OET Reading Part A 57

57 Autism Spectrum Disorder

PART A

TIME: 15 minutes

• Look at the four texts, A-D, in the separate Text Booklet.
• For each question, 1-20, look through the texts, A-D, to find the relevant information.
• Write your answers on the spaces provided in this Question Paper.
• Answer all the questions within the 15-minute time limit.
• Your answers should be correctly spelt.

Text A

Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) develops in early childhood. Recent population analysis indicates that the number of cases of ASD is increasing in many countries, particularly in technologically developed countries. The U.S. Center for Disease Control research claims that, in some states, one of every 68 children (one of 42 boys) has a diagnosis of the ASD, a 30% increase from 2012 (IACC Strategic Plan for Autism Spectrum Disorder Research, 2013.

Multiple dysfunctional reflex patterns are characteristic in two separate groups of children diagnosed with autism:

• those whose patterns were immature or pathological and severely dysfunctional from birth.
• those that developed normally but regressed into autism at age 2 or 3 unexpectedly.

Reflexes of these children may have been delayed and immature, but not noted by specialists or parents. Their nerve system, possibly, was not resilient enough to cope with the stress that they experienced. Alternatively, their reflexes might not have matured and have caused the asynchronicity in their brain function development on both cortical and extrapyramidal levels resulting in neurodevelopmental disorders beginning around 2 years of age. An initially mild unrecognized problem can lead to more complicated deficits with age.

Text B

Individuals diagnosed with ASD show a chronic lack of sensory motor integration and delay of skills concerning the early motor milestones. They show a wide range of immature reflex patterns such as Hands Pulling, Hands Supporting, Hands Grasp, Crawling, Asymmetrical Tonic Neck Reflex, Symmetrical Tonic Neck Reflex, Babkin Palmomental, Ocular-Vestibular, and other patterns. The MNRI program utilizes non-invasive intervention to support the development of the neuro-sensory-motor aspects of those reflex patterns through specific techniques and procedures that allow restoration of links between reflex circuit components and the protection function of a reflex to normalize their over-freezing and fight or flight reactions seen, for example, in tactile defensiveness or deprivation. Thus, the MNRI program works particularly with the autonomic nervous system – its sympathetic and parasympathetic processes.

Text C

Disharmony in muscular system development and lack of regulation for muscle tone beginning in children with ASD in their infancy results in impulsive reactions that often turns into permanent physical characteristics and behaviors as they grow older. For example, impulsivity may lead to poor ability for goal setting, poor focus and following instructions, deficient inner control, hyperactivity, disorganized and chaotic behavior, and irritability and impatience. Lack of muscle tone regulation may later result in challenges in motor programming and control, planning, and thus lead to poor motor-cognitive- behavior coordination. This poor regulation is caused by a lack of balance in the excitation and inhibition processes in the reflex circuits, including improper connectivity between alpha and gamma motor neurons. Clinical observations show that the disharmony and lack of proper regulation in muscle tone in children with ASD are seen mainly in: Hypertonic muscles in the posterior dorsal plane of the body (along the spinal column – sacrospinalis, thoracic longus, trapezius) and with the opposite hypotonic abdominal muscles and diaphragm negatively affects development of postural control. The child with ASD, in an attempt to release tension caused by this disproportion of muscle tone in the back and front of their body, may often display reactivity in behavior and impulsive movements triggering balance/equilibrium mechanisms (balancing reflex pattern), resulting in a state of being overstimulated.

Text D

Problems in visual and auditory perception systems: The eyes of children diagnosed with ASD show a restless state or lack of mobility and dilated pupils. They usually have a limited, narrow visual span, poor visual attention and focus, and hyperactive peripheral vision. Their eye movements appear to freeze or jump rapidly in saccades. Many children with ASD demonstrate an addictive tendency for computers and cell phones with compulsive repetition of the same image, object, or program, often watching it at a very close range. The child with ASD becomes over-focused, which over-stimulates their vestibular system and static balance. The Pupillary Reflex in these children may become hypersensitive, over- stimulating the sympathetic system, with either over-reactive or hypoactive motor activity. The visual system of children diagnosed with ASD copes poorly with this visual chaos which leads to a visual processing disorder. A Bonding response in infants is seen from their first months after birth. Bonding as a behavior trait matures during their first years of life. Almost every child with ASD assessed presented signs of inadequate bonding – lack of attachment, tactile and interactivity defensiveness, a tendency for self-isolation, a poor imitation, and poor learning of verbal communication. When bonding is immature, there are problems with visual contact, focusing on the face/eyes of their mother and other adults and poor emotional communication, inability to adequately smile, and poor labelling of the objects in their environment.

Questions 1-7

For each question, 1-7, decide which text (A, B, C or D) the information comes from. You may use any letter more than once.

In which text can you find information about:

1. ASD children often overuse screens.
2. ASD causes impulsive behaviours due to muscle issues.
3. ASD increased 30% in U.S. states.
4. MNRI targets autonomic nervous system responses.
5. ASD rates are rising in developed countries.
6. MNRI uses techniques for reflex development.
7. ASD involves tight back and weak abdominal muscles.

Questions 8-14

Answer each of the questions, 8-14, with a word or short phrase from one of the texts. Each answer may include words, numbers or both.

1. What does the MNRI program target?.
2. What behavior results from muscle tone issues?
3. What do ASD children often obsess over?
4. What fraction of boys has ASD in some states?
5. What type of techniques does MNRI use?
6. What visual issue do ASD children experience?
7. What reactions does the MNRI program aim to normalise?

Questions 15-20

Complete each of the sentences, 15-20, with a word or short phrase from one of the texts. Each answer may include words, numbers or both.

1. Issues with muscle tone can lead to _______ actions.
2. One in every _______ boys is diagnosed with ASD.
3. MNRI aims to support the _______ system.
4. Poor regulation of muscle tone affects the _______ muscles.
5. ASD children might have difficulty with _______ focus.
6. MNRI helps manage _______ reactions in children.

End of Part A | You have to Submit the 2 Booklets Immediately.