Overlap Between Autism Spectrum Disorder and Bipolar Affective Disorder
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Autism Practice Parameters
American Academy of Child and Adolescent Psychiatry AACAP is pleased to offer Practice Parameters as soon as they are approved by the AACAP Council, but prior to their publication in the Journal of the American Academy of Child and Adolescent Psychiatry (JAACAP). This article may be revised during the JAACAP copyediting, author query, and proof reading processes. Any final changes in the document will be made at the time of print publication and will be reflected in the final electronic version of the Practice Parameter. AACAP and JAACAP, and its respective employees, are not responsible or liable for the use of any such inaccurate or misleading data, opinion, or information contained in this iteration of this Practice Parameter. PRACTICE PARAMETER FOR THE ASSESSMENT AND TREATMENT OF CHILDREN AND ADOLESCENTS WITH AUTISM SPECTRUM DISORDER ABSTRACT Autism spectrum disorder (ASD) is characterized by patterns of delay and deviance in the development of social, communicative, and cognitive skills which arise in the first years of life. Although frequently associated with intellectual disability, this condition is distinctive in terms of its course, impact, and treatment. ASD has a wide range of syndrome expression and its management presents particular challenges for clinicians. Individuals with an ASD can present for clinical care at any point in development. The multiple developmental and behavioral problems associated with this condition necessitate multidisciplinary care, coordination of services, and advocacy for individuals and their families. Early, sustained intervention and the use of multiple treatment modalities are indicated. Key Words: autism, practice parameters, guidelines, developmental disorders, pervasive developmental disorders. ATTRIBUTION This parameter was developed by Fred Volkmar, M.D., Matthew Siegel, M.D., Marc Woodbury-Smith, M.D., Bryan King, M.D., James McCracken, M.D., Matthew State, M.D., Ph.D. -
Autism Spectrum Disorder: an Overview and Update
Autism Spectrum Disorder: An Overview and Update Brandon Rennie, PhD Autism and Other Developmental Disabilities Division Center for Development and Disability University of New Mexico Department of Pediatrics DATE, 2016 Acknowledgements: Courtney Burnette, PHD, Sylvia Acosta, PhD, Maryann Trott, MA, BCBA Introduction to Autism Spectrum Disorder (ASD) • What is ASD? • A complex neurodevelopmental condition • Neurologically based- underlying genetic and neurobiological origins • Developmental- evident early in life and impacts social development • Lifelong- no known cure • Core characteristics • Impairments in social interaction and social communication • Presence of restricted behavior, interests and activities • Wide variations in presentation DSM-5 Diagnostic Criteria • Deficits in social communication and social interaction (3) • Social approach/interaction • Nonverbal communication • Relationships • Presence of restricted, repetitive patterns of behavior, interests, or activities (2) • Stereotyped or repetitive motor movements, objects, speech • Routines • Restricted interests • Sensory* From Rain Man To Sheldon Cooper- Autism in the Media 1910 Bleuler • First use of the word autistic • From “autos”, Greek word meaning “self” 1943 Leo Kanner 1944 Hans Asperger 1975 1:5000 1985 1:2500 1995 1:500 “When my brother trained at Children's Hospital at Harvard in the 1970s, they admitted a child with autism, and the head of the hospital brought all of the residents through to see. He said, 'You've got to see this case; you'll never see it -
Understanding Asperger's Syndrome
CHAPTER Extensive vocabulary. persons with AS, and these individuals are often extremely good on rote memory skills such as UNDERSTANDING ASPERGER’S Other autism spectrum disorders include: dates, facts and figures. SYNDROME Classic autism. (2 CE HOURS) Rett syndrome. History of Asperger’s syndrome By: Rene Ledford, MSW, LCSW, BCBA and Kathryn Brohl, MA, LMFT Childhood disintegrative disorder. As a diagnosis, AS has been known in Europe Learning objectives Pervasive developmental disorder, not since the 1940s when it was described by a ! List the common signs and symptoms of otherwise specified (usually referred to as Viennese pediatrician, Hans Asperger. Dr. Asperger’s syndrome. PDD-NOS). Asperger reported observing four children ! Relate the history of Asperger’s syndrome. Unlike children with classic autism, children in his practice who had difficulty in social ! Describe the diagnostic criteria for Asperger’s with AS tend to retain their early language skills, situations. Although appearing normal in terms syndrome. often having large vocabularies for their age. of intelligence, these children appeared to ! Describe the onset of Asperger’s syndrome. Also, individuals with AS tend not to experience lack nonverbal communication skills, failed to ! Define the etiology (pathophysiology) of severe intellectual impairments as compared demonstrate empathy for their peer group and Asperger’s syndrome. to individuals with other ASDs. Testing of were physically clumsy. ! List the prevalence (epidemiology) of individuals with AS tends to reveal IQ’s in the Dr. Leo Kanner first published a paper in 1943 Asperger’s syndrome in the general normal to superior range, although some persons identifying autistic children. Kanner noted that population. -
