Autism Spectrum Disorders

Autism Spectrum Disorders

Judith A. Axelrod, M.D.

Developmental-Behavioral Pediatrician

Square One Specialists in Child and Adolescent Development

Professor of Pediatrics

University of Louisville School of Medicine

Disclosures A. “I have no relevant financial relationships with

the manufacturers of any commercial products and/or provider of commercial services discussed in this CME activity.”

B. “I do not intend to discuss an unapproved/investigative use of a commercial product/device in my presentation.”

Autism Spectrum Disorder Described in 1943 by Dr. Leo Kanner

Study of 11 children Early infantile autism

Characterized by social differences

Dr. Hans Asperger Described milder form of disorder Asperger syndrome

Autism Spectrum Disorder/Pervasive Developmental Disorders

DSM-IV-TR (APA, 2000) 5 disorders under the PDD umbrella

Qualitative impairments of communication Qualitative impairments of social skills Restricted, repetitive, and stereotyped

patterns of behavior, interests, and activities

Autism

N.O.S.

Asperger’s

Rett’sChildhoodDisintegrative

PDD Umbrella

Autism Spectrum Disorders Autism (50-60%)

Social communication skills<cognitive skills PDD-NOS

Sub-threshold Autism

Asperger Syndrome Social interaction deficits and restricted interests

Child Disintegrative Disorder Normal development for first 2 years of life

Rett Syndrome

Social Communication Disorders

Autism Asperger’s Disorder Pervasive Developmental Disorder, NOS

Development of social communication Within the first and second year of life

children develop: Sense of self Capacity to judge form evidence Ability to integrate ideas from past

experience Ability to appreciate psychological state of

another person

Social communication Teasing Helping Comforting

Development of social communication

During the first and second year of life children Show interest in other people Show curiosity about feelings and thoughts

Pretend

Make believe play

Social Communication requires:

Joint attention Effective reciprocity or emotional sharing The ability to realize that another person

has thoughts and ideas similar to you

Theory of Mind Understanding the desires of another Understanding the emotional state of

another person Having the ability to figure out what a

person’s intentions are Knowledge that what you are thinking can

be conveyed to others through nonverbal means

Case studyJoseph is a 2 ½ year old male who lives “in his own world”. During his first year of life he was playful and interactive. He spoke single words at 8 months. At 15 months he had a 9-15 word vocabulary. At 18 months an insidious regression of his language and communication skills began. By 2 years, Joseph spoke 4 words; he did not give eye contact. He did not share his joys.

Autism Spectrum Disorder

Neurobiological disorder Inconsistency of development Expression of symptoms varies with age

and developmental level of person

Autism Universally considered a neurobiological

disorder No specific etiology Likely complex etiology

Genetics Environmental factors Associated conditions

Genetic Aspects 5% recurrence risk Concordance in 90% monozygotic twins Concordance in <10% dizygotic twins Mild associations with genetic syndromes

Fragile X syndrome (3%) Tuberous Sclerosis (2-5%)

Associated with Autism perhaps by chance Neurofibromatosis Cornelia de Lange Syndrome Angelman Syndrome Down Syndrome Intrauterine exposure to:

Rubella CMV Varicella

Autism Facts Common (1:160) More common in

boys Occurs across all

populations

Cause is not known Considered a

spectrum disorder

Associated medical conditions Mental retardation Seizures

Two phases of presentation Early childhood Late adolescence

Linked to evidence of brain dysfunction/damage

Autism through the lifespan

Infants and toddlers Easy going “too good” baby Baby with sensory processing abnormalities

Difficulty regulating behavior Overexcited, fussy, crying inconsolably

Infants and Toddlers Poor imitation Abnormality in eye contact Under responsive to people Bland facial expressions with less smiling High tolerance to pain, cold, or heat Hypersensitive to taste, touch

Early Indicators Lack of pretend play No point to express interest Poor joint attention Inefficient use of eye gaze Communication deficits Poor response to name

Other Indicators Speech delay Acts as if cannot hear well/ignores In own world Abrupt decline in use of words 18-24 mos. Repetitive play Unusual play/TV preferences

Early Childhood Typically most obvious signs and

symptoms of Autism Ages 4-5 years standard age in determining

severity of Autism Repetitive and stereotypic behaviors

emerge and peek at 5-7 years Special interests and sameness emerge

Obsessions and compulsions

Common Features Repeated body movements/stereotypies

Hand flapping, pacing, unusual inspection, opening and shutting doors, staring at lights

Attachments to objects Resistance to change Difficulties with transitions Aggression Self injurious behaviors (rare)

Common Features, continued Sensory issues Difficulty with generalization Overselectivity Splinter skills

Middle Childhood Subtypes emerge

Aloof Passive Active but odd

Stereotypies diminish Divergence of population with language

acquisition and developing cognitive skills

Associated findings

ClumsinessDyspraxiaSensory processing difficultiesHypotoniaJoint laxityToe walking

Adolescents Continued difficulty with social and

pragmatic language Some seek to develop social skills Refinement of special interests Increased anxiety, some have deterioration

but regain later

Adults Vastly differing outcomes 1/3 able to care for self, achieve some

independence, have some friends, live independently or with support, work

Nearly 70% have fair to good language Marriage is rare

Adults continued About 45% have poor outcome Dependent on family or living in

residential setting Major seizures, behavioral problems,

continued dependency Increased rates of depression and anxiety

Autism

N.O.S.

