For each disorder you have to know for exam:
1. Diagnostic criteria and match it to case study
2. Possible differential diagnosis
3. Developmental considerations (a developmental theory in children-teens
that explains or is interrupted by the disorder) eg) attachment style,
eriksons development
4. Aetiology/Causes: Use the 4Ps (Predisposing, Precipitating,
Perpetuating, and Protective) or the Biopsychosocial model to case
study aetiology/causes of disorder
5. Treatment approach best suited for the case and the disorder, and take
into consideration the SA context, and try to substantiate your answer.
These are notes from the Child Psychopathology Textbook by
Mash et al. and includes:
Autism Spectrum Disorder (7 pages for exam)
- Page 3-9 (is important for exam)
- Page 10-17 is extra information
Childhood-Onset Schizophrenia (COS)
(We did not have to study for the exam, but it may be needed for the individual or group
assignment)
- Page 18-22 is all of COS (except I did not add developmental theory)
,AUTISM SPECTRUM DISORDER AND CHILDHOOD SCHIZOPHRENIA
Introduction
- Naoki Higashida, diagnosed with autism at age five, learned to communicate using a handmade alphabet
grid. At thirteen, he wrote The Reason I Jump (2007) and has since published 15 books, amplifying
neurodiverse voices and providing insight into the perspective of an autistic child.
- Neurodiversity scholars propose viewing autism as having inherent differences that can be valued as
strengths, though some differences may need support and services.
- This perspective challenges the DSM-5-TR's conceptualisation of autism, suggesting that difficulties faced by
autistic individuals often stem from environmental mismatches rather than inherent deficits.
- There are calls to change the DSM-5-TR classification from ASD to "Autism Related Disorder (ARD)" to
separate autism from pathology while ensuring access to services.
- This textbook includes DSM-5-TR diagnostic criteria for ASD but acknowledges that current criteria may
unnecessarily pathologise autism.
- The chapter discusses the core and associated features of autism spectrum disorder, along with their
aetiology and evidence-based interventions.
, Autism Spectrum Disorder (7 pages for exam)
- Autism spectrum disorder (ASD) is characterized by persistent
Keys differences in SC&I across multiple contexts.
SC&I = social communication and interaction
RB= repetitive behaviours - Autism affects every aspect of a child's interaction with the world,
SC= social communication involving many parts of the brain and impacting social responses
SolPlay = solidarity play and communication.
- Traditionally, clinicians have used “children with autism spectrum
disorder” not defined by their diagnosis, aligning with person-first language adopted in the 1960s and 1970s.
- Research highlights the importance of language and how ableist terminology can lead to discrimination and
negative attitudes.
- many autistic individuals see autism as an integral part of their identity, not something inherently bad to be cured.
- preference for identity-first language ("autistic children") or "on the autism spectrum" over "with autism spectrum
disorder".
- Clinicians and parents have been slower to adopt identity-first language, but increased awareness of autism and
neurodiversity research is expected to shift preferences.
- professional guidelines recommend respecting and validating the language preferences of majority of autistic
community
- For consistency with the DSM-5-TR and prior research, the term ASD is used when referring to specific diagnostic
criteria and research findings.
Description and History
In 2013, the American Psychiatric Association revised the diagnostic criteria for
ASD due to concerns about the poor reliability of subtypes like Asperger’s
disorder and "high-functioning" autism.
A review of 22 studies found no significant differences between autism and
Asperger’s in clinical characteristics, neuropsychological profiles, comorbidity,
and prognosis.
The DSM-5 combined ASD subtypes (Autism, Asperger’s, Pervasive
Developmental Disorder NOS) into a single spectrum to broaden its scope.
Dr. Temple Grandin, a high-profile autistic individual who did not speak until age
3, has become a professor and advocate. Her work emphasizes focusing on
autistic individuals' abilities rather than limitations.
ASD, as defined in DSM-5-TR, = significant and persistent differences in social
interaction and communication, + intense and repetitive interests and
behaviors. (Into puzzles, is repetitive and non-stop)
features range of core characteristics,- variations in form, severity, abilities,
associated conditions, and required supports.
, "autism" was thought symptom of COS (Childhood-onset schizophrenia) now
recognised as distinct from ASD - both neurodevelopmental disorders,
overlapping symptoms and genetic risk factors.
Autism typically manifests in childhood, while schizophrenia in young adulthood.
Dr. Leo Kanner first described autism in 1943, noting children who focused more
on objects than people, had limited language, and displayed RB.