'Psychopathological Differences Between Asperger Syndrome
‘Psychopathological differences between Asperger syndrome/normal IQ, no language impairment autism spectrum disorder and schizotypal disorder in an adult sample’ Introduction The purpose of this study is to identify psychopathology (psychiatric symptoms) that can differentiate between Schizotypal Disorder (SD) and Asperger Syndrome (normal IQ, no language impairment Autism Spectrum Disorder) (ASD) in young adults. With our present knowledge, the differentiation between ASD and SD can be difficult, as they both present with social difficulties, odd (but not psychotic) behaviour, and a 'feeling of not being as everyone else' (1). Background SD is a non-psychotic disorder within the Schizophrenia Spectrum (in ICD-10) (1, 2), and has a prevalence of 3.9 % in adult samples (3). Autism Spectrum Disorder, a pervasive developmental disorder (including Asperger Syndrome) (1), has a prevalence of 1 % (4). SD is typically diagnosed in young adults, whereas ASD typically is diagnosed in childhood. However, the ASD symptoms sometimes first become invalidating in young adulthood, where social demands exceed the individual's capacity. In these cases, patients with symptoms corresponding to ASD, are also seen in Adult Psychiatry. Unfortunately, the fact that ASD most often is diagnosed in Child- and Adolescent Psychiatry, together with ASD treatment being a municipal responsibility (and the Mental Health Service is not), makes the experience with seeing and diagnosing ASD in Adult Psychiatry scarce (5). Similarities between the two conditions, as stated above, are seen in both social dysfunction (2, 6, 7) and cognitive impairments (8), and studies suggest that patients presenting with symptoms corresponding to ASD in Adult Psychiatry, are either overlooked (9, 10), or diagnosed within the schizophrenia spectrum (9, 11). -
The Employer's Guide to Asperger's Syndrome
THE EMPLOYER’ S GUIDE TOO Chances Are, You’re Working with Someone Who Has Asperger’s Syndrome SPERGER S I’ve written this guide to show employers how to utilize the tal- A ’ ents of a capable, intelligent, well-educated and underutilized work force: individuals with Asperger’s Syndrome. YNDROME Asperger’s Syndrome is a recently recognized neurobiological dis- I order. People with Asperger’s Syndrome have a hard time under- S Working with smart, talented people standing and responding to social who have trouble “fitting in” cues. They may make blunt or inap- propriate comments, alienate col- People with I leagues with quirky behavior, or Recognizing a disorder that affects as dominate conversations talking Asperger’s Syndrome about areas of personal interest. many as 1 in every 250 people have a hard time Although only officially recognized I by the medical community in 1994, understanding Solutions for employees with social, Asperger traits have been observed communication or organization challenges in many prominent individuals and responding to throughout history. It’s been specu- social cues. I lated that Isaac Asimov, Johann Advantages of “the Asperger mind” Sebastian Bach, Albert Einstein, Bill Gates, Vincent Van Gogh, Thomas Jefferson, Mozart, Isaac Newton, Carl Sagan, Vernon Smith (Nobel Laureate, Economics), Andy Warhol, and Ludwig Wittgenstein had/have Asperger’s Syndrome. Today the prevalence of Asperger’s Syndrome is estimated to be 1 as high as 1 in every 250 people in the United States. Chances are you’re working with or have worked with people who have Asperger’s Syndrome. 1 BY BARBARA BISSONNETTE, PRINCIPAL The Complete Guide to Asperger’s Syndrome, ©2007 Tony Attwood FORWARD MOTION COACHING ©2009 Barbara Bissonnette, Forward Motion Coaching • 978-298-5186 [email protected] • www.ForwardMotion.info 1 The business community benefits in two important ways from understanding how to effectively manage Asperger individuals. -
Schizophrenia Spectrum and Other Psychotic Disorders
1 SCHIZOPHRENIA SPECTRUM AND OTHER PSYCHOTIC DISORDERS 2 OBJECTIVES Know and understand: • How to evaluate a person with psychotic symptoms • The epidemiology and clinical characteristics of late- onset schizophrenia • Evaluation of psychotic symptoms associated with disorders other than schizophrenia • Management of older adult patients with psychotic symptoms 3 TOPICS COVERED • Schizophrenia and Schizophrenia Spectrum Syndromes • Psychotic Symptoms in Delirium and Delusional Disorder • Psychotic Symptoms in Mood Disorder • Psychotic Symptoms in Dementia • Isolated Suspiciousness • Syndromes of Isolated Hallucinations: Charles Bonnet Syndrome • Other Psychotic Disorders Ø Psychotic Disorder Due to Another Medical Condition Ø Substance/Medication-Induced Psychotic Disorder 4 PSYCHOTIC SYMPTOMS • Hallucinations are perceptions without stimuli that can affect any of the 5 sensory modalities (auditory, visual, tactile, olfactory, gustatory) • Delusions are fixed, false, idiosyncratic beliefs that can be: Ø Suspicious (paranoid) Ø Grandiose Ø Somatic Ø Self-blaming Ø Hopeless 5 EVALUATION OF A PERSON WITH PSYCHOTIC SYMPTOMS • First evaluate for underlying causes such as delirium, dementia, stroke, or Parkinson disease Ø Acute onset of altered level of consciousness or inability to sustain attention suggests delirium Ø Delirium, most often superimposed on an underlying dementia, is the most common cause of new-onset psychosis in late life • Next, consider a primary mood disorder • Only after other causes are excluded should the diagnosis of -
