social communication disorder: identification with the CCC-2? Courtenay Frazier Norbury University College London
|
|
- Christian Gregory
- 6 years ago
- Views:
Transcription
1 social communication disorder: identification with the CCC-2? Courtenay Frazier Norbury University College London
2 my PhD plan identify diagnostic criteria for pragmatic language impairment that would reliably differentiate children with PLI from children with specific language impairments children with autism spectrum disorders
3 find children who have problems with pragmatics/social communication in the absence of intellectual impairments structural language impairments evidence of restricted interests and repetitive behaviours
4 Norbury (2004) DPhil thesis 95 children aged excluded for low non-verbal IQ 19 specific language impairment 33 definite ASD 35 pragmatic difficulties 19 had history of RRIBs (PDD-NOS) 12 had current or previous structural language impairment 16 pure social communication disorder of 95 children only 4 had pragmatic difficulties in absence of ASD or other language impairment
5 either this diagnostic group just doesn t exist.or social/pragmatic deficits in absence of other deficits doesn t significantly impact daily life
6 my PhD conclusion: pragmatics (social communication) is a dimensional set of skills that can be variably impaired across a range of neurodevelopmental disorders
7 10 years later introduction of a new diagnostic category: social (pragmatic) communication disorder (SCD)
8 social communication disorder Deficits (all 4 required) use language for social purposes (e.g. greeting) change language to fit context/listener need follow rules for conversation/narrative go beyond explicit utterance (e.g. idioms, inferences) is there a distinction between pragmatics and social communication? Not accounted for by: vocabulary or grammar deficits non-verbal cognitive deficits restricted repertoire of interests and behaviours what does account for SCD then?
9 why does it matter? assumptions: Different underlying cause Different prognosis Differential diagnosis Different approach to intervention how many children meet these criteria? Plan service needs
10 assessing pragmatics is challenging! rely on parent/teacher report coding more naturalistic communication is time-consuming and difficulty to get reliability standardised measures of inferencing, narrative and ambiguity; fewer standard communication metrics
11 Children s Communication Checklist-2 (Bishop, 2003) parents used as respondents in standardisation, but is being used with teachers (someone who knows child well frequency judgements about concrete behaviours in everyday context deficit items grouped separately to strengths and items from different scales interspersed 10 scales, 7 items each (5 deficit, 2 strength) two composite scores General Communication Composite (GCC) Social-interaction Deviance Composite (SIDC)
12 CCC-2: purposes screen for language/communication impairment identify pragmatic difficulties in children with language disorder identify children requiring further assessment for autistic spectrum disorder NOT a diagnostic instrument as such use as signpost to possible diagnoses
13 examples stereotyped language: Uses favourite phrases or sentences in inappropriate contexts. E.g. we went to the park and all of a sudden we had a picnic. Or might habitually start utterances with by the way use of context: Is over-literal. E.g. when told watch your hands when using scissors, child just looks at his fingers
14 general communication composite A: speech B: syntax C: semantics D: coherence E: inappropriate initiation F: stereotyped language G: use of context H: non-verbal communication I: social relations J: interests mean normative score = 80
15 70 bottom 10 th centile 60 general communication composite LI ALI ALN group no group differences
16 social-interaction deviance composite (SIDC) A: speech B: syntax C: semantics D: coherence E: inappropriate initiation H: non-verbal communication I: social relations J: interests F: stereotyped language G: use of context
17 A negative score on the SIDC indicates DISPROPORTIONATE social and pragmatic difficulties in relation to structural language abilities
18 40 social interaction deviance composite LI > ALN LI ALI ALN group Norbury, Nash, Baird & Bishop (2004) more consistent with SLI profile more consistent with ASD profile more consistent with Asperger profile (esp if GCC > 55)
19 Population study of children with language impairment at school entry Screen Reception (age 4-5) Assess in detail Year 1 (age 5-6, n = 529) and again Year 3 (age 7-8, n = 499) Population: 7267 children starting mainstream school in 2011 (59% of total) Gender: 51% boys and 49% girls Ethnicity: 5959 children (82%) of white British ethnic origin (83% England; 83% Surrey) English as additional language: 797 (11%) were rated as having English as an additional language (17% UK total; 10% Surrey) Socio-economic status: Income Deprivation Affecting Children Index (IDACI)
20 Break down of scores using CCC-2 (social interaction deviance composite) Monolingual children in Year 1 aged 5-6 years old 288 Parent CCC-2 24% communication deficit 13% have pragmatic deficit 324 Teacher CCC-2 37% communication deficit 12% have pragmatic deficit 173 both GCC: r(173) =.57; SIDC: r(173) = /173 cases agree (105 TD) 13/68 non-td agree (10 DLD) In original study: r =.79 special school effect?