1. Diagnostic criteria and match it to case study
2. Possible differential diagnosis
3. Developmental considerations (a developmental theory in children-teens
that explains or is interrupted by the disorder) eg) attachment style,
eriksons development
4. Aetiology/Causes: Use the 4Ps (Predisposing, Precipitating,
Perpetuating, and Protective) or the Biopsychosocial model to case
study aetiology/causes of disorder
5. Treatment approach best suited for the case and the disorder, and take
into consideration the SA context, and try to substantiate your answer.
These are notes from the Child Psychopathology Textbook by
Mash et al. and includes:
Autism Spectrum Disorder (7 pages for exam)
- Page 3-9 (is important for exam)
- Page 10-17 is extra information
Childhood-Onset Schizophrenia (COS)
(We did not have to study for the exam, but it may be needed for the individual or group
assignment)
- Page 18-22 is all of COS (except I did not add developmental theory)
,AUTISM SPECTRUM DISORDER AND CHILDHOOD SCHIZOPHRENIA
Introduction
- Naoki Higashida, diagnosed with autism at age five, learned to communicate using a handmade alphabet
grid. At thirteen, he wrote The Reason I Jump (2007) and has since published 15 books, amplifying
neurodiverse voices and providing insight into the perspective of an autistic child.
- Neurodiversity scholars propose viewing autism as having inherent differences that can be valued as
strengths, though some differences may need support and services.
- This perspective challenges the DSM-5-TR's conceptualisation of autism, suggesting that difficulties faced by
autistic individuals often stem from environmental mismatches rather than inherent deficits.
- There are calls to change the DSM-5-TR classification from ASD to "Autism Related Disorder (ARD)" to
separate autism from pathology while ensuring access to services.
- This textbook includes DSM-5-TR diagnostic criteria for ASD but acknowledges that current criteria may
unnecessarily pathologise autism.
- The chapter discusses the core and associated features of autism spectrum disorder, along with their
aetiology and evidence-based interventions.
, Autism Spectrum Disorder (7 pages for exam)
- Autism spectrum disorder (ASD) is characterized by persistent
Keys differences in SC&I across multiple contexts.
SC&I = social communication and interaction
RB= repetitive behaviours - Autism affects every aspect of a child's interaction with the world,
SC= social communication involving many parts of the brain and impacting social responses
SolPlay = solidarity play and communication.
- Traditionally, clinicians have used “children with autism spectrum
disorder” not defined by their diagnosis, aligning with person-first language adopted in the 1960s and 1970s.
- Research highlights the importance of language and how ableist terminology can lead to discrimination and
negative attitudes.
- many autistic individuals see autism as an integral part of their identity, not something inherently bad to be cured.
- preference for identity-first language ("autistic children") or "on the autism spectrum" over "with autism spectrum
disorder".
- Clinicians and parents have been slower to adopt identity-first language, but increased awareness of autism and
neurodiversity research is expected to shift preferences.
- professional guidelines recommend respecting and validating the language preferences of majority of autistic
community
- For consistency with the DSM-5-TR and prior research, the term ASD is used when referring to specific diagnostic
criteria and research findings.
Description and History
In 2013, the American Psychiatric Association revised the diagnostic criteria for
ASD due to concerns about the poor reliability of subtypes like Asperger’s
disorder and "high-functioning" autism.
A review of 22 studies found no significant differences between autism and
Asperger’s in clinical characteristics, neuropsychological profiles, comorbidity,
and prognosis.
The DSM-5 combined ASD subtypes (Autism, Asperger’s, Pervasive
Developmental Disorder NOS) into a single spectrum to broaden its scope.
Dr. Temple Grandin, a high-profile autistic individual who did not speak until age
3, has become a professor and advocate. Her work emphasizes focusing on
autistic individuals' abilities rather than limitations.
ASD, as defined in DSM-5-TR, = significant and persistent differences in social
interaction and communication, + intense and repetitive interests and
behaviors. (Into puzzles, is repetitive and non-stop)
features range of core characteristics,- variations in form, severity, abilities,
associated conditions, and required supports.
, "autism" was thought symptom of COS (Childhood-onset schizophrenia) now
recognised as distinct from ASD - both neurodevelopmental disorders,
overlapping symptoms and genetic risk factors.
Autism typically manifests in childhood, while schizophrenia in young adulthood.
Dr. Leo Kanner first described autism in 1943, noting children who focused more
on objects than people, had limited language, and displayed RB.
