mood & disruptive behavior disorders in children & adolescents dr. bruce michael cappo...
TRANSCRIPT
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Mood & Disruptive Behavior Disorders in Children & Adolescents
Dr. Bruce Michael CappoClinical Associates, P.A.
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OverviewFoundation for DiagnosisDiagnostic Issues for children & adolescents
Similarities / differencesTreatment Strategies
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Diagnoses
DepressionBipolar DisorderAttention Deficit Hyperactivity Disorder
Conduct Disorders
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DiagnosesOppositional Defiant DisorderDisruptive Behavior DisorderAdjustment Disorder with Disturbance of Conduct
Child or Adolescent Antisocial Behavior
Pervasive Developmental Disorders
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A Little History ...
Diagnostic & Statistical Manual of Mental Disorders (1952)
DSM - II (1975)DSM - III (1980)DSM - IIIR (1987)DSM - IV (1994)DSM - IV TR 2000 (2000)
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Defining Mental Disorder
Clinically significant behavioral or psychological syndrome or pattern that occurs in an individual and that is associated with present distress or disability or with a significantly increased risk of suffering death, pain, disability or an important loss of freedom.
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Clinical Judgement
Should NOT be employed mechanically by untrained individuals
Guidelines to facilitate informed clinical judgement
NOT to be used in a cookbook fashion
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Axis I
Clinical DisordersOther conditions that may be a focus of clinical attention
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Axis II
Personality Disorders
Mental Retardation
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Axis III
General Medical Conditions
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Axis IV
Psychosocial & Environmental Problems
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Axis V
Global Assessment of Functioning
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Organization
16 Major Diagnostic ClassesOther conditions that may be a focus
Focus here is on a select few of the disorders of childhood
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Disorders of Infancy, Childhood & Adolescence...Mental RetardationLearning DisordersMotor Skills DisordersCommunication DisordersPervasive Developmental DisordersAttention-Deficit & Disruptive
Behaviors
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Disorders of Infancy, Childhood & Adolescence
Feeding & Eating DisordersTic DisordersElimination DisordersOther Disorders of Infancy & Childhood
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Additional Classifications...
Eating DisordersSleep DisordersImpulse Control DisordersAdjustment DisordersPersonality DisordersOther conditions that are a focus
of clinical attention
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Trivia Snapshot
A YoYo can achieve speeds up to 11,000 rpm
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Depression5 or more during a 2 week period which represents a change in function
depressed mood irritable mood in children & adolescents
markedly diminished interest in pleasure
significant weight change (5%)
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Depressioninsomnia or hypersomniapsychomotor agitation or retardation nearly
dailyfatigue or loss of energy nearly dailyfeelings of worthlessness or guiltdiminished ability to concentraterecurrent thoughts of deathnot due to substance, bereavement or
medical condition
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Age & Gender factors
twice as common in females than males for adults & adolescents
prepubertal males / females equally affected
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Lifetime Risk Factor
10-25% for women5-12% for menPrevalence rates at a given time in community 5-9% of women 2-3% of men
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Risk Factors
Genetic predisposition (especially maternal)
Avg age of onset is mid 20sOnset age decreasingPrepubertal onset may increase risk of bipolar
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Suicide Risk
15% of persons with MDD die by suicide
Older adult up to 4x that riskTake statements of self harm very seriously in children
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“Connectedness”
Connected to family & peers
Too much AND too little involvement is bad
Teach moderation and balance in life
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Treatment
Cognitive Behavioral Therapy (CBT)
Pharmacological interventionsPlay Therapy in younger kidsFamily therapy / Involvement
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CBT
Re-interpret situations and responses
Research supports effectiveness over 20 week period
Faster, not necessarily better when combined with Medication
Feeling Good by David Burns, MD
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Medication
Not always necessary and not a first option in most cases
SSRIs - Serotonin reuptake inhibitors (zoloft, paxil, prozac, etc)
2-3 weeks before improvement, optimal at 4 weeks, change at 5 weeks without improvement
Other classes: tricyclics, MAOIs
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Medication
Minimal side effects with SSRIs33% of adolescents take meds
as prescribed“If I take meds then there must
be something wrong with me...I don’t want anything to be wrong so I won’t take meds”
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Play Therapy
Often indirectPuppets, games, role playing
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Family Therapy
Systems ApproachClarify roles in familyIdentify and change dysfunction