21 of those with pragmatic deficits Parents (n = 26) 18 (69%) boys 10 meet criteria for Language Disorder 6 ASD 12 other diagnosis Teachers (n =34) 27 (79%) boys 14 meet criteria for Language Disorder 8 ASD 13 other diagnosis Functional impact: 12 sig behaviour problems 14 peer problems 23 fail early academic targets 9 persistent academic probs Functional impact: 22 sig behaviour problems 25 peer problems 29 fail early academic targets 14 persistent academic probs
22 pure SCD: parents LANG PRAG Fitted values
23 pure SCD: teachers LANG_T PRAG_T Fitted values
24 pure SCD? in both parent and teacher samples, fewer than 2% have pragmatic deficits and no other indicators oversampled for possible communication disorder even fewer in general population all met expected curriculum targets in Year 2 most had mild behaviour problems (particularly with peers)
25 is the underlying structure of SCD sensible? syntax.79 semantics coherence language.92 initiation context non-verbal pragmatic.88 stereotype social interests ASD.99 Χ 2 = p <.001 RMSEA =.10 CFI =.96
26 summary (1) social communication disorders do exist BUT they rarely occur in isolation they are not a distinct diagnostic group incur functional (esp. peer) impacts CCC-2 shows promise BUT limited parent compliance (in this context) poor parent-teacher agreement conflates pragmatic and ASD symptoms strong relations with structural language
27 summary (2) underlying SCD structure not supported why not? pragmatics, language, and social are unitary construct pragmatics, language, and social are distinct Items on CCC-2 not sensitive enough to distinguish Parents/teachers lack knowledge/training to distinguish Relationships inflated in population samples with large TD group difficulties with interpretation: can I.D. problem, but less specific qualitative differences between clinical groups
28 the field requires: development of reliable & valid measures of assessment and outcome understanding of functional impact development of appropriate interventions
29 thank you for listening!
what criteria for communication disorders? Courtenay Frazier Norbury Royal Holloway University of London
what criteria for communication disorders? Courtenay Frazier Norbury Royal Holloway University of London communication disorder language impairment below expectations on one or more aspects of language
More informationChildren s Communication Checklist - 2: a validation study
Publié dans Revue Tranel (Travaux neuchâtelois de linguistique) 42, 53-63, 2005 qui doit être utilisée pour toute référence à ce travail Children s Communication Checklist - 2: a validation study Courtenay
More informationSocial (Pragmatic) Communication Disorders in children New research and intervention practice Dr Catherine Adams Valencia October 2017
Social (Pragmatic) Communication Disorders in children New research and intervention practice Dr Catherine Adams Valencia October 2017 Outline Social (Pragmatic) Communication Disorder what is it? Existing
More informationPragmatic language impairments
Pragmatic language impairments Dorothy Bishop Wellcome Principal Research Fellow Department of Experimental Psychology University of Oxford 1 Oral communication involves: COMPREHENSION decoding speech
More informationStability and Change in Developmental language disorder (DLD) Courtenay Frazier Norbury University College London Stockholm, October 2018
Stability and Change in Developmental language disorder (DLD) Courtenay Frazier Norbury University College London Stockholm, October 2018 Workshop Objectives Part 1: understand diagnostic criteria for
More informationNarrative as a clinical assessment
Narrative as a clinical assessment NICOLA BOTTING LANGUAGE AND COMMUNICATION SCIENCE CITY UNIVERSITY LONDON Overview Background about narrative Different types of narrative Narrative in relation to diagnosis
More informationConcerns and questions about eligibility and social (pragmatic) communication disorder
Concerns and questions about eligibility and social (pragmatic) communication disorder Nickola Wolf Nelson, Ph.D., CCC-SLP Western Michigan University Presentation at ASHA Convention Orlando Florida Nov
More informationASHA Comments* (ASHA Recommendations Compared to DSM-5 Criteria) Austism Spectrum Disorder (ASD)
DSM-5 (Criteria and Major Changes for SLP-Related Conditions) Individuals meeting the criteria will be given a diagnosis of autism spectrum disorder with three levels of severity based on degree of support
More informationAutism Spectrum Disorders: An update on research and clinical practices for SLPs
DSM-IV to DSM-5: Primary Changes Autism Spectrum Disorders: An update on research and clinical practices for SLPs Laurie Swineford, PhD CCC-SLP Washington State University DSM-IV Previously we used the
More informationFrom: What s the problem? Pathway to Empowerment. Objectives 12/8/2015
Overcoming Intellectual Disability and Autism to Achieve Vocational & Academic Success Pathway to Empowerment Objectives 1 2 4 Learn to distinguish between intellectual disability and autism spectrum disorders.