Schizophrenia Spectrum and Other Psychotic Disorders in Children and Adolescents
Susan Lurie, MD; Gautam Rajendran, MD; Scot McKay, MD; Elise M. Sannar, MD Schizophrenia Spectrum and Other Psychotic Disorders in Children and Adolescents Susan Lurie, MD; Gautam Rajendran, MD; Scot McKay, MD; Elise M. Sannar, MD Division of Child and Adolescent Psychiatry, Department of Psychiatry, University of Colorado School of Medicine Denver Health Behavioral Health Services, Pediatric Mental Health Institute, Children’s Hospital Colorado Introduction adolescent psychiatrists are likely to encounter a here are multiple causes of psychosis, including number of patients with adolescent or even younger Tboth psychiatric and medical. Schizophrenia, the onset illness. Early-onset schizophrenia (EOS) refers main focus of this article, is one of the most no- to individuals who have developed the full illness table. Schizophrenia is believed to have occurred in before age 18, and childhood onset schizophre- mankind throughout history, and is generally associ- nia (COS; onset before age 12) is a subset of EOS. ated with significant morbidity. The World Health The diagnostic validity of schizophrenia in children younger than 6 has not been established, though a Organization ranks it among the most disabling and 7 economically catastrophic medical disorders, and few cases have been reported. one of the top 10 illnesses contributing to the global burden of disease.1 Schizophrenia occurs in approxi- Diagnostic Considerations mately 1% of the population worldwide. It affects DSM II, published in 1968, was the first manual men and women equally, but men tend to manifest to include disorders of childhood. The concept of 2 symptoms on average 5 years earlier than women. schizophrenia at that time was broad, and included The concept of schizophrenia and psychosis has children with developmental disabilities in addi- evolved for well over a century. -
Children's Mental Health Disorder Fact Sheet for the Classroom
1 Children’s Mental Health Disorder Fact Sheet for the Classroom1 Disorder Symptoms or Behaviors About the Disorder Educational Implications Instructional Strategies and Classroom Accommodations Anxiety Frequent Absences All children feel anxious at times. Many feel stress, for example, when Students are easily frustrated and may Allow students to contract a flexible deadline for Refusal to join in social activities separated from parents; others fear the dark. Some though suffer enough have difficulty completing work. They worrisome assignments. Isolating behavior to interfere with their daily activities. Anxious students may lose friends may suffer from perfectionism and take Have the student check with the teacher or have the teacher Many physical complaints and be left out of social activities. Because they are quiet and compliant, much longer to complete work. Or they check with the student to make sure that assignments have Excessive worry about homework/grades the signs are often missed. They commonly experience academic failure may simply refuse to begin out of fear been written down correctly. Many teachers will choose to Frequent bouts of tears and low self-esteem. that they won’t be able to do anything initial an assignment notebook to indicate that information Fear of new situations right. Their fears of being embarrassed, is correct. Drug or alcohol abuse As many as 1 in 10 young people suffer from an AD. About 50% with humiliated, or failing may result in Consider modifying or adapting the curriculum to better AD also have a second AD or other behavioral disorder (e.g. school avoidance. Getting behind in their suit the student’s learning style-this may lessen his/her depression). -
Autism Spectrum Disorder 299.00 (F84.0)
Autism Spectrum Disorder 299.00 (F84.0) Diagnostic Criteria according to the Diagnostic Statistical Manual V A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive, see text): 1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions. 2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication. 3. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers. Specify current severity – Social Communication: Level 1 – Requiring Support 2- Substantial Support 3-Very Substantial Support Please refer to attached table for definition of levels. B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text): 1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases). 2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat food every day). -
Schizophrenia Spectrum and Other Psychotic Disorders © American Psychiatric Association
