Early Warning Signs of Autism Spectrum Disorder

Early Warning Signs of Autism Spectrum Disorder

Endorsed by the American Academy of Pediatrics and the Society of Developmental and Behavioral Pediatrics Developed in partnership with Health Resources and Services Administration Maternal and Child Health Bureau

Early Warning Signs of Autism Spectrum Disorder

Abstract

At a family function, your cousin asks your advice about the development of her 2-year-old son. She has noticed that he has a hard time communicating, is rigid in his behavior, and often has temper tantrums. Her pediatrician does not seem very concerned, but she wants your opinion given that you are working in pediatrics.

Case Goal

Early warning signs alert providers to the risk of a possible autism spectrum disorder (ASD). Recognizing these warning signs is necessary in order to know when to screen or further evaluate children for ASD and how to appropriately counsel families. After completion of this module, learners will be able to:

1.

Identify key social-emotional and language milestones through 24 months of age

2.

Recognize the major early warning signs of ASD

Three Steps to Prepare - In 15 Minutes or Less!

1 Read through the Facilitator's Guide and make copies of the case and learner worksheet for distribution.

2 Identify the key topics you wish to address. Consider:

- Knowledge level of learners - Available time - Your familiarity with the subject

3 Select and prepare the optional teaching tools you wish to use. Each case provides a variety of optional

materials to enhance the learning environment, support facilitator style, focus on different themes, or accommodate different time limitations. These materials are optional for facilitators to use at their discretion. - Handouts: select any you wish to use and make copies for distribution - PowerPoint: decide if you wish to use and confirm necessary technical equipment - Video: review embedded video and video library, decide if you wish to use, confirm necessary technical

equipment, and conduct test run

The following case was developed by the authors. It does not necessarily reflect the views or policies of the Department of Health and Human Services (HHS) or the Centers for Disease Control and Prevention (CDC).

Developed in partnership with Health Resources and Services Administration Maternal and Child Health Bureau.

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Autism Case Training: A Developmental-Behavioral Pediatrics Curriculum

Early Warning Signs of Autism Spectrum Disorder

Key Learning Points of This Case

1. Identify key social-emotional and language milestones through 24 months of age a. Describe typical social skills that are present in children from birth through 24 months (Prompt1.1 and Handout I: First Signs Hallmark Developmental Milestones) b. Identify expected language milestones from birth through 24 months (Prompt 1.3 and Handout III: Your Child at 2 Years) c. Identify expected play skills by age (Prompt 2.1 and Handout V: Play Skills)

2. Recognize the major early warning signs of ASD a. Identify key red flags for ASD (Prompt 2.3 and Handout VI: Red Flags of ASD) b. Recognize the difference between a typical temper tantrum and one of a child with an ASD (Handout IV: Temper Tantrums)

Only Have 30 Minutes to Teach? :30

Focus your discussion on recognizing typical and atypical behavior and development, particularly social and play milestones, as well as the red flags of ASD. Use:

? Handouts: III Your Child at 2 Years and VI Red Flags of ASD ? Videos: "Response to Name" and "Nathan & Ben Playing" ? Potential Prompts: 1.3 and 2.3

Materials Provided

? Case Worksheet for Learners ? The Case Study: Part I, II, and III (available in Facilitator's Guide and on CD) ? Optional Teaching Tools

- PowerPoint with Embedded Videos (available on CD) - Handouts (available in Facilitator's Guide and on CD)

? Handout I: First Signs Hallmark Developmental Milestones ? Handout II: Shy Temperament vs. ASD ? Handout III: Your Child at 2 Years ? Handout IV: Temper Tantrums ? Handout V: Play Skills by Age ? Handout VI: Red Flags of Autism Spectrum Disorders ? Video Library (available on CD)* ? References

*There are many potential videos for this case in the video library that demonstrate red flags and milestones. Please review the library for additional videos.

Case Authors Liz Harstad, MD, Children's Hospital Boston, Harvard Medical School Carol Baum, MD, Warren Alpert Medical School of Brown University Yvette Yatchmink, MD, PhD, Warren Alpert Medical School of Brown University Editors Georgina Peacock, MD, MPH, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention Carol Weitzman, MD, Yale University School of Medicine Jana Thomas, MPA, Porter Novelli

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Autism Case Training: A Developmental-Behavioral Pediatrics Curriculum

Early Warning Signs of Autism Spectrum Disorder

Getting Started

This case is designed to be an interactive discussion of a scenario residents may encounter in their practices. Participation and discussion are essential to a complete learning experience. This Facilitator's Guide provides potential prompts, suggestions for directing the discussion, and ideas for incorporating the optional teaching tools. It is not designed as a lecture.