Asperger’s

Rett’sChildhoodDisintegrative

PDD Umbrella

Asperger syndrome continued

No apparent cognitive impairment No apparent receptive or expressive

language impairment

Asperger Syndrome Impairment in social interaction Restricted, repetitive, and stereotyped

patterns of behavior

Ian is a 12 yr old who is described as a bright,

witty, intelligent youngster who talks constantly. He is curious and persistent. He is anxious, argumentative and has trouble with transitions. Ian has a history of repetitive behaviors described as facial grimacing, finger rituals. He has unusual speech patterns. Adults are more tolerant of him than same aged peers. He has few friends. Parents report

that Ian is an only child because life is very difficult with him and he requires much time and effort. Ian has Asperger Disorder.

Asperger Syndrome Normal language development

No delay in receptive and expressive language milestones

Language skills are defined as normal especially in early life

No delay in cognition or adaptive behaviors in early life

Asperger Syndrome Qualitative impairments in social

interaction1. Impaired nonverbal behavior

Poor eye gazePoor use of facial expressionPoor use of gestures to regulate interaction

Asperger Syndrome Qualitative impairments in social

interaction2. Impaired social communication

Rigid Excessive or tedious Pedantic Narrow range of interests

Nonverbal Learning Disorders Some experts believe that NLD and

Asperger Syndrome are one and the same

Clinical presentation is similar with Asperger Syndrome

NLD Characteristics Composed of a constellation of skill

deficits that impact all aspects of living. Poor nonverbal problem solving Significant discrepancy between verbal and

nonverbal cognitive abilities Much lower nonverbal than verbal

NLD continued Difficulty correctly processing and

attending to tactile and visual modalities. Psychomotor coordination difficulties or

physical awkwardness. Specific weaknesses in social perception

and social judgment. Significant problems in adapting to new or

complex situations.

NLD Risks Social withdrawal and social isolation which may

worsen as they get older. Predisposed to have internalizing psychological

disorders such as depression and anxiety. Often diagnosed (misdiagnosed?) with ADHD

due to poor organizational skills, poor planning and impulse control difficulties.

Perceptual difficulties of NLD can interfere with reading, math, spelling.

Autism

N.O.S.

Asperger’s

Rett’sChildhoodDisintegrative

PDD Umbrella

PDD:NOS/Atypical Autism

Criteria not met for another ASD/PDD Impairments in social interaction WITH Impairments in verbal and nonverbal

interactions OR stereotyped behaviors, interests or

activities

Autism Spectrum Disorders: Associated problems Attention problems Impulse control difficulties Sleep problems Obsessive compulsive behaviors Self-injurious behaviors Tics Depression Anxiety

Autism

N.O.S.

Asperger’s

Rett’sChildhoodDisintegrative

PDD Umbrella

Childhood Disintegrative Disorder Normal development 1st 2 years Significant loss of skills (before 10 years)

in at least 2 areas: Expressive or receptive language Social skills or adaptive behavior Bowel or bladder control Play Motor skills

Childhood Disintegrative con’t Abnormalities of functioning in at least 2

of the following areas: Qualitative impairment in social interaction Qualitative impairments in communication Restricted, repetitive, and stereotyped

patterns of behavior, interests, and activities

Level One Assessment A screening Developmental surveillance by providers

performed at every well child visit A starting level evaluation for children

referred for developmenal difficulties

Level One, continued Use broad-band screening questionnaires Listen to parental concerns about child’s

development Ask specific developmental probes

regarding speech-language, social, and behavioral development

Examples of Parent Concerns Acts as if cannot hear well Not talking like should Acts as if in his own world A loner Does same play over and over Odd interests

Absolute Indicatorsfor Level Two Evaluation No babbling by 12 months No gesturing by 12 months No single words by 16 months No 2-word spontaneous phrases by 24

months Any loss of any language or social skills at

any age

Level Two Evaluation

Diagnosis and Assessment of Autism

Diagnostic Toolbox Input from team Input from parents Input from school Direct observation

Cognitive measures Adaptive measures Diagnostic measures Clinical judgment

Cognitive Measures

No cognitive pattern confirms or excludes a diagnosis of Autism (but may help in differentiation of Asperger Syndrome or Nonverbal Learning Disorder).

