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UW - PSYCHOLOGY 2340 - Class Notes - Week 5

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UW - PSYCHOLOGY 2340 - Class Notes - Week 5

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background image Abnormal Psychology
Week 5 Notes
Spring Semester 2018
INSTRUCTOR: DR. Gray DSM-5 Criteria for Autism Spectrum Disorder Persistent deficits in social communication and social interactions across contexts, 
not accounted for by general development delays, and manifest by all 3 of the 
following Social­emotional reciprocity ○ Parents first start to notice, kid may not much emotion at all ■ Ex. No emotion when being dropped off at school or babysitter  about separating from parent Nonverbal communicative behaviors used for social interactions ○  Flat face, little facial expression Developing and maintain relationships ○ Have difficulty understanding what others are thinking (Theory of  Mind), bullied Restricted, repetitive patterns of behavior, interests, or activities as manifested by 
at least two of the following
● Stereotyped or  repetitive speech, motor movements, or use of objects ○ Rocking back and forth, hand flapping  ○ Line things up perfectly 1
background image Excessive adherence to routines, patterns of verbal or nonverbal 
behavior, or excessive resistance to change
○ Same driving route, very picky with food, type or preparation Highly restricted, fixated interests that are abnormal in intensity or 
focus
○ Super intense focus on a certain thing, if not, great emotional distress Hyper­ or Hypo­ reactivity to sensory input or unusual interest in 
sensory aspects of environment
○ Extreme aversion or love some tactile inputs ■ Specific fabrics may freak them out, some they love
■ Lights, visual inputs and patterns
Symptoms must be present in early childhood (may not become fully manifest 
until social demands exceed limited capacities)
Diagnosed and show signs as a young child Symptoms together limit and impair everyday functioning  Autism Spectrum Disorder The Case of Temple Grandin Difficulty with social interaction, took a long time to learn and work on ■ Concern about microphone on face, tactile sensation ■ Focused on stage instead of audience Works in College of AG at CSU 2
background image ■ Was able to put herself in the position of cattle in the  slaughterhouse and developed a better design to calm animals  through the process through her imagery “We are so focused on deficits, miss tremendous strengths” Causes Mirror Neurons; watch someone doing behavior, same parts of brain fire as
if you were doing it
○ “Learning by observing” ○ Autism have deficits in Mirror Neurons ■ Diminished capacity to learn by watching ○ Heritable ■ Not purely genetic ● Monozygotic twins 70­90% that if one has autism, the  other will ● Dizygotic, 10­15% if one has autism, the other will ■ “Old Eggs and Old Sperm” ● Over 35yrs, increased chance/possibility, 4x the chance ○ Such a low risk initially, 4x is still super low risk Savants ● About 10% of people diagnosed with autism ● Significant division of abilities ○ Extreme difficulty with basic life, extreme gift in one specific thing ■ Ex. Can’t dress self but can memorize maps in extreme detail ○ Extremely rare, hard to study ○ A prodigy is not a savant Treatment 3

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School: University of Wyoming
Department: Engineering
Course: Abnormal Psych
Professor: Matt Gray
Term: Spring 2018
Tags: psych, Psychology, abnormal psych, and Abnormal psychology
Name: Abnormal Psych Week 5 Notes
Description: Abnormal Psychology Week 5 Notes -Autism -ADHD -IDD -LD -CD -ODD School Shootings and Mental Health Relation
Uploaded: 02/23/2018
8 Pages 35 Views 28 Unlocks
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