Autism Spectrum Disorder (ASD) Study Guide

Creating a study guide for a neurodevelopmental disorder from the DSM-5-TR involves organizing comprehensive and relevant information about the disorder. Below is an example study guide outline for Autism Spectrum Disorder (ASD) with visual aids and key points included.

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## Autism Spectrum Disorder (ASD) Study Guide

### I. Overview
– **Definition**: A neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction across multiple contexts, along with restricted, repetitive patterns of behavior, interests, or activities.

### II. Signs and Symptoms (DSM-5-TR)
– **Social Communication Deficits**:
– Difficulty with back-and-forth conversation
– Reduced sharing of interests, emotions
– Failure to initiate or respond to social interactions
– **Behavioral Patterns**:
– Repetitive motor movements, use of objects, or speech
– Insistence on sameness, inflexible adherence to routines
– Highly restricted, fixated interests
– Hyper- or hyporeactivity to sensory input

### III. Differential Diagnoses
– **Social (Pragmatic) Communication Disorder**
– **Intellectual Disability**
– **Attention-Deficit/Hyperactivity Disorder (ADHD)**
– **Schizophrenia**

### IV. Incidence
– **Prevalence**: Approximately 1 in 54 children in the United States

### V. Development and Course
– **Early Signs**: Often apparent by age 2-3 years
– **Course**: Lifelong, though symptoms may improve with intervention and support

### VI. Prognosis
– **Varies**: Some individuals achieve independence, while others require ongoing support

### VII. Considerations Related to Culture, Gender, Age
– **Culture**: Variations in diagnostic criteria and access to services
– **Gender**: Higher prevalence in males (4:1 ratio)
– **Age**: Early diagnosis and intervention are critical

### VIII. Pharmacological Treatments
– **Medications**:
– **Antipsychotics**: Risperidone, Aripiprazole (for irritability)
– **Side Effects**: Weight gain, metabolic changes
– **Other Medications**: SSRIs, stimulants (for comorbid conditions)

### IX. Nonpharmacological Treatments
– **Behavioral Interventions**:
– Applied Behavior Analysis (ABA)
– Speech and Occupational Therapy
– Social Skills Training
– **Educational Supports**: Individualized Education Plans (IEPs)

### X. Diagnostics and Labs
– **Evaluation**: Comprehensive developmental history, observation, standardized tests
– **Labs**: Not typically required for diagnosis but may rule out other conditions

### XI. Comorbidities
– **Common Comorbid Conditions**:
– ADHD
– Anxiety Disorders
– Epilepsy
– Gastrointestinal Disorders

### XII. Legal and Ethical Considerations
– **Rights**: Individuals with Disabilities Education Act (IDEA), Americans with Disabilities Act (ADA)
– **Ethics**: Ensuring informed consent, cultural competence, and advocating for patient rights

### XIII. Pertinent Patient Education Considerations
– **Families**: Importance of early intervention, ongoing support, and advocacy
– **Safety**: Managing comorbidities and ensuring a safe environment

### Visual Elements
– **Concept Map**:
– **Charts**:
– **Behavioral Interventions Chart**:
| Intervention | Description | Targeted Symptoms |
|———————-|——————————————|————————————-|
| ABA | Behavior modification techniques | Communication, social skills, behavior |
| Speech Therapy | Language development and communication | Language deficits |
| Occupational Therapy | Motor skills, daily living activities | Fine motor skills, sensory issues |

### References
1. American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). Washington, DC: Author.
2. Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. The Lancet, 392(10146), 508-520.
3. Volkmar, F. R., & McPartland, J. C. (2014). From Kanner to DSM-5: Autism as an evolving diagnostic concept. Annual Review of Clinical Psychology, 10, 193-212.
4. Maenner, M. J., Shaw, K. A., Baio, J., Washington, A., Patrick, M., DiRienzo, M., … & Dietz, P. (2020). Prevalence of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2016. MMWR Surveillance Summaries, 69(4), 1.

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This guide provides a structured approach to understanding Autism Spectrum Disorder, incorporating key information and visual aids to facilitate learning and retention.

 

STUDY GUIDE FORUM

Abnormal brain development or damage at an early age can lead to neurodevelopmental disorders. Within this group of disorders, some are resolvable with appropriate and timely interventions, either pharmacological or nonpharmacological, while other disorders are chronic and need to be managed throughout the lifespan.

For this Assignment, you will develop a study guide for an assigned disorder and share it with your colleagues. In sum, these study guides will be a powerful tool in preparing for your certification exam.