Essential for educational planning Provides a full range of standard scores

(floor)

Adaptive Measures Essential in the diagnosis of mental

retardation Provides information regarding social and

communication functioning Example:

Vineland Adaptive Behavior Scales

Input from Speech-Language Pathologist Measures of receptive language Measures of expressive language,

including both communicative means (how) and communicative functions (why)

Measures/observations of play and social skills

Pragmatics

Medical Diagnostic Measures Comprehensive Physical and Neurological

examination Laboratory evaluation

High resolution chromosome analysis DNA for Fragile X Syndrome Thyroid function testing Plasma amino acid screen Urine Organic acids Comparative Genomic Hybridization Study

Medical Diagnostic Measures

MRI of brain Sleep deprived EEG

Screening and Diagnostic Measures

Various standardized questionnaires and structured interviews are part of a thorough assessment for ASD.

Standardized measures can help by providing information regarding: Symptoms Primary domains of deficits Severity of symptoms / deficits

Screening and Diagnostic Measures Autism Diagnostic Interview – Revised Autism Diagnostic Observation Schedule Childhood Asperger Syndrome Test Checklist for Autism in Toddlers Social Communication Questionnaire Gilliam Autism Rating Scale Childhood Autism Rating Scale

Intervention Early identification Speech-Language Therapy Occupational Therapy Physical Therapy Interaction with same aged normal peers

Intervention Development of a communication system

Picture Exchange Communication System (PECS) Visual schedules Visual cues

Social skills training Social stories Play groups

Intervention Analysis of behavior for appropriate behavioral

intervention (e.g., ABA) Intensive behavioral approach Goal is to teach children how to learn by focusing on

building blocks of development

Developmental, individual-difference, relationship-based (DIR) / Floortime Use of play to build relatedness (e.g., warmth,

pleasure, meaningful communication, creativity)

Educational Intervention Teachers need specific training in the education

of children with Autism Intensive Speech-Language therapy

Collaboration between therapist, parents, and teacher is critical

Promote behaviors with positive behavioral strategies

Use of visual and manipulative educational materials

Educational Intervention Visual communication aids

Visual schedule, chart of daily activities Social skills training

Buddy system Social stories Positive reinforcement for positive behaviors

Key Issues for Intervention Early intervention is critical Communication Social Skills Development Gradual increase in prosocial behaviors Development of self & awareness of others

Medication

There are no medications that “cure”

Autism. Medication should be used for

specific symptoms.

Specific symptoms for medication Anxiety Obsessive-Compulsive behaviors Depression Self abusive behaviors Aggression Sleep deprivation

Medications Used Selective Sertonin Reuptake Inhibitors (SSRI)

Prozac (Fluoxetine) Zoloft (Sertraline) Celexa (Citalopram)

Neuroleptics Risperdal(Risperidone) Zyprexa (Olanzapine) Geodon (Ziprasidone) Abilify (Aripiprazole)

Medications Used Continued Alpha adrenergic agonists

Clonidine Guanfacine

Mood stabilizers Depakote (Valproic acid) Tegretol (Carbamazepine)

Antiopiod Naltrexone

Alternative Therapies unproved Gluten-Casein Free Diet

Based on toxicologic opioid hypothesis

Nutritional Supplements Based on hypothesis that minerals and/or vitamins improve

“autistic behaviors”

Immune globulin therapy Based on assumption Autism is an autoimmune abnormality

Secretin Intravenous hormone that stimulates pancreas and liver to manage

“autistic behaviors”

Chelation Based on hypothesis that mercury exposure is cause of Autism

Autism and learningThe child with autism can learn skills for

communication, can develop the skills for

emotional and social relationships, and

can learn to diminish stereotypical

behavior. No one particular program works for all children.

Autism

Autism is a lifelong developmental disorder.

Autism

There is no “cure” for Autism. Prognosis is dependent on cognition and

the ability to develop social skills. Early intervention is critical and optimizes

treatment.

The following organizations can offer information and support: Autism Society of America (ASA) www.autism-society

.org/ 7910 Woodmont Avenue, Suite 300, Bethesda, Maryland 20814-3067, 1-800-3-AUTISM,

National Autism Hotline, P.O. Box 507, Huntington, West Virginia 25710-0570, (304) 525-8014, fax (304) 525-8026.

Autism Research Institute, http://autism.com/ 4182 Adams Avenue, San Diego, California 92116, (619) 281-7165, fax 619-563-6840.

MAAP, More Advanced individuals with Autism, Asperger’s syndrome and Pervasive Developmental Disorder,

Information and Support

Autism Society of Kentuckiana www.ask-lou.org/ P.O. Box 90, Pewee Valley, KY 40056,

Autism Society of the Bluegrass http://asbg.org/ 243 Shady Lane, Lexington, KY 40503-2034, (859) 278 4991

Indiana Resource Center for Autism http://www.autismindiana.org/ Susan Pieples, President P.O. Box 1064, Carmel, Indiana 46082 (317) 695-0252, [email protected].

Information and Support

University of Louisville Autism Center at Kosair Charities, 1405 E. Burnett Avenue, Louisville KY 40217, (502) 852-1300 http://louisville.edu/autism/

FEAT of Louisville 1100 East Market Street Louisville KY 40206 (502) 596-1258 http://www.featoflouisville.org/