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Autism, Aspergers & ADHD (6PS048) 1 ADHD, Autism & Aspergers (6PS052)
Outline.
Summary Lecture of the module content. Draw your own conclusions based on evidence. Most importantly, to have an opinion you can defend. Recap the lecture content with recommended reading. Draw out themes. Try to reach some conclusions about the relations between ASD and ADHD. More time for questions.
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Autism, Aspergers & ADHD (6PS048) 2 ADHD, Autism & Aspergers (6PS052)
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Lectures.
Lecture 1 Module Introduction. Lecture 2 ADHD and Hyperkinetic Disorder. Lecture 3 Autistic Disorder (Classic Autism). Lecture 4 Asperger's Disorder. Lecture 5 Classification, Assessment & Diagnosis. Lecture 6 Aetiology. Lecture 7 Comorbidity. Lecture 8 Treatment For ADHD. Lecture 9 Treatment For Autism. Lecture 10 Autism, Asperger's and ADHD. Lecture 11 Revision & Exam Tips.
Simon Bignell Psychology, School of Science Autism, Aspergers & ADHD (6PS048) 4 ADHD, Autism & Aspergers (6PS052)
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Reading
Barkley, R.A. et. al. (2002). International Consensus Statement (January 2002). Clinical Child and Family Psychology Review, 5(2). p.89-111.
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Autism, Aspergers & ADHD (6PS048) 7 ADHD, Autism & Aspergers (6PS052)
Reading
Frith, U. & Happe, F. (1994) Autism: Beyond Theory of Mind. Cognition, 50, pp.115-132.
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Autism, Aspergers & ADHD (6PS048) 11 ADHD, Autism & Aspergers (6PS052)
Pervasive Developmental Disorder. Attention-Deficit and Disruptive Behavioural Disorders. Missed diagnosis and misdiagnosis.
Multiple referral routes. Pressures on LEA resources. Multiple assessment protocols and diagnostic tools.
Simon Bignell Psychology, School of Science Autism, Aspergers & ADHD (6PS048) 12 ADHD, Autism & Aspergers (6PS052)
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Reading
Barkley, R.A. et. al. (2002). International Consensus Statement (January 2002). Clinical Child and Family Psychology Review, 5(2). p.89-111. Rajendran, G. & Mitchell, P. (in press). Cognitive Theories of Autism. Developmental Review. Frith, U. & Hill, E. (2004) Understanding Autism: Insights From Mind and Brain In Autism: Mind and Brain, ed. Frith, U. & Hill, E. Oxford, Oxford University Press, pp.1-19.
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UNDERGRADUATE
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Autism, Aspergers & ADHD (6PS048) 17 ADHD, Autism & Aspergers (6PS052)
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Reading
Lovaas, O. I. (1987) Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.
Simon Bignell Psychology, School of Science Autism, Aspergers & ADHD (6PS048) 20 ADHD, Autism & Aspergers (6PS052) 20
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Themes.
Misdiagnosis vs. Missed diagnosis. Behavioural/Cognitive vs. Pharmacological treatment. Normal vs. Pathological behaviour. Continuum vs. Categorical classification. Academia & Parental viewpoints. Aetiological vs. Symptomatological. Evidence-based vs. Anecdotal-based methods. Acceptance vs. Rejection of Disorder. Mild vs. Severe degrees of impairment. Increasing incidence vs. Better awareness.
Simon Bignell Psychology, School of Science Autism, Aspergers & ADHD (6PS048) 21 ADHD, Autism & Aspergers (6PS052)
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Classic Autism
Early onset IQ tends to be lower Often fail to develop spoken language Problems with nonverbal communication Tend to be adept at basic motor skills
Aspergers
Later onset Higher range of IQ No language deficit Non-verbal communication problems less severe Clumsiness in basic motor skills
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Conclusions.
Autism and ADHD : No single cause; no single cure. Hence: A spectrum, a continuum, a syndrome. (debatable?) Its easier to spot Autism at the low-functioning end of the spectrum. ADHD is often diagnosed because of ODD/CD. Although poor parenting does not cause ADHD (or Autism) it can make things worse. ADHD is a preferable diagnosis to Autism. Behavioural (ASD) and Pharmacological (ADHD) treatments can be effective but may not address cause.
Simon Bignell Psychology, School of Science Autism, Aspergers & ADHD (6PS048) 23 ADHD, Autism & Aspergers (6PS052)
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"We are not born to suffer. We are born to thrive. If you live in a dry area and your garden receives little water, you plant plants which like dry soil. But when you are given a plant that likes wet soil, you don't kill it, you water it, you spend one of your 1440 minutes each day watering that plant. Because you know, that given the right care, that little bit of effort can produce spectacular blooms. And so it should be with children like us."
Joshua Muggleton, age 17
Accessed at http://mugsy.org/josh/
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Autism, Aspergers & ADHD (6PS048) 24 ADHD, Autism & Aspergers (6PS052)