Exam 2 Flashcards

Question

Milieu teaching prompts

Answer 1

- most-to-least support - imitation to initiation - providing verbal choices - opportunities to answer questions - time delay - modeling expanded language

Answer 2

- contemporary ABA - more naturalistic, transactional basis, typical communication opportunities. - developmental language progession - "behavioral"

Answer 3

- therapist implemented - parent implemented - "established treatment" - -> harder to generalize! - -> single subject studies. do not have RCT studies for this.

Answer 4

aka natural language paradigm. - Comprehensive - more "behavioral"

Answer 5

- pivotal behaviors- once these skills are learned they lead to significant development in other domains. * motivation * responsivity to multiple cues * self-initiations * self-management

Answer 6

- evaluate overall functioning (developmental, adaptive behavior, and language skills) - goals are based on the evaluation. can work on multiple domains simultaneously, goals within one domain are addressed sequentially.

Answer 7

- administrator: clinician or parent - must be trained! - environment: clinic/school/home - "individual typical environment" - materials: toys with multiple parts - frequency: all waking moments are teaching moments - session aim: language; play; social interactions; self-help; academic

Answer 8

- presentation of an opportunity to respond: * get child's attention * present an opportunity * incorporate multiple cues * intersperse maintenance tasks * share control - Reinforcement given following a response: * reinforce contingently and immediately * reinforce attempts * natural, direct reinforcers paired with social praise.

Answer 9

- pivotal areas of development - family involvement - natural environment - "behavioral"

Answer 10

- parents can successfully implement PRT - lots of studies, primarily single-subject design, few RCT - "established treatment"

Answer 11

- not necessarily "ABA" - Key vocabulary: * discrete trail instruction or discrete trail training * differential reinforcement * shaping

Answer 12

- evaluate preparedness to learn (able to sit? able to attend? able to respond? etc) - evaluate communication/social skills (VB-MAPP, Assessment of Basic Language and Learning Skills-Revised) - Goals: addressed in developmental progression, may be identified according to a curricular guide, maintenance goals interspersed.

Answer 13

- Administrator: supervising clinician (BCBA), direct care clinician, parents - environment: home/school/clinic; often a dedicated space where teaching occurs "table time" - material: data collection tools, reinforcers, teaching materials - frequency: 40 hours a week? - session aim: improve specified goals for the session.

Answer 14

- Procedure: * discrete trial introduction (instruction, response, consequence intertrial interval) * verbal behavior (mands (request), tact (label), echoic (imitation), intraverbal (response), textual (reading), transcription (writing)). What is missing??? - PRAGMATICS!! * Prompts: physical (physically moving them), gestural, verbal, visual, model, positional, fading.

Answer 15

- errorless learning | - trail and error

Answer 16

- gradually modifying behavior by reinforcing more complete behaviors.

Answer 17

- access to reinforcers for correct responses but a lack of access to reinforcers for incorrect responses.

Answer 18

- behavior analysis - operant conditioning (planned and unplanned consequences) - antecedents

Answer 19

- Lovass (1987) - social interaction and social communication piece was missing here!! (looked at cognitive outcomes) - established treatment

Answer 20

- Skill specific intervention - more developmental - Key Vocabulary: joint attention routines, joint attention, Joint engagement.

Answer 21

- evaluate level of joint attention * M-CHAT 2, early social communication scale, parent-child interaction, non-structured play observation with adult. - evaluate play skills - Goals: 1st goal: emerging skills.

Answer 22

- administrator: clinician - environment: clinic/school/home - Materials: toys and materials for play - frequency: 30 minutes a day; 3-5 days a week for as few as 24 sessions total. - session aim: spontaneous display of targeted skill

Answer 23

- play-selected by following the lead and interests, developmentally appropriate level - set up environment - follow the lead - scaffolding - expanding - imitating - prompting - person-engaged play

Answer 24

- "developmental" - typical development of JA - JA deficit in ASD

Answer 25

- original study: 2006 | -

Answer 26

is not just "floortime" - comprehensive treatment - key vocab: Child profile and Functional emotional developmental levels (FEDLs)

Answer 27

- D: Functional emotional developmental levels (FEDLs). - I: Individual processing profile - Individual differences in sensory, motor, and language abilities - R: Caregiver-child relationship

Answer 28

- shared attention and regulation - Engagement and relating. - Two-way intentional communication - complex problem solving. - creative representations and elaboration - Representational differentiation and emotional thinking.

Answer 29

- children are described using the Diagnostic Manual for Infancy and Early Childhood according to their level of relating and communicating. - as well as the other domains of development central to DIR.

Answer 30

- Facilitating development at or above the FEDLs - within the context of the individual processing profile. - guiding caregivers to help children to move to higher FEDLs

Answer 31

- self-regulation and interest in the world (birth-3mo.) - forming relationships and affective