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Bipolar
I One or more manic or mixed episodes
often one or more depressive episodes
II recurrent major depressive episodes with hypomanic episodes
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Manic Episodes
Elevated, expansive or irritable mood
inflated self esteem or grandiositydecreased need for sleepmore talkative, pressured speechflight of ideas
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Manic Episodes
distractibilityincreased goal directed activityexcessive involvement in pleasurable activities despite adverse consequences
marked impairment
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Hypomanic episode
shorter, 4 versus 7 days minimum
not as severe - need not cause marked impairment
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Treatment
PharmacologicalEducate on chronic nature of disorder
Coping strategy developmentRecognize early warning signs of mood shift
Family education
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MedicationLithium carbonate, Depakote,
Neurontin, Topamax, Tegretol, SSRIsCompliance is a chronic problemVery likely to discontinue meds and
have problemsTherapy to promote compliance and
understanding
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Trivia Snapshot
It is actually the tomato sauce that burns your mouth when pizza is too hot - NOT the cheese
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Attention Deficit Hyperactivity Disorder
ADHDADDAttention Deficit Disorder
with/without HyperactivityName has changed in DSM
through the years
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PrevalencePrevalence
Estimates range from 2% - 5% of girls and from 5% - 7% of boys
Symptoms present & diagnosable by age 7
ADD Symptoms decrease with age
Comorbidity increases with age
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DSM IV Criteria (summarized)DSM IV Criteria (summarized)
Inattention, impulsivity or hyperactivity
Onset before age 7Symptoms seen in at least 2
situations (home, school, etc.)Significant impairment in
functioning
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Diagnostic Criteria (type)Diagnostic Criteria (type)
Attention Deficit Disorder Inattentive Type Impulsive Type Hyperactive Type Combined Type
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2 5 - 3 0 %
In a tten tive H yp erac tive Im p u ls ive
7 0 - 7 5 %
C om b in ed
A tten tion D e fic it D iso rd erTyp es
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InattentionInattention
Difficulty sustaining attention
Does not seem to listenMakes careless mistakesFails to complete tasks without being oppositional
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Inattention
Difficulty organizing activitiesEasily BoredLoses thingsForgetfulEasily distracted
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HyperactivityHyperactivity
Runs about inappropriatelyHas difficulty staying in seatFidgets or squirmsDoes not play alone quietly“Motor Driven”
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ImpulsivityImpulsivity
Interrupts othersBlurts out answers in class before called on
Has difficulty awaiting his/her turn
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Prevalence
Comorbidityincreaseswith age
ADDSymptomsdecreasewith age
Symptoms present & diagnosable by age 6
2 - 5 %Higher for boys than girls
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Comorbidity FactorsComorbidity Factors
50% - 80% have some comorbid condition
Oppositional Defiant DisorderConduct DisorderImpaired Academic FunctioningMood DisordersTic Disorders
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Oppositional Defiant DisorderOppositional Defiant Disorder
40% of children65% of adolescents
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Conduct DisorderConduct Disorder
21% - 45% of children
44% - 50% of adolescents
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Impaired Academic FunctioningImpaired Academic Functioning
40% in special education classes
19% - 26% with at least one learning disorder
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Mood DisordersMood Disorders
15% - 20% with Depression
20% - 25% with Anxiety
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Tic DisordersTic Disorders
10% with Tourette’s Syndrome
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AssessmentAssessment
Detailed historyObjective assessment devicesNorm-based symptom scales for parents
Norm-based symptom scales for teachers
Clinical impressions / interview
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Detailed HistoryDetailed History
Early growth & development
Social Behavior Academic functioning Family functioning
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Objective Assessment DevicesObjective Assessment Devices
Continuous Performance Tests (CPT)
Intelligence Tests Achievement Tests
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Norm-based symptom scales for parents & teachersNorm-based symptom scales for parents & teachers
ConnersAuffenbachBrownYale & Many Others
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TreatmentTreatment
Parent TrainingSocial Skills TrainingEducational ConsultationPsychopharmacologic Treatment
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Non-Medication InterventionsNon-Medication InterventionsControl Setting Variables Control Task VariablesToken SystemSelf-MonitoringContracting
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Pharmacologic Interventions
StimulantsSSRIsAntihypertensivesAnticonvulsants
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Commonly Prescribed StimulantsCommonly Prescribed StimulantsRitalin (methylphenidate)Dexedrine (dextroamphetamine)Adderall (amphetamine mixed salts)Concerta (methylphenidate)Metadate (methylphenidate)Out of favor - Cylert (pemoline) There is poor correspondence between