More informationAUTISM SPECTRUM DISORDER: DSM-5 DIAGNOSTIC CRITERIA. Lisa Joseph, Ph.D.
AUTISM SPECTRUM DISORDER: DSM-5 DIAGNOSTIC CRITERIA Lisa Joseph, Ph.D. Autism Spectrum Disorder Neurodevelopmental disorder Reflects understanding of the etiology of disorder as related to alterations
More informationAutism Update: Classification & Treatment
Autism Update: Classification & Treatment Dana Battaglia, Ph.D., CCC-SLP NYSUT Professional Issues Forum on Healthcare April 26 th, 2013 10:30-12:30 1 Who is here today? Our Goals for This Morning Introduce
More informationAutistic Disorder. Asperger s Disorder: Problems: Higher Functioning Autism Spectrum Disorders: Revealing Communication Deficits. Therefore, we must:
Higher Functioning Autism Spectrum Disorders: Revealing Communication Deficits Glenis Benson, Ph.D. American Speech and Hearing Association Chicago, IL November 20, 2008 Problems: Assumption that language
More informationSocial Communication in young adults with autism spectrum disorders (ASD) Eniola Lahanmi
Social Communication in young adults with autism spectrum disorders (ASD) Eniola Lahanmi We ll cover Autism Spectrum Disorders (ASD) ASD in young adults Social Communication (definition, components, importance,
More informationAre language and social communication intact in children with congenital visual impairment at school age?
Journal of Child Psychology and Psychiatry **:* (2009), pp ** ** doi:10.1111/j.1469-7610.2009.02200.x Are language and social communication intact in children with congenital visual impairment at school
More information! Introduction:! ! Prosodic abilities!! Prosody and Autism! !! Developmental profile of prosodic abilities for Portuguese speakers!
Marisa Filipe Dezembro de 2013 pdpsi10020@fpce.up.pt EXCL/MHC-LIN/0688/2012 Summary Introduction: Prosodic Abilities in Children and Young Adults with Typical & Non-Typical Development Prosodic abilities
More informationAutism Spectrum Disorder (ASD)
Autism Spectrum Disorder (ASD) What is Autism Spectrum Disorder (ASD)? (*Please note that the diagnostic criteria for ASD according to the DSM-V changed as of May, 2013. Autism Spectrum Disorder now is
More informationDr. Pushpal Desarkar & Dr. Anna M. Palucka. Presentation objectives / overview. Why do we use the DSM?
Changes to the DSM-5: Implications for Diagnostic Identification and Accessing Services relating to Autism Spectrum Disorder and Intellectual Disability Dr. Pushpal Desarkar & Dr. Anna M. Palucka Presentation
More informationINFORMATION PAPER: INTRODUCING THE NEW DSM-5 DIAGNOSTIC CRITERIA FOR AUTISM SPECTRUM DISORDER
INFORMATION PAPER: INTRODUCING THE NEW DSM-5 DIAGNOSTIC CRITERIA FOR AUTISM SPECTRUM DISORDER What is the DSM-5? The Diagnostic and Statistical Manual of Mental Disorders (the DSM) is developed by the
More informationTheory of Mind in ASD, SLI, & Hearing Impairment Groups
Theory of Mind in ASD, SLI, & Hearing Impairment Groups Megan Gresholdt Allison M. Haskill, Ph.D Augustana College Megan-Gresholdt@augustana.edu AllisonHaskill@augustana.edu What is Theory of Mind (ToM)?
More informationBrooke DePoorter M.Cl.Sc. (SLP) Candidate University of Western Ontario: School of Communication Sciences and Disorders
Critical Review: In school-aged children with Autism Spectrum Disorder (ASD), what oral narrative elements differ from their typically developing peers? Brooke DePoorter M.Cl.Sc. (SLP) Candidate University
More informationImproving Communication in Autism Spectrum Disorders (ASD) Eniola Lahanmi Speech & Language Therapist
Improving Communication in Autism Spectrum Disorders (ASD) Eniola Lahanmi Speech & Language Therapist Communication in ASD We will cover Typical language development Language presentation in ASD Language
More informationAUTISM. What is it? How does it affect a student s learning? What do we do about it? Patricia Collins MS CCC-SLP
AUTISM What is it? How does it affect a student s learning? What do we do about it? Patricia Collins MS CCC-SLP Autism spectrum disorder is a neurodevelopmental disorder characterized by deficits in social
More informationCommunication and ASD: Key Concepts for Educational Teams
Communication and ASD: Key Concepts for Educational Teams Marci Laurel, MA, CCC-SLP mlaurel@salud.unm.edu and Services (UCEDD) 1 Training Objectives Participants will: 1. Name at least three communication
More informationAutism. Laura Schreibman HDP1 11/29/07 MAIN DIAGNOSTIC FEATURES OF AUTISTIC DISORDER. Deficits in social attachment and behavior
Autism Laura Schreibman HDP1 11/29/07 MAIN DIAGNOSTIC FEATURES OF AUTISTIC DISORDER Deficits in social attachment and behavior Deficits in verbal and nonverbal communication Presence of perseverative,
More informationCollaborative, evidence based understanding of students with ASD
Collaborative, evidence based understanding of students with ASD Rebecca Sutherland Speech Pathologist Child Development Unit Children s Hospital at Westmead Positive Partnerships www.positivepartnerships.com.au
More information8/23/2017. Chapter 21 Autism Spectrum Disorders. Introduction. Diagnostic Categories within the Autism Spectrum
Chapter 21 Overview Core features of autism spectrum disorders (ASDs) Studies seeking an etiology for ASDs Conditions associated with ASDs Interventions and outcomes Introduction ASDs Class of neurodevelopmental
More informationWhat are the common features of Asperger s Syndrome?