Schizophrenia Spectrum and Other Psychotic Disorders © American Psychiatric Association http://dx.doi.org/10.1176/appi.books.9780890425596.dsm02 Sections Key Features That Define the Psychotic Disorders | Disorders in This Chapter | Clinician-Rated Assessment of Symptoms and Related Clinical Phenomena in Psychosis | Schizotypal (Personality) Disorder | Delusional Disorder | Brief Psychotic Disorder | Schizophreniform Disorder | Schizophrenia | Schizoaffective Disorder | Substance/Medication-Induced Psychotic Disorder | Psychotic Disorder Due to Another Medical Condition | Catatonia | Catatonia Associated With Another Mental Disorder (Catatonia Specifier) | Catatonic Disorder Due to Another Medical Condition | Unspecified Catatonia | Other Specified Schizophrenia Spectrum and Other Psychotic Disorder | Unspecified Schizophrenia Spectrum and Other Psychotic Disorder Excerpt Schizophrenia spectrum and other psychotic disorders include: • Schizophrenia, • Other psychotic disorders, and • Schizotypal (personality) disorder. They are defined by abnormalities in one or more of the following five domains: • Delusions, • Hallucinations, • Disorganized thinking (speech), • Grossly disorganized or abnormal motor behavior (including catatonia), and • Negative symptoms. SECTION QUICK LINKS Key Features That Define the Psychotic Disorders Disorders in This Chapter Clinician-Rated Assessment of Symptoms and Related Clinical Phenomena in Psychosis Schizotypal (Personality) Disorder Delusional Disorder Brief Psychotic Disorder Schizophreniform Disorder -
Anxiety in Children and Adolescents with Autism Spectrum Disorders
Research in Autism Spectrum Disorders 3 (2009) 1–21 Contents lists available at ScienceDirect Research in Autism Spectrum Disorders Journal homepage: http://ees.elsevier.com/RASD/default.asp Review Anxiety in children and adolescents with Autism Spectrum Disorders Bonnie M. MacNeil *, Vicki A. Lopes, Patricia M. Minnes Queen’s University, Kingston, Ontario, Canada ARTICLE INFO ABSTRACT Article history: Anxiety symptoms and disorders are highly prevalent in children Received 29 February 2008 and adolescents with Autism Spectrum Disorder (ASD), although Received in revised form 29 May 2008 they are often unrecognized or misdiagnosed. The purpose of the Accepted 6 June 2008 present review is to (1) provide clinicians with practical informa- tion on assessment and diagnosis of co-morbid anxiety in children Keywords: and adolescents with ASD, (2) summarize and critically examine the Anxiety literature on anxiety in children and adolescents with ASD, and (3) ASD recommend avenues for future research in this area. A review of the Prevalence literature yielded several recommendations for the assessment of Assessment anxiety in youth with ASD. It was concluded that comprehensive assessments of anxiety in ASD populations should use multiple informants, multimodal assessment techniques, and standardized assessment methods that are appropriate for clinical use in ASD samples. Overall, studies suggest that youth with ASD experience greater levels of anxiety than community populations, similar levels of anxiety to clinically anxious groups, and different patterns of anxiety when compared to other clinical groups. Although existing studies are methodologically fair, their correspondence with clinical recommendations for assessment is poor. Recommenda- tions to improve of the quality of empirical studies and directions for future research are discussed. -
Assessment of Social Anxiety in Children and Adolescents with Autism Spectrum Disorder
Assessment of Social Anxiety in Children and Adolescents With Autism Spectrum Disorder Nicole L. Kreiser and Susan W. White, Department of Psychology, Virginia Tech Despite the high prevalence of social anxiety in individ- American Psychiatric Association [APA], 2013), it is sta- uals with autism spectrum disorder (ASD), there is little ted that social anxiety is a hallmark of ASD. Van Steensel agreement on how to best assess such problems in this et al. (2011), in a meta-analytic review of anxiety disor- population. To inform evidence-based assessment, we ders in ASD, estimated that approximately 16.6% of peo- ple under 18 with ASD have comorbid social anxiety conducted a comprehensive review of research that has disorder (SAD). Considerable debate exists regarding the assessed social anxiety in children and adolescents with nosology of anxiety in people with ASD and whether ASD without co-occurring intellectual disability. social anxiety is better characterized as a part of ASD or a Although some evidence in support of the reliability of comorbid disorder (Wood & Gadow, 2010). Despite existing measures exists, there are concerns about overlap in diagnostic criteria between SAD and ASD, inflated estimates of the co-occurrence of social anxiety there is little empirical guidance on how to most accu- because of symptom overlap with ASD diagnostic crite- rately assess symptoms of social anxiety in people with ria, and the diagnostic sensitivity of existing measures is ASD. The uncertain reliability and validity of currently questionable. Recommendations for clinical assessment utilized measures to assess anxiety in individuals with of social anxiety in this population and future directions ASD and the need for the development of measures that for research on this topic, including the development of assess the unique and distinct features of anxiety in indi- new measures, are provided.