Importance of Early Diagnosis of Autism and the Role of Social & Emotional Regulation Skills in ...
1. What is Autism (CDC 2020, Ting and Weiss 2017)
1.1. Autism Spectrum Disorder is a developmental disorder
1.1.1. Difficulty with Social Interactions and communications
1.1.1.1. Ting and Weiss 2017
1.1.1.1.1. Internal expressions
1.1.1.1.2. external expressions
1.2. Symptoms
1.2.1. Lack of eye contact, pretend play, response to name, reciprocal behavior, or interest in things
1.2.2. flapping
1.2.3. short attention span
1.2.4. Repetitive patterns of thought and behavior
1.2.5. Sensitivity to noises or stimuli
1.2.6. exaggerated interest in specific items
1.3. demographics of who is affected
1.3.1. Boys - 4x more likely than girls
1.3.2. Diagnosis rates are the same in all socio economic and racial backgrounds
1.4. average age of diagnosis is 3
1.4.1. Barbaro and Dissanayake (2009)
1.5. 6months to a year after diagnosis
2. Why Is this Important
2.1. The Prevalence of Autism is rising.
2.1.1. *1-150 2000 *1-59 2014 * 1-54 2107
2.2. Impact on the child and family life
2.2.1. Ting and Weiss 2017
2.2.1.1. external expressions
2.2.1.1.1. Aggressiveness
2.2.1.1.2. Hyperactivity
2.2.1.2. Internal expressions
2.2.1.2.1. Anxiety
2.2.1.2.2. Depression
2.2.2. Severity of internal and external behaviors were predictors of social and academic performance (Gadow, DeVincent and Schneider (2008)
2.2.3. Effects mental health and overall well being, socialization(further compounding developmental issues of ASD and academic performance and
2.2.4. Because social impairment of the child with ASD families are often socially isolated. This can cause more stress and broaden developmental delays.
2.2.4.1. 50% of children with ASD show four or more externalizing and internalizing behaviors at the same time. (Ting and Weiss 2017)
2.2.4.1.1. external expressions
2.2.4.1.2. Internal expressions
2.3. Need for more trained proffessionals
2.3.1. Increase need for physicians & other professionals trained to recognize symptoms
2.3.2. Trained practioners for intervention
2.4. Early Diagnosis
2.4.1. Signs can be seen as early as a few months old.
2.4.2. Help for parents to navigate & deal with issues and stress from diagnosis
2.4.2.1. trained to be a part of intervention
2.4.2.1.1. Boeldt (2012) found an association between positive parenting and lower externalizing behaviors.
2.4.2.1.2. Ting & Weiss (2017) Emotional transmission - parents meotions effect childs emotions and behaviours & visa versa
2.4.3. Slow or stop the developmental delays
2.4.3.1. rewire the pliable brain
3. Emotional Regulation associated with behaviors of ASD
3.1. Emotion Regulation is "the process by which individuals influence which emotions they have, when they have them, and how they experience and express these emotions".(Gross, 1998,p275 as cited in Hoffmann et al. 2020)
3.2. What is the role of emotional regualtion in autism
3.2.1. Ting & Weiss (2017) externalizing and internalizing behaviors in asd explained by deficits in ER.
4. What is social competence asscociate with ER skill
4.1. How is this affected in Autism
4.2. Conner, white, beck...(2019)
5. Early diagnosis improves outcomes.
5.1. Access to interventions earlier
5.1.1. Retrain brain while it is malleable reduce & eliminate symptoms
5.1.1.1. Children who receive early interventions have shown huge decreases in presentation of symptoms particularly in speech acquisition (Dawson 2008)
5.1.1.2. Earlier Intervention less developmental delays
5.1.2. Children diagnosed earlier had more helped (Clark Vinen, Barbaro , Dissanayake 2017)
5.1.2.1. were more likely to be mainstreamed
5.1.2.2. Had better cognitive development and verbal skills
5.2. More time to develop tools used in interventions/build on skills
5.2.1. ER is taught in everyday moments (Hoffman et al, 2020)
5.2.2. Just as the developmental delays compound to increase severity and symptoms, the early the interventions are started the more the skills build on each other to encourage a more typical development
5.3. Prevent or minimize symptoms- Compounding effects of delayed or development increase severity and number of symptoms. (Barbaro and Dissanayake 2009)
5.3.1. Secondary behaviors are behaviors happen or don't happen as a result of primary developmental issues.(Barbaro and Dissanayake 2009)
5.3.1.1. ex. lack of attention and difficulty with stimuli
5.3.2. while the brain is still very pliable, early interventions can train the brain to keep the child on a typical development track, (preventing or minimizing secondary problems caused by compounded delays in development. ) (Barbaro and Dissanayake 2009)
5.3.3. Children diagnosed before age two (Clark et al. 2017)
5.3.3.1. had less typical ASD behaviors at age 30 and 36 months
5.3.3.2. interacted during play better , had improved joint attention and reciprocal behavior skills
6. Diagnostic For Early Detection
6.1. Behavior reports from parents, caregivers, clinicians are the typical way that ASD is diagnosed.
6.1.1. Learn the Signs Campaign (CDC 2020)
6.2. Research into new Technologies (Bolte et al. 2016)
6.2.1. Use of technology could reveal differences in brain development between typical and a-typical subjects with ASD
6.2.1.1. Could lead to finding biological markers
6.2.1.2. measuring brain structures and neurological and cognitive processes that can possibly diagnose ASD earlier
6.2.2. EEG used most often in published research
6.2.2.1. least invasive
6.2.3. FMRI eye tracing and ERP use increase the most in published research
6.2.4. although research has increased with the rise in diagnosis of ASD ,research into use of technologies have not led to any change in the age of diagnosis or effectiveness of interventions.
7. Parents and Caregivers
7.1. Impact child and family life(Ting and Wiess 2017)
7.2. Parents as first teachers supporting emotional regualtion skills and mitigation onset of more severe sysmtoms of ASD.
7.2.1. The ways that a parent influences a child's ER development are modeling strategies, acknowledging and helping to process emptions, situational teaching moment of ER strategies and motivating with rewards and punishments (Powers, 2004 as cited in Frankel , Hughes, O'Connor, Power and O (
7.3. Because social impairment of the child with ASD families are often socially isolated. This can cause more stress and broaden developmental delays.
7.3.1. 50% of children with ASD show four or more externalizing and internalizing behaviors at the same time. (Ting and Weiss 2017)
7.3.1.1. external expressions
7.3.1.1.1. Aggressiveness
7.3.1.1.2. Hyperactivity
7.3.1.2. Internal expressions
7.3.1.2.1. Anxiety
7.3.1.2.2. Depression
7.3.2. Severity of internal and external behaviors were predictors of social and academic performance (Gadow, DeVincent and Schneider (2008)
7.4. Hwang confirmed in repeated studies (2006,2007)that mindfulness reduced problems behavior in children and increases safisfaction with parenting skills and parental well being. Mindfulness with parents and children Hwang et al
7.5. MBI with both child and parent shown to improve mental health of both (de Bruin et al. 2015 ; Ridderinkhof et al, 2018 as cited in Hartley et al., 2019).
8. Techniques for teaching ER
8.1. NDBI- Jasper / Mindfulness
8.2. MIndfullness
8.2.1. Hwang confirmed in repeated studies (2006,2007)that mindfulness reduced problems behavior in children and increases safisfaction with parenting skills and parental well being. Mindfulness with parents and children Hwang et al