Aspergers Syndrome What is Asperger s Syndrome? **Please note that the diagnostic criteria according to the DSM-V changed as of May, 2013. Autism Spectrum Disorder now is a single category that encompasses
More informationTable 1: Comparison of DSM-5 and DSM-IV-TR Diagnostic Criteria. Autism Spectrum Disorder (ASD) Pervasive Developmental Disorders Key Differences
Comparison of the Diagnostic Criteria for Autism Spectrum Disorder Across DSM-5, 1 DSM-IV-TR, 2 and the Individuals with Disabilities Act (IDEA) 3 Definition of Autism Colleen M. Harker, M.S. & Wendy L.
More informationAre language and social communication intact in children with
Are language and social communication intact in children with congenital visual impairment? 1 Abbreviated title: Language and social communication in children with visual impairment Valerie Tadić 1,2,
More informationCLASSROOM & PLAYGROUND
The information contained in this booklet was most generously provided to Autism South Africa by the UK National Autistic Society The production and printing of this and 12 other brochures was made possible
More informationOverview. Clinical Features
Jessica Greenson, Ph.D. Autism Center University of Washington Clinical Features Overview Diagnostic & Statistical Manual IV (DSM IV) Prevalence Course of Onset Etiology Early Recognition Early Recognition
More informationAsperger Syndrome: Facilitating Social Thinking Across The School Day. Michelle Garcia Winner MA CCC SLP
Asperger Syndrome: Facilitating Social Thinking Across The School Day Michelle Garcia Winner MA CCC SLP Michelle@socialthinking.co m 1 Many labels of social learning challenges High Functioning Autism
More information1/30/2018. Adaptive Behavior Profiles in Autism Spectrum Disorders. Disclosures. Learning Objectives
Adaptive Behavior Profiles in Autism Spectrum Disorders Celine A. Saulnier, PhD Associate Professor Emory University School of Medicine Vineland Adaptive Behavior Scales, Third Edition 1 Disclosures As
More informationEligibility Criteria for Children with ASD
AUTISM SPECTRUM DISORDER SERIES Eligibility Criteria for Children with ASD Review the Characteristics of Children with ASD* The following are the most common signs and symptoms of a child with ASD: The
More informationDevelopment of the Test of Inferencing KELSEY DEPEW, B.S. TINA VEALE, PH. D., CCC- SLP EASTERN ILLINOIS UNIVERSITY
Development of the Test of Inferencing KELSEY DEPEW, B.S. TINA VEALE, PH. D., CCC- SLP EASTERN ILLINOIS UNIVERSITY Background Inferencing is the ability to make judgments based upon limited information.
More informationLanguage Disorders in Greek 5, May 2014
Mental state terms and the role of working memory in high functioning autistic children s narrative production ELENI BALDIMTSI 1, ELENI PERISTERI 1 & IANTHI-MARIA TSIMPLI 1,2 1 ARISTOTLE UNIVERSITY OF
More informationAUTISM: THE MIND-BRAIN CONNECTION
AUTISM: THE MIND-BRAIN CONNECTION Ricki Robinson, MD, MPH Co-Director, Descanso Medical Center for Development and Learning - La Canada CA Clinical Professor of Pediatrics, Keck School of Medicine-USC
More informationWhat is Autism? Laura Ferguson, M.Ed., BCBA.
