7.2 Diagnostic Assessment for Autism Spectrum Disorder

7.2 Diagnostic Assessment for Autism Spectrum Disorder

INSTITUTES 7.2 – 7.5 reciprocal communication with their child, and inconsistent behaviors of their child. Positive coping strategies for adjusting t...

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INSTITUTES 7.2 – 7.5

reciprocal communication with their child, and inconsistent behaviors of their child. Positive coping strategies for adjusting to the responsibilities of caring for a child with autism through transition into adulthood will be discussed. Methods: Empirical evidence on caregiver stress for families raising a child with autism will be reviewed. Potential barriers for provision of optimal treatment created by denial and lack of resources or inadequate information will be discussed. Suggestions for helping the family through developmental stages and the need to reevaluate therapy and services will be provided. Results: Participants will be able to recognize emotional obstacles that parents face in accessing care for their child with autism. Clinicians will be able to work collaboratively with families to develop a comprehensive multimodal treatment plan that encompasses emotional and educational support for the parents, psychopharmacology, and individualized educational/ behavioral interventions. Conclusions: Integration of approaches to educate and support parents of children with ASDs will have significant implications for early intervention and long-range planning and will maximize potential for adaptive functioning for their child.

ASD STRESS TREAT http://dx.doi.org/10.1016/j.jaac.2016.07.056

7.2 DIAGNOSTIC ASSESSMENT FOR AUTISM SPECTRUM DISORDER Bryan H. King, MD, University of Washington and Seattle Children’s Hospital, 4800 Sand Point Way NE, Seattle, WA 98105 Objectives: Before and after the publication of the DSM-5, the diagnostic construct of autism has received renewed and intense scrutiny. This presentation on the diagnosis of ASD provides an opportunity to illustrate each of the criteria and highlight strategies for assessing those criteria in clinical practice. Methods: This presentation will review and highlight diagnostic criteria that have characterized ASD since its original description. The rationale for changes incorporated into DSM-5 also will be reviewed. Current criteria will be examined with examples of how those criteria might manifest. Strategies for capturing these symptoms will also be reviewed. Results: The diagnostic criteria for autism have gradually evolved since the earliest descriptions of the disorder to include a broader spectrum of impairment. The categorical divisions that most recently characterized the pervasive developmental disorders have been collapsed into a single entity, ASD. As a consequence, the criteria sets have been expanded to more explicitly accommodate a wider range of presentation. The use of formal rating scales and that of semistructured autism diagnostic interviews may be very helpful in making the diagnosis but are not required. Conclusions: Before and after the publication of DSM-5, the diagnostic construct of autism has received renewed scrutiny. This presentation on the diagnosis of ASD provides an opportunity to illustrate the criteria and highlight strategies for assessing those criteria in clinical practice.

ASD DIAG Other http://dx.doi.org/10.1016/j.jaac.2016.07.057

available to test for the presence of these variants in the patient population. Relevant case studies will be presented to highlight clinical relevance as well as a practical guidance for targeted genetic workup in the psychiatric clinic. Results: The findings of specific genetic syndromes, copy number variants, and gene-disrupting variants facilitate the clinical care of the patient and may link patients and families to variant-specific support networks to contact researchers and other individuals and families with similar variants. Conclusions: Community clinicians treating individuals with ASD have an important role in communicating current medical recommendations to their patients with autism and their families. Understanding the implications of recent genetic studies, the current methods for detecting these variants in patients, and the possible benefits (and caveats) of genetic testing of patients and families is an integral part of treating individuals on the autism spectrum.

ASD GS Other Supported by the Charles H. Hood Foundation, AACAP’s Campaign for America’s Kids (CFAK), the Alan B. Slifka Foundation’s Riva Ariella Ritvo Endowment, and NIMH http://dx.doi.org/10.1016/j.jaac.2016.07.058

7.4 BEHAVIORAL TREATMENT OF AUTISM SPECTRUM DISORDER: A REVIEW OF THE EVIDENCE McLeod F. Gwynette, MD, Psychiatry and Behavioral Sciences, Medical University of South Carolina, 67 President St # 5-SOUTH, Charleston, SC 29425-5712 Objectives: The goal of this presentation is to review the latest evidence for several key behavioral interventions in ASD. These include Early Intensive Behavioral Intervention/Early-Start Denver Model for core symptoms, applied behavioral analysis for problem behaviors, group social skills training (SST), and CBT for comorbid symptoms of social anxiety. Methods: Information regarding the strength of evidence for these behavioral therapies will be drawn from the most recent literature and presented to the audience in a way that easily relates to everyday clinical practice. Each of the aforementioned behavioral therapies will be described in detail, including the requisite patient characteristics (i.e., age, diagnosis, severity of ASD symptoms, level of cognitive functioning), interventional approach, symptoms targeted, and clinical outcomes data. Results: Participants will gain a working knowledge regarding multiple evidencebased behavioral therapies for the treatment of ASD symptomatology and will be more equipped to select, advocate for, and expedite the implementation of appropriate behavioral interventions likely to benefit their patients. Conclusions: Behavioral therapies have strong efficacy data across a broad range of patients with ASD and can improve core ASD symptoms, cognition, social skills, language, anxiety, and long-term patient outcomes. Given the relative paucity of available evidence-based biological interventions in ASD, behavioral approaches comprise a significant and critical portion of the evidence base for clinical interventions. Therefore, an increased understanding of effective behavioral therapies for symptoms of ASD can enhance the ability of clinicians to positively affect the lives of their patients and improve long-term outcomes.



Rebecca Muhle, MD, PhD, The Autism Center, Hospital for Special Care, 370 Osgood Ave, New Britain, CT 06053


Objectives: Recent advances in human genetics have fostered studies of ASD with improved resolution, reliability, and cost effectiveness. These genetic studies have illuminated the genetic architecture underlying ASD and are an invaluable boon to the scientific research community. Translating these advances to the community clinic, however, requires bridging the gap between the laboratory bench and the patient bedside. Methods: This talk will review recent advances in autism genetics, with a particular emphasis on the role of the community practitioner in communicating the importance of genetic testing and the relevance of particular genetic variants to patients and families. Important topics for review include known genetic syndromes, copy number variants, and probable gene-disrupting variants associated with ASD and the genetic testing methods currently



Gagan Joshi, MD, Pediatric Psychopharmacology, Massachusetts General Hospital, 55 Fruit Street, Warren 625, Boston, MA 02114; Jeremy M. Veenstra-VanderWeele, MD Objectives: This presentation will offer an up-to-date review of the emerging evidence on the prevalence, clinical characteristics, and management of ADHD in children and adolescents with ASD. Methods: The literature on ASD was queried to identify published studies on the following: 1) the prevalence and the clinical presentation of ADHD in youth with ASD; and 2) the psychopharmacological interventions for the treatment of ADHD in youth with ASD.