clinical effects & blood levelsTest / Re-Test Paradigm better than
mg/kg body weight dosing
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Ritalin (methylphenidate)Ritalin (methylphenidate)
Around over 50 years 5 mg to 60 mg per day in divided doses Mixed experience with sustained release but may work well in combination with non-SR
Onset 15-30 minutes; Peak 90 minutes; lasts 4-6 hours
New product on the way with 12 hour dosing
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Adderall
6-8 hoursGood choice for younger kids without homework
Most get by with once a day dosing
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Concerta
18 mg & 36 mg12 hoursOnce daily dosingMust take capsule wholemore expensive
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Metadate
10 hours30% fast actng70% slow actingLess expensiveCan be sprinkled on food
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Other Classes of Medications UsedOther Classes of Medications UsedAntidepressants
Tofranil (imipramine) Wellbutrin (buproprion) Prozac (fluoxetine) Zoloft Often in combination with Ritalin
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Other Classes of Medications Used
Blood Pressure Meds Tenex (guanfacine) Catapres (clonidine)
Others less used Buspar (buspirone) Lithium Carbonate
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Treatment using a multi-modal approach
parent trainingbehavior managementenvironment management
classroom interventions
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Summary
Assess & diagnose properlyMedication is a primary intervention
Multi-modal approach is preferred to meds only
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Trivia Snapshot
When you watch a baseball game on TV you actually hear the crack of the bat sooner than the fans at the game because of the placement of the microphone and the speed of sound versus the speed of the electrical transmissions used for broadcasting the signal
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Conduct DisordersRepetitive pattern of behavior
in which the basic rights of others or major societal norms/rules are violated
Clinically significant impairment in social, academic or occupational functioning
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Conduct Disorders3 or more in past 12 months
aggression to people or animals
destruction of property deceitfulness or theft serious violations of rules
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Prevalence
Elementary - 2% girls, 7% boysMiddle - 2-10% girls, 3-16% boys
High School - 4-15% boys & girls
Higher in urban than rural
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Looking Ahead
50% of those showing Sx in elementary school continue to do so during adolescence
40-75% of adolescents continue Sx as adults
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High Risk Signs
ADHDEarly onset before age 10 (most
important)Multiple types of antisocial behaviors
stealing, lying, fightingHigh frequency of acting outBehaviors displayed in multiple settings
school, home, community
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Comorbidity
21% Major Depression or Bipolar Disorder
24% Anxiety Disorder31% ADHD
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Treatment
Behavior TherapyCognitive TherapyFamily TherapyGroup TherapyPsychodynamic or Interpersonal Therapy
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Behavior Therapy
Parent trainingSchool based management programs
Token SystemsReinforce desired behaviors through multiple settings
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Cognitive Therapy
Changing ineffective thought processes
Consider potential and actual consequences of behavior
Connect choices with outcomesConsider potential and actual consequences of behavior
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Cognitive Therapy
Connect choices with outcomesProblem solving techniquesSocial Processing Deficits
misinterpret situations base response on misinterpretationsevent - anger - run away
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Family Therapy
Changing family communication processes
Identify and change dysfunctional systems
Clarify roles
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Group Therapy
Facilitate contact with prosocial peers in structured setting
“old guy in a tie” vs “experts”Confrontation by peersMixed groups with experienced leaders did best
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Psychodynamic / Interpersonal Therapy
Attachment theoryImprove relationship with parent and others
Less research support
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EffectivenessDecreased Sx shown after 3-4 months of
TxSome did well at 1 year follow-upSome do not maintain Tx gainsLowered recidivism rates 6 - 18 months outNumber of serious criminal offenses stayed
the same These may be more difficult cases May require higher level of treatment
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Oppositional Defiant Disorder
Pattern of negativistic, hostile & deviant behavior lasting at least 6 months during which 4 are present often loses temper argues with adults actively defies requests or rules
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Oppositional Defiant Disorder
blames others for his misbehaviors
easily annoyed by others angry & resentful spiteful & vindictive
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Oppositional Defiant Disorder
There is clinically significant impairment in social, academic or occupational functioning
not specific to a psychotic or mood disorder
does not meet criteria for conduct disorder
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Disruptive Behavior Disorder