What is Autism? Laura Ferguson, M.Ed., BCBA. What is Autism? ) Autism is a complex developmental disability that has a neurological basis that causes impairments in social interactions, communication,
More information5. Diagnostic Criteria
5. Diagnostic Criteria The questions that are going to be answered in this chapter are: What are the diagnostic criteria of ASD? Are the diagnostic criteria laid down in the DSM-IV-TR or ICD-10 manuals
More informationMaking inferences from text: it s vocabulary that matters
Making inferences from text: it s vocabulary that matters Rebecca Lucas 1 Courtenay Frazier Norbury Department of Psychology Royal Holloway University of London 1 corresponding author Address for correspondence:
More informationAutism Diagnosis and Management Update. Outline. History 11/1/2013. Autism Diagnosis. Management
Autism Diagnosis and Management Update Cathleen Small, PhD, BCBA-D Developmental Behavioral Pediatrics Maine Medical Partners Outline Autism Diagnosis Brief history New, DSM-5 diagnostic criteria Expressed
More informationLeneh Buckle, BSc, MA
Redefining autism: recent developments in diagnostic criteria Leneh Buckle, BSc, MA Introduction to me Grew up in Canada, now in UK Autistic family Studies neuroscience and psychology bioethics (incl.
More informationAdaptive Behavior Profiles in Autism Spectrum Disorders
Adaptive Behavior Profiles in Autism Spectrum Disorders Celine A. Saulnier, PhD Associate Professor Emory University School of Medicine Director of Research Operations Marcus Autism Center Vineland Adaptive
More informationDSM-IV Criteria. (1) qualitative impairment in social interaction, as manifested by at least two of the following:
DSM-IV Criteria Autistic Disorder A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3): (1) qualitative impairment in social interaction,
More informationPragmatics and Disordered Speech. Mackenzie Salt, M.A., H.B.A., D-TEIL
Pragmatics and Disordered Speech Mackenzie Salt, M.A., H.B.A., D-TEIL Disordered Speech What is disordered speech? How is it studied? Why is it important to study disordered speech? Disordered Speech and
More informationIdentifying speech, language and communication needs among children in residential care
Scottish Journal of Residential Child Care Oct/Nov 2011 Vol.11, No.1 Identifying speech, language and communication needs among children in residential care Susan McCool & Irene Stevens Abstract It is
More informationPage24. Indexed in: Autism Spectrum Disorder (ASD) Sunny Agarwal Founder / Digital Marketing Specialist at Code- LIT. September 2018; 5(3):24-28
Page24 Autism Spectrum Disorder (ASD) Sunny Agarwal Founder / Digital Marketing Specialist at Code- LIT Email: agarwalsunny68@gmail.com KEY WORDS: Autism, Sign/symptoms of ASD (Autism Spectrum Disorder),
More informationWelcome to Allied Health Telehealth Virtual Education
Welcome to Allied Health Telehealth Virtual Education Girls on the autism spectrum Rebecca Sutherland Senior Speech Pathologist Child Development Unit Children s Hospital at Westmead Please complete your
More informationDeconstructing the DSM-5 By Jason H. King
Deconstructing the DSM-5 By Jason H. King Assessment and diagnosis of autism spectrum disorder For this month s topic, I am excited to share my recent experience using the fifth edition of the Diagnostic
More informationResearch Report Qualitative aspects of developmental language impairment relate to language and literacy outcome in adulthood
INT. J. LANG. COMM. DIS., JULY-AUGUST 2009, VOL. 44, NO. 4, 489 510 Research Report Qualitative aspects of developmental language impairment relate to language and literacy outcome in adulthood Andrew
More informationFact Sheet 8. DSM-5 and Autism Spectrum Disorder
Fact Sheet 8 DSM-5 and Autism Spectrum Disorder A diagnosis of autism is made on the basis of observed behaviour. There are no blood tests, no single defining symptom and no physical characteristics that
More informationAutism is best characterized as a spectrum of developmental
Research Article Measuring Pragmatic Language in Speakers With Autism Spectrum Disorders: Comparing the Children s Communication Checklist 2 and the Test of Pragmatic Language Joanne Volden Linda Phillips
More informationMunicipal Employee Guide to Autism Awareness
RISK Winter 2014 Municipal Employee Guide to Autism Awareness A D M M R M A V I S O A D M R Y C I N O I S T R A T M M I T T I V E E Michigan Municipal Risk Management Authority Administrative Advisory