RESOURCES

 

Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

WEEKLY RESOURCES

TO PREPARE

· Your Instructor will assign you to a specific neurodevelopmental disorder from the  DSM-5-TR.

· Research your assigned disorder using the Walden Library. Then, develop an organizational scheme for the important information about the disorder.

THE ASSIGNMENT

Create a study guide for your assigned disorder. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by the  DSM-5-TR but also supported by at least three other scholarly resources.

Areas of importance you should address, but are not limited to, are:

· Signs and symptoms according to the  DSM-5-TR

· Differential diagnoses

· Incidence

· Development and course

· Prognosis

· Considerations related to culture, gender, age

· Pharmacological treatments, including any side effects

· Nonpharmacological treatments

· Diagnostics and labs

· Comorbidities

· Legal and ethical considerations

· Pertinent patient education considerations

BY DAY 7 OF WEEK 8

You will need to submit your Assignment to two places: the Week 8 Study Guide discussion forum as an attachment and the Week 8 Assignment submission link. Although no responses are required in the discussion forum, collegial discussion is welcome. You are encouraged to utilize your peers’ submitted guides on their assigned neurodevelopmental disorders for study.

Access the  Study Guide Forum  (or click the Next button).

NRNP_6665_Week8_Assignment_Rubric

NRNP_6665_Week8_Assignment_Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeCreate a study guide, in outline form with references, for your assigned disorder. Incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards.	30 to >26.0 pts Excellent The response is in a well-organized and detailed outline form. Informative and well-designed visual elements are incorporated….Followed directions correctly by uploading assignment to Gradebook and submitted to the discussion forum area. 26 to >23.0 pts Good The response is in an organized and detailed outline form. Appropriate visual elements are incorporated….Partially followed directions by uploading assignment to Gradebook but did not submit to the discussion forum area. 23 to >20.0 pts Fair The response is in outline form, with some inaccuracies or details missing. Visual elements are somewhat vague or inaccurate….Partially followed directions by submitting to the discussion forum area but did not upload assignment to Gradebook. 20 to >0 pts Poor The response is unorganized, not in outline form, or is missing. Visual elements are inaccurate or missing….Did not follow directions as did not submit to discussion forum area and did not upload assignment to gradebook per late policy.	30 pts
This criterion is linked to a Learning OutcomeContent areas of importance you should address, but are not limited to, are:• Signs and symptoms according to the DSM-5-TR• Differential diagnoses• Incidence• Development and course• Prognosis• Considerations related to culture, gender, age• Pharmacological treatments, including any side effects• Nonpharmacological treatments• Diagnostics and labs• Comorbidities• Legal and ethical considerations• Pertinent patient education considerations	50 to >44.0 pts Excellent The response throughly addresses all required content areas. 44 to >39.0 pts Good The response adequately addresses all required content areas. Minor details may be missing. 39 to >34.0 pts Fair The response addresses all required content areas, with some inaccuracies or vagueness. No more than one or two content areas are missing. 34 to >0 pts Poor The response vaguely or inaccurately addresses the required content areas. Or, three or more content areas are missing.	50 pts
This criterion is linked to a Learning OutcomeSupport your guide with references to the DSM-5-TR and at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines. Be sure they are current (no more than 5 years old).	10 to >8.0 pts Excellent The response is supported by the DSM-5 and at least three current, evidence-based resources from the literature. 8 to >7.0 pts Good The response provides at least three current, evidence-based resources from the literature that appropriately support the assessment and diagnosis of the patient in the assigned case study. 7 to >6.0 pts Fair Three evidence-based resources are provided to support assessment and diagnosis of the patient in the assigned case study, but they may only provide vague or weak justification. 6 to >0 pts Poor Two or fewer resources are provided to support assessment and diagnosis decisions. The resources may not be current or evidence based.	10 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation	5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors 4 to >3.5 pts Good Contains one or two grammar, spelling, and punctuation errors 3.5 to >3.0 pts Fair Contains several (three or four) grammar, spelling, and punctuation errors 3 to >0 pts Poor Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding	5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The guide follows correct APA format for parenthetical/narrative in-text citations and reference list.	5 to >4.0 pts Excellent Uses correct APA format with no errors 4 to >3.5 pts Good Contains one or two APA format errors 3.5 to >3.0 pts Fair Contains several (three or four) APA format errors 3 to >0 pts Poor Contains many (five or more) APA format errors	5 pts
Total Points: 100

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