Ongoing pattern of CD & ODD behaviors that fail to meet criteria for full diagnosis
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Adjustment Disorder with Disturbance of Conduct
Can be with Mixed Emotional Features also
Occurs within 3 months of identifiable stressor
Can include mood swings
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Child or Adolescent Antisocial Behavior
Isolated antisocial behaviors not considered indicative of a mental disorder
i.e. shoplifting but no other problems
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Pervasive Developmental Disorders
Severe & pervasive impairment in several areas of development
Reciprocal social interactions skillsCommunication skillsStereotyped behaviors, interests,
activitiesDeviant to developmental level or age
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Pervasive Developmental Disorders
Autistic disorderRett’s disorderChildhood disintegrative disorder
Asperger’s disorderPDD NOS
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Autistic Disorder CriteriaQualitative impairment in social interactionMarked impairment in nonverbal behaviors
eye contact, facial expressions, gesturesFailure to develop peer relationshipsLack of spontaneously seeking to share
enjoymentLack of emotional reciprocity
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Autistic Disorder CriteriaDelay / Lack of developed spoken language
When speech present - not initiate or sustain conversations
Idiosyncratic languageLack of varied spontaneous play
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Autistic Disorder CriteriaRestricted, stereotyped patterns of behavior
Inflexible adherence to ritualsRepetitive motor mannerismsPreoccupation with parts of objects
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Rett’s Disorder
Distinctive regression of abilities and slowed head growth
Only femalesLess frequent than Autism
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Rett’s Disorder Criteria
Normal prenatal & perinatal development
Normal development first 5 months
Normal head circumference at birth
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Rett’s Disorder CriteriaDecelerated head growth 5 - 48 months
Loss of previously acquired skills Development of steretyped hand movements
Loss of social engagemenetPoor coordinationImpaired language
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Asperger’s DisorderNo mental retardation which may be present in Autistic disorder
Mild level of delay symptomsGood verbal skills usuallyFrequently seen with ADHD & depressive disorders
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Asperger’s DisorderIncreased interest in social relationships but impaired ability
May duplicate routines or rules without understanding
Frequent behavior problems in adolescence
Usually the one caught when numerous kids involved
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Types of Social Behavior Dysfunction
Key defining feature of autismCan be classified into three categories: socially avoidant socially indifferent socially awkward.
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Socially AvoidantAvoid virtually all forms of social interaction
Tantrum and/or 'run away' when someone tries to interact with him/her
As infants, some are described as 'arching their back' from a caregiver to avoid contact
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Socially IndifferentDon’t seek social interaction with
others (unless they want something)Don’t actively avoid social situationsDon’t seem to mind being with peopleDon’t mind being by themselvesCommon in the majority of autistic
individuals
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Socially IndifferentOne theory is that autistic individuals do not obtain
'biochemical' pleasure from being with people. Research by Professor Jaak Panksepp at Bowling Green State University in Ohio has shown that beta-endorphins, an endogenous opiate-like substance in the brain, is released in animals during social behavior. Additionally, there is evidence that the beta-endorphin levels in autistic individuals is elevated so they do not need to rely on social interaction for pleasure. Some research on the drug, naltrexone, which blocks the action of beta-endorphins, has shown to increase social behavior.
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Socially AwkwardTry very hard to have friends, but cannot keep
themCommon to Asperger SyndromeLack reciprocity in their interactionsConversations often revolve around themselves &
are self-centeredThey don’t learn social skills and social taboos by
observing othersLack common sense when making social decisions
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Treatment
Sensory BasedBioMedicalSocial
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Sensory
If the problem appears to be due to hypersensitivity to sensory stimuli, sensory-based interventions may be helpful, such as auditory integration training, sensory integration & visual training. Another strategy would be to remove these sensory intrusions from the person's environment.
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Biomedical
Naltrexone is usually not prescribed to improve social interaction; however, research studies and parent reports have indicated improved social skills when given Vitamin B6 and magnesium, and/or dimethylglycine (DMG) Research is mixed on this. Lots of anecdotal stories on internet
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Social
A treatment strategy to improve social behavior is using 'social stories'. This involves presenting short stories to teach socially appropriate behaviors. These stories are used to teach the individual to understand the behavior of themselves and others better.
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Time For Your Questions