More informationA Collaborative Model of Team Assessment & Planning for Toddlers School Children with ASD
A Collaborative Model of Team Assessment & Planning for Toddlers School Children with ASD Roula Choueiri, MD Neurodevelopmental Pediatrician Kathleen Reilly, SLP Speech Language Pathologist Center for
More informationSocial cognition in children with epilepsy in mainstream education
DEVELOPMENTAL MEDICINE & CHILD NEUROLOGY ORIGINAL ARTICLE Social cognition in children with epilepsy in mainstream education ADINA R LEW 1 CHARLIE LEWIS 1 JUDITH LUNN 1 PAMELA TOMLIN 2 HELEN BASU 2 JULIE
More informationTeaching Students with Special Needs in Inclusive Settings: Exceptional Learners Chapter 9: Autism Spectrum Disorders
Teaching Students with Special Needs in Inclusive Settings: Exceptional Learners Chapter 9: Autism Spectrum Disorders Background Autistic is a broad term coined in the twentieth century by Bleuler that
More informationBringing Your A Game: Strategies to Support Students with Autism Communication Strategies. Ann N. Garfinkle, PhD Benjamin Chu, Doctoral Candidate
Bringing Your A Game: Strategies to Support Students with Autism Communication Strategies Ann N. Garfinkle, PhD Benjamin Chu, Doctoral Candidate Outcomes for this Session Have a basic understanding of
More informationDifferential Autism Diagnosis The Role of an SLP in Evaluating Social Communication Differences
Differential Autism Diagnosis The Role of an SLP in Evaluating Social Communication Differences DATE: October 13, 2018 PRESENTED BY: Jill Dolata, PhD, CCC-SLP & Cynthia Green, MS, CCC-SLP Goals Describe
More informationSCHOOL-BASED LANGUAGE COMPETENCY CHECKLISTS THIS SECTION SHOULD BE COMPLETED BY EACH EDUCATIONAL PLANNING TEAM MEMBER. SECTION 2:M
SECTION 2:M SCHOOL-BASED LANGUAGE COMPETENCY CHECKLISTS THIS SECTION SHOULD BE COMPLETED BY EACH EDUCATIONAL PLANNING TEAM MEMBER. STUDENT S NAME: STUDENT S AGE: YOUR NAME: YOUR ROLE: YOUR SETTING (CLASSROOM,
More informationAssessment and Intervention Products for Autism Spectrum Disorders from Pearson Assessment.
Assessment and Intervention Products for Autism Spectrum Disorders from Pearson Assessment www.psychcorp.co.uk Autism touches the lives of over two million people every day, yet according to a new report
More informationOVERVIEW OF PRESENTATION
AUTISM SPECTRUM DISORDERS IN EMERGING ADULTS Douglas J. Scambler, Ph.D. Clinical Psychologist Presented at the University of Wyoming November 6, 2012 OVERVIEW OF PRESENTATION What are the autism spectrum
More informationPervasive Developmental Disorder Not Otherwise Specified (PDD- NOS)
Pervasive Developmental Disorder Not Otherwise Specified (PDD- NOS) What is Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)? (*Please note that the criteria according to the DSM-V changed
More informationPragmatic Skills in Chinese Dyslexic Children: Evidence from a Parental Checklist
K. H. Lam & C. S. K. Ho 4 Vol. 1, No. 1, January 2014, pp 4 19 DOI: 10.3850/S2345734114000027 Pragmatic Skills in Chinese Dyslexic Children: Evidence from a Parental Checklist Kwan Hung Lam 1 & Connie
More informationBeyond Greetings : Using social checklists to teach a child with Autism social skills
Beyond Greetings : Using social checklists to teach a child with Autism social skills Alice Gutierrez, M.A., LMFT Dr. Domonique Randall, BCBA D Abstract Children diagnosed with autism frequently lack the
More informationWhat's New, What's Hot, What's In, What's Out? The DSM-5 and Special Education Law
What's New, What's Hot, What's In, What's Out? The DSM-5 and Special Education Law Attorney Paige L. Tobin, Murphy, Lamere & Murphy Naami S. Turk, Psy.D. 2 DSM-5: Why the changes? Goal: use most evidence-based
More informationAutism Spectrum Disorders in DSM-5
Autism Spectrum Disorders in DSM-5 JILL FODSTAD, PH.D., HSPP, BCBA -D A S S I S TA N T P R O F E S S O R O F C L I N I C A L P SYC H O LO GY D E PA RT M E N T O F P SYC H I AT RY I U S C H O O L O F M
More informationSocial and Pragmatic Language in Autistic Children
Parkland College A with Honors Projects Honors Program 2015 Social and Pragmatic Language in Autistic Children Hannah Li Parkland College Recommended Citation Li, Hannah, "Social and Pragmatic Language
More informationWhat is Autism? -Those with the most severe disability need a lot of help with their daily lives whereas those that are least affected may not.
