Delighted to get this published

299.00 (F84.0)

Autism is a lifelong neuro-developmental disability that affects the development of the brain in areas of social interaction and communication. People with autism have difficulties in communicating and forming relationships with people, in developing language and in using abstract concepts. It also impacts on their ability to make sense of the world around them. It was first described by Leo Kanner in 1943. The following year in 1944, a German scientist named Hans Asperger describes a "milder" form of autism now known as Asperger's Syndrome. It wasn't until 1994 that Asperger's Syndrome was added to the DSM, expanding the autism spectrum to include milder cases in which individuals tend to be more highly functioning.

 

Over the years, the definition, classification and diagnostic specifics of autism have undergone many significant changes. In 2013 the DSM-5 folded all subcategories of the condition into one umbrella diagnosis of autism spectrum disorder (ASD). Asperger's Syndrome is no longer considered a separate condition. The severity levels for Autism Spectrum Disorder, 299.00 (F84.0) from the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) are outlined below.

Level 3: "Requiring very substantial support"

Social communication: Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning, very limited initiation of social interactions, and minimal response to social overtures from others. For example, a person with few words of intelligible speech who rarely initiates interaction and, when he or she does, makes unusual approaches to meet needs only and responds to only very direct social approaches.

Restricted, repetitive behaviours: Inflexibility of behaviour, extreme difficulty coping with change, or other restricted / repetitive behaviours markedly interfere with functioning in all spheres. Great distress / difficulty changing focus or action.

Level 2: "Requiring substantial support"

Social communication: Marked deficits in verbal and nonverbal social communication skills; social impairments apparent even with supports in place; limited initiation of social interactions; and reduced or  abnormal responses to social overtures from others. For example, a person who speaks simple sentences, whose interaction is limited  to narrow special interests, and how has markedly odd nonverbal communication.

Restricted, repetitive behaviours: Inflexibility of behaviour, difficulty coping with change, or other restricted / repetitive behaviours appear frequently enough to be obvious to the casual observer and interfere with functioning in  a variety of contexts. Distress and / or difficulty changing focus or action.

Level 1: "Requiring support"

Social communication: Without supports in place, deficits in social communication cause noticeable impairments. Difficulty initiating social interactions, and clear examples of atypical or unsuccessful response to social overtures of others. May appear to have decreased interest in social interactions. For example, a person who is able to speak in full sentences and engages in communication but whose to-and-fro conversation with others fails, and whose attempts to make friends are odd and typically unsuccessful.

Restricted, repetitive behaviours: Inflexibility of behaviour causes significant interference with functioning in one or more contexts. Difficulty switching between activities. Problems of organization and planning hamper independence.

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'If they can't learn the way we teach, we teach the way they learn' ~ O. Ivar Lovaas 

G.E.T. A. C.A.B

A great infographic outlining the 7 dimensions of Applied Behaviour Analysis. Applied behaviour analysis (ABA) is "the science in which tactics derived from the principles of behaviour are applied systematically to improve socially significant behaviour and experimentation is used to identify the variables responsible for behaviour change" (Cooper, Heron, & Heward, 2007, p. 20). The beginning of ABA can be traced back to 1968, when Donald Baer, Montrose Wolf, and Todd Risley from University of Kansas published the seminal paper, "Some Current Dimension of Applied Behaviour Analysis." These founding fathers outlined 7 characteristics of ABA that have defined the field (Baer, Wolf, & Risley, 1968).

(The designing authors are listed at the bottom of the image).

 

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97.



Sunday study musings

 
It's so refreshing to read literature based on a topic other than autism (every now and again) when it comes to studying for exams. I get that most of the Applied Behaviour Analytic literature is based on the ASD population, but this doesn't help me remember it when it comes to exams! The struggle.

Applied Behaviour Analysis

Applied Behaviour Analysis (ABA) is an effective behavioural treatment programme widely used with children with autism to improve socially significant behaviours.

 

ABA makes meaningful changes in people's lives through the use of procedures that have been demonstrated to work. The goal of an ABA teaching environment is to build socially significant behaviours in a meaningful way and to a meaningful degree. Generalisation, spontaneity and fun are essential components of successful intervention.

  

A few years ago, Ireland was in the fortunate position of having 12 ABA schools that had been set up and staffed in a way that made possible comprehensive programmes for children with autism (Leslie, 2013). However, the changes implemented from 2010 mean this is far from being the case now. Members of the Division of Behaviour Analysis are either in or in close touch with these schools. They are now termed special schools and, because of the rules they operate under none of them can meet the specifications for an ABA school.

ABA aspires to help with serious behavioural problems. A serious behavioural problem is one that impairs the quality of life of the person to a significant degree, impacts negatively on the lives of others, is persistent (thus rarely goes away of its own accord), and is not readily removed by some simple or brief treatment or intervention.

Some of the problems of many children with autism meet these criteria. If help is not provided or not adequate, their behavioural problems may leave them trailing far behind their peers of the same age in personal, social and educational development.

 

For more information see the following links:

 

AutismIreland.ie

RainChild.ie

AbaSupport.ie

ABA Schools in Ireland & UK

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''If they can't learn the way we teach, we teach the way they learn''  ~   O. Ivar Lovaas