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Section 11 (On-Campus) - Revision and the Exam Autism, Asperger's and ADHD' module by Simon Bignell - Lecturer in Psychology at University of Derby.
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
Revision and the Campus Exam
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
Outline.
• Learning Outcomes Achieved By Exam Questions.• Themes and the Relation between ASD & ADHD.• Summary Of The Module Content.
– Brief look again at content of Sections.• What Is The Format Of The Exam?• What Are The Exam Questions?• How Can I Perform Well In The exam?• How And What Should I Revise?• Questions.
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
Learning Outcomes Achieved By Exam Questions
• The examination questions achieve the following learning outcomes (as detailed in the BSc (honours) Psychology Student Handbook for this module):– Demonstrate a detailed knowledge of symptoms,
diagnosis, treatment and practices relating to Autistic Spectrum Disorders and Attention-Deficit/Hyperactivity Disorder.
– Demonstrate a detailed knowledge of research and mainstream theories of Autistic Spectrum Disorders and Attention-Deficit/Hyperactivity Disorder.
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
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.
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
Relation between ASD & ADHD.
ADHD
• Usually spotted in school.
• Normal IQ.• Often pragmatic
language problems.• High comorbidity
with other problems.
• Often mistaken for bad behaviour.
Classic Autism
• Early onset• IQ tends to be lower• Often fail to develop
spoken language• Problems with non-
verbal communication
• Tend to be adept at basic motor skills
Asperger’s
• Later onset• Higher range of
IQ• No language
deficit• Non-verbal
communication problems less severe
• Clumsiness in basic motor skills
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
Summary of the module content.Section 1 – Module Introduction.Section 2 – ADHD and Hyperkinetic Disorder.Section 3 – Autistic Disorder (Classic Autism).Section 4 – Asperger's Disorder.Section 5 – Classification, Assessment
& Diagnosis.Section 6 – Aetiology.Section 7 – Comorbidity.Section 8 – Treatment For ADHD.Section 9 – Treatment For Autism.Section 10 – Autism, Asperger's and ADHD.Section 11 – Revision & Exam Tips.
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
Section 2 – ADHD and Hyperkinetic Disorder.
Key Points:• First described around 100 years ago.• Problems with Attention, Hyperactivity & Impulsivity.• Affects 2-5% of school age children in UK.
• Exists on a degree of severity.• Boys are six times more likely to be referred for help than girls.• Almost always occurs with other disorders/problems.
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, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
Section 3 – Autistic Disorder (Classic Autism).
Key Points:• First described around 65 years ago.
• Exists as a spectrum, a continuum, a syndrome with various
degrees of impairment • Affects communication, social interactions, and strange behaviour
that impair education performance.• Generally evident before age 3.• A life-long pervasive developmental disorder with genetic
susceptibility.
Reading• Frith, U. & Happe, F. (1994) Autism: Beyond Theory of Mind.
Cognition, 50, pp.115-132.
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
Section 4 – Asperger's Disorder.Key Points:• A higher-functioning form of Autism characterised by
impairments in the social domain, some impairment in the behaviour/interests domain.
• No significant delays in cognitive or language skills.• Motor clumsiness, especially in younger children.• Asperger’s tend to desire to interact with others, but don’t know
how to in an appropriate way.• May live very successful independent lives in appropriate job
settings. • Not so easy to spot Asperger’s Disorder.Reading• Baron-Cohen, S. (1999). The Extreme-Male-Brain Theory of
Autism. In Tager-Flusberg, H, (ed) Neurodevelopmental Disorders. MIT Press (1999).
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
Section 5 – Classification, Assessment & Diagnosis.
Key Points:• Diagnosis has to be made on a behavioural basis.• Variations in symptoms and severity of impairments.• DSM-IV (APA, 1994) & ICD-10 (WHO, 1994).
• ‘Pervasive Developmental Disorder’.• ‘Attention-Deficit and Disruptive Behavioural Disorders’.• Missed diagnosis and misdiagnosis.
– Multiple referral routes.– Pressures on Local Authority resources.– Multiple assessment protocols and diagnostic tools.
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
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Section 6 – Aetiology of ADHD & Autism.Key Points:• The causes of ADHD are not fully known.
– Likely to have multiple causes and complex interactions.– Good evidence for genetic component.– Evidence of structural and functional brain abnormality.
• Barkley’s Theory of Response Inhibition in ADHD.• Theory of Mind deficit. Executive Dysfunction. Weak Central
Coherence.
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. (2007). Cognitive Theories of Autism.