Autism Summary Autism What is Autism? The Autism Spectrum Disorder (ASD) is a developmental disability that can have significant implications on a child's ability to function and interface with the world
More informationWorking memory in. development: Links with learning between. typical and atypical populations. TRACY PACKIAM ALLOWAY Durham University, UK
Working memory in 00 000 00 0 000 000 0 development: Links with learning between typical and atypical populations 4 2 5 TRACY PACKIAM ALLOWAY Durham University, UK Outline 00 000 00 0 000 000 0 Working
More informationCurrent Symptoms of Autism in Fragile X Syndrome
Current Symptoms of Autism in Fragile X Syndrome Andrea McDuffie, PhD, Angela John, PhD, Sara Kover, PhD Randi Hagerman, MD, Leonard Abbeduto, PhD Laboratory on Language Development in Neurodevelopmental
More informationUnderstanding Autism Spectrum Disorder. By: Nicole Tyminski
Understanding Autism Spectrum Disorder By: Nicole Tyminski What is Autism? Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These
More informationPragmatic language in fragile X syndrome, autism, and Down syndrome
Pragmatic language in fragile X syndrome, autism, and Down syndrome Jessica Klusek, MS CCC-SLP FPG Child Development Institute (FPG) University of North Carolina at Chapel Hill (UNC) Molly Losh, PhD Northwestern
More informationAutism Research Update
. Autism Research Update Issue 10: Challenging behaviours Autism Research Network Department of Psychology, University of Portsmouth For more information contact: Dr Beatriz López, Department of Psychology
More informationDevelopmental Disorders also known as Autism Spectrum Disorders. Dr. Deborah Marks
Pervasive Developmental Disorders also known as Autism Spectrum Disorders Dr. Deborah Marks Pervasive Developmental Disorders Autistic Disorder ( Autism) - Kanner Asperger Syndrome Pervasive Developmental
More informationEarly Autism Detection Screening and Referral. What is Autism? ASD Epidemiology. ASD Basic Facts 10/10/2010. Early Autism Detection and Referral
Early Autism Detection and Referral Early Autism Detection Screening and Referral Learning Objectives: Define autistic spectrum disorders, their epidemiology and etiology; Recognize the earliest signs
More informationSAMPLE. Certificate in Understanding Autism. Workbook 1 DIAGNOSIS PERSON-CENTRED. NCFE Level 2 ASPERGER S SYNDROME SOCIAL INTERACTION UNDERSTANDING
NCFE Level 2 Certificate in Understanding Autism ASPERGER S SYNDROME DIAGNOSIS AUTISM SPECTRUM CONDITION PERSON-CENTRED TRIAD OF IMPAIRMENTS UNDERSTANDING SOCIAL INTERACTION Workbook 1 Autism spectrum
More informationPeer Perception in Autism. Kathryn McVicar, MD Assistant Professor Clinical Pediatrics and Neurology Albert Einstien College of Medicine
Peer Perception in Autism Kathryn McVicar, MD Assistant Professor Clinical Pediatrics and Neurology Albert Einstien College of Medicine Peer Perception and Autism What is autism? A review of specific deficits
More informationCitation for published version (APA): Parigger, E. M. (2012). Language and executive functioning in children with ADHD Den Bosch: Boxpress
UvA-DARE (Digital Academic Repository) Language and executive functioning in children with ADHD Parigger, E.M. Link to publication Citation for published version (APA): Parigger, E. M. (2012). Language
More informationFrom Diagnostic and Statistical Manual of Mental Disorders: DSM IV
From Diagnostic and Statistical Manual of Mental Disorders: DSM IV (I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B) and (C) (A) qualitative impairment
More informationDSM 5 Criteria to Diagnose Autism
DSM 5 Criteria to Diagnose Autism Patient Name Patient Date of Birth Patient Health Plan Provider Name and Credential Date of Exam Only a doctoral level clinician (MD, PhD, and/or PsyD) can complete this
More informationCritical Review: Using Video Modelling to Teach Verbal Social Communication Skills to Children with Autism Spectrum Disorder
Critical Review: Using Video Modelling to Teach Verbal Social Communication Skills to Children with Autism Spectrum Disorder Alex Rice M.Cl.Sc SLP Candidate University of Western Ontario: School of Communication
More informationDiagnosing Autism, and What Comes After. Natalie Roth, Ph. D. Clinical Psychologist, Alternative Behavior Strategies
Diagnosing Autism, and What Comes After Natalie Roth, Ph. D. Clinical Psychologist, Alternative Behavior Strategies Cigna Autism Awareness Education Series, January 12, 2017 1 Autistic Spectrum Disorder
More informationJOHN C. THORNE, PHD, CCC-SLP UNIVERSITY OF WASHINGTON DEPARTMENT OF SPEECH & HEARING SCIENCE FETAL ALCOHOL SYNDROME DIAGNOSTIC AND PREVENTION NETWORK
OPTIMIZING A CLINICAL LANGUAGE MEASURE FOR USE IN IDENTIFYING SIGNIFICANT NEURODEVELOPMENTAL IMPAIRMENT IN DIAGNOSIS OF FETAL ALCOHOL SPECTRUM DISORDERS (FASD) JOHN C. THORNE, PHD, CCC-SLP UNIVERSITY OF
More informationSpeech & Language in Fragile X & Down Syndrome
Speech & Language in Fragile X & Down Syndrome Joanne Roberts, Ph.D. Gary E. Martin, M.A. FPG Child Development Institute (FPG) University of North Carolina at Chapel Hill (UNC) Elizabeth Barnes, Ph.D.
