for individuals with ASD.

Empathy-Based Practice

Clinical approach emphasizing understanding and acceptance over correction.

Neurodiversity Movement

Advocacy perspective promoting acceptance of neurological differences.

Sensory Supports

Adjustments (e.g., fidget tools, noise-canceling headphones) to manage sensory sensitivity.

Predictable Routine

Consistent structure reducing anxiety and supporting focus.

Repetitive Speech (Echolalia)

Repeating words or phrases, often used for communication in ASD.

Meltdown

Intense response to sensory or emotional overload, distinct from a tantrum.

Behavioral Flexibility

Ability to adapt to changes; often reduced in autism.

Functional Communication Training (FCT)

Teaching alternative ways to express needs and reduce challenging behaviors.

Empirically Supported Intervention

Treatment with scientific evidence demonstrating effectiveness.

Early Intervention for ASD

Starting therapy before age 3 leads to better outcomes in communication and behavior.