Developmental Review, 27.• 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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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
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Section 7 – Comorbidity in ADHD and Autism.Key Points:• A large number of medical conditions are very often
associated with ADHD and/or Autism.• High overlap between ADHD and ASD symptoms.• ADHD and Autism are generally described as
separate disorders with separate genetic aetiologies.
• Most genetic studies exclude cases of Autism from studies on ADHD and vice versa.
Reading• Gillberg, C., & Billstedt, E. (2000). Autism and Asperger syndrome:
Coexistence with other clinical disorders. Acta Psychiatrica Scandinavica, 102, 321–330.
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
Section 8 – Treatment For ADHD.
Key Points:• Conduct problems and symptoms of ADHD may hinder treatment
and/or assessment.• All strategies do not fit all children.• Medication is the ‘treatment of choice’ for ADHD following MTA.• The MTA studies suggest that there’s very little benefit from any
psychotherapeutic treatment on core symptoms.• Stimulant treatment is easily available in the community and
behavioural treatment is not. But opinion remains divided.Reading• The MTA Cooperative Group. (1999). A14 Month Randomized Clinical
Trial of Treatment Strategies for Attention-Deficit/Hyperactivity Disorder. Archives of General Psychiatry, 56. p.1073-1086.
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
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Section 9 – Treatment For Autism.
Key Points:• Many different types of behavioural interventions for ASD.• Early intervention is most beneficial.• Treatment depends on the individual.• Most effective treatment for the disorder is highly structured
and intensive ‘Applied Behavioural Analysis’ (ABA).• Problems treating people with Autism, communication, non-
compliance, comorbidity, intellectual/emotional immaturity.
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.
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
What Is The Format Of The Exam?
• Exam information• The examination is 2 hours long (on-campus).• Students must answer 2 questions from 6 (one pair of
questions from three questions sets.)• Each answer should be answered in a separate
booklet.• Put your Student ID number on the paper.• Inform the module leader asap if you have an ECF for
the exam or if you have any special requirements.
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
What Is The Format Of The Exam?
Mock exam questionsAnswer one pair of questions from set A, B, or C:A)
i) Using evidence from research, evaluate the suggestion that the symptoms of Attention-Deficit/Hyperactivity Disorder are explainable as one end of a continuum of normal human behaviour.ii) Illustrate the factors that may obstruct the treatment of Autism, Asperger’s Syndrome and Attention-Deficit/Hyperactivity Disorder.
OrB)
i) Assess the issues surrounding the use of food supplements and special diets in Attention-Deficit/Hyperactivity Disorder.ii) Using evidence from research, outline how the symptoms of Autism may impair children’s cognitive and social development.
OrC)
i) Using evidence from research, summarise the support for the main theories of Attention-Deficit/Hyperactivity Disorder.ii) Discuss why early intervention is important for children diagnosed with Autism.
Look at the past paperson the Forum
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
What Are The Exam Questions?• Note: Questions will differ from previous years’ exam
papers.• With reference to research...• Using evidence from research...• Using evidence from research and/or theory...• "......", Discuss.
• Diagnosis of Autism/ADHD. • Theories of Autism/ADHD.• Causes of Autism/ADHD.• Subtypes of ADHD.• Assessment & Treatment of Autism/ADHD.
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
How Can I Perform Well In The exam?
• Use the Section notes in addition to general background reading. Have key studies and theories in memory.
• Read the questions thoroughly and plan an answer.
• Write clearly and use correct grammar and style.
• When revising, practice answering exam questions under exam conditions (in the same amount of time!).– Mark your work and learn what you didn’t know.– Better - get someone else to mark and
comment.• When you are revising, don't just read your notes.
– Concentrate on asking yourself questions about your work.
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
How And What Should I Revise?• Use the section hand-outs as a guide.• Print and read any recommended papers.• Find review papers.• Read papers and highlight or summarise key points.• Know three main theories of Autism.• Know about Barkley’s theory of response inhibition.• Be able to describe symptoms, assessment, diagnosis & treatment.• Have a pre-structured answer to the obvious questions.• Use Google advanced search and filter for .pdf or .ppt files.• Use the module Blackboard web site.• Practice and assess your own knowledge.• Buddy up with someone and revise together.
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
AAA Blackboard WebPages and Forum
Student Forum
Blackboard Web Pages
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‘Autism, Asperger’s & ADHD’ (6PS055)Lecturer: Simon Bignell
Section: 11 of 11
Any questions on the exam or any part of the module?
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