More informationGreetings: Video Social Stories via ipad for Children with Autism. Kathryn Young, B.S. Pamela Smith Ph.D, CCC-SLP
Greetings: Video Social Stories via ipad for Children with Autism Kathryn Young, B.S. Pamela Smith Ph.D, CCC-SLP Disclosure Statement Yes, I have financial or nonfinancial relationships relevant to the
More informationPrevalence, Conditions Associated with Autistic Spectrum Disorders
CLDDV 168: Autism I Week 3: Prevalence, Conditions Associated with Autistic Spectrum Disorders Prepared by Debbie Laffranchini, Instructor From: The Autistic Spectrum, by Lorna Wing, MD Are the Numbers
More informationDistrict Pam Leonard & Sabrina Beaudry
District 204 2009-2010 Pam Leonard & Sabrina Beaudry HOW DID WE GET HERE? By the end of the 2009-2010 school year, the chosen building staff representative will be able to complete the problem-solving
More informationAutism Spectrum Disorder What is it? Robin K. Blitz, MD Resident Autism Diagnostic Clinic Lecture Series #1
Autism Spectrum Disorder What is it? Robin K. Blitz, MD Resident Autism Diagnostic Clinic Lecture Series #1 Learning Objectives What can we talk about in 20 minutes? What is Autism? What are the Autism
More informationPROGRAMMING FOR STUDENTS WITH ASD IN THE GENERAL EDUCATION SETTING
PROGRAMMING FOR STUDENTS WITH ASD IN THE GENERAL EDUCATION SETTING Middle School Point Person Training District 204 2010-2011 Pam Leonard & Sabrina Beaudry WELCOME! HOW DID WE GET HERE? SMART GOAL By the
More informationCritical Review: What Presenting Speech and Language Characteristics of Late Talkers Distinguish Those Who Recover from Those Who Do Not?
Critical Review: What Presenting Speech and Language Characteristics of Late Talkers Distinguish Those Who Recover from Those Who Do Not? Melissa Dumoulin M.Cl.Sc. Speech-Language Pathology Candidate University
More informationAutism Spectrum Disorder What is it?
Autism Spectrum Disorder What is it? Robin K. Blitz, MD Resident Autism Diagnostic Clinic Lecture Series #1 Learning Objectives What can we talk about in 20 minutes? What is Autism? What are the Autism
More informationIs Asperger Syndrome The Same As Autism?
Asperger Syndrome BY: Rosalynd Lord Asperger Syndrome is a developmental disorder falling within the autistic spectrum affecting two- way social interaction, verbal and nonverbal communication and a reluctance
More informationCatherine Adams, Elaine Lockton, Jenny Freed, Jacqueline Gaile, Gillian Earl, Kirsty McBean, Marysia Nash, Jonathan Green, Andy Vail and James Law
INT J LANG COMMUN DISORD, MAY JUNE 2012, VOL. 47, NO. 3, 233 244 Research Report The Social Communication Intervention Project: a randomized controlled trial of the effectiveness of speech and language
More informationMisunderstood Girls: A look at gender differences in Autism
Misunderstood Girls: A look at gender differences in Autism By Lauren Lowry Hanen Certified SLP and Clinical Staff Writer Several years ago I worked on a diagnostic assessment team. I remember the first
More informationLanguage and Speech Delays in Children with an Autism Spectrum Disorder. Bootsie. Auburn University School of Nursing
Running head: LANGUAGE DELAYS IN AUTISTIC CHILDREN 1 Language and Speech Delays in Children with an Autism Spectrum Disorder Bootsie Auburn University School of Nursing LANGUAGE DELAYS IN AUTISTIC CHILDREN
More informationWorld Languages American Sign Language (ASL) Subject Matter Requirements
World Languages American Sign Language (ASL) Subject Matter Requirements Part I: Content Domains for Subject Matter Understanding and Skill in World Languages American Sign Language (ASL) Domain 1. General
More informationInclude Autism Presents: The Volunteer Handbook
Include Autism Presents: The Volunteer Handbook 1 The Volunteer Handbook: Working With People Who Have An Autism Spectrum Disorder Brought to you by: Include Autism 2 Include Autism, Inc. 2014 Table of
More informationWHAT IS AUTISM? Chapter One
WHAT IS AUTISM? Chapter One Autism is a life-long developmental disability that prevents people from understanding what they see, hear, and otherwise sense. This results in severe problems with social
More information