Case study icons: Call-out: step-by-step teaching instructions Note: tips and clarification Slide: optional slide, if using PowerPoint Filmstrip: optional slide contains an embedded video Paper: potential place to distribute an optional handout

:30 Digital clock: tips if you only have `30 Minutes to Teach'

Early Warning Signs of Autism Spectrum Disorders

Case Study Part I

You are attending a family reunion and during a quiet moment, your cousin Elizabeth takes you aside and asks you what you think about the development of her son, Mark. She tears up as she tells you how worried she is about him. Mark will be 2 years old next month, and he seems so different from the other children on the playground. Although he is an affectionate and happy little boy, his behaviors can be so unpredictable. He is very shy and has terrible temper tantrums. It is usually impossible to reason with him. Small changes in his routine throw Mark off, and Elizabeth is worried that he won't be able to handle the crowd at this family gathering without causing a scene. You ask her what her pediatrician thinks.

Elizabeth tells you that Mark has been seen by his pediatrician, and she has expressed her concerns about his temper tantrums on a few visits. Mark enjoys going to the doctor's office because they have a large tropical fish tank, and he has generally been calm in that setting. Mark's doctors have all been very reassuring, and think he has a bad case of the "terrible twos." The doctor has told her to "give him some time; he is still young and will likely grow out of this phase."

You have been preoccupied by your relatives, and you honestly haven't been paying too much attention to Mark. You know that your cousin is a doting and caring mother. Elizabeth and her husband, Sam, had fertility struggles, and she was thrilled to give birth to Mark after a grueling course of in-vitro fertilization treatments. You know that Mark was born full term without any complications. You heard that he was a fussy baby, but that he was otherwise healthy.

Distribute "Case Study Part I"

Slide 3

Case Study Part I: Discussion Question After reading the case, ask participants, "What stands out to you about the mother's concerns?" Case Study Part I: Potential Prompts

1.1 What are some key developmental milestones for ages 6 months to 4 years?

1.2 It is evident that Elizabeth is concerned about Mark's "shy" manner. What are typical social skills that most children obtain by 12 months? By 18 months? By 24 months?

1.3 How can you determine the difference between a child with a shy temperament and a child with an autism spectrum disorder?

1.4 As you begin to ask Elizabeth about her son, what other developmental milestones :30

do you want to consider?

1.5 How could you address Elizabeth's concern about Mark's temper tantrums?

1.6

What are the strengths of this child and family?

Autism Case Training: A Developmental-Behavioral Pediatrics Curriculum

Slide 4

Follow up with student responses to encourage more discussion: ? What in the case

supports that? ? Why do you

think that? ? What makes you

say that?

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Why is This Case Important?

Evidence-based educational and interventional strategies can help children learn and build competency in areas of need. Many of these strategies are most effective when introduced early. It is important to be proactive regarding developmental concerns, and it is imperative pediatricians be able to detect early warning signs of developmental delays. In the United States, autism spectrum disorder (ASD) is usually diagnosed in children between 3 and 7 years of age. However, studies have shown that parents usually have concerns about their child's development, especially social development, at or before 18 months of age.

The risk factors for receiving a later diagnosis of an ASD include:

? Having many primary care providers rather than seeing one consistent provider ? Living in a rural area compared with an urban setting ? Living in a near-poor household versus a wealthy household

Children who have severe language deficits and/or display the symptoms of hand flapping or toe walking are more likely to be diagnosed earlier.

Introduce the session goal and format of the case study

Slide 1-2

Cultural Competence It is important for clinicians to understand how different childrearing practices and cultural norms may influence key decisions that parents make regarding their child including obtaining evaluations and treatment, future planning, and acceptance of the child's diagnosis. Clinicians can approach parents openly and honestly by asking them about their unique style of parenting and how the information or recommendations provided are received.

See the curriculum introduction for additional information on cultural competence and potential discussion questions.

Autism Case Training: A Developmental-Behavioral Pediatrics Curriculum

This case does not take place in a clinical setting. This unique setting and the role of the physician in addressing family medical concerns may provide an interesting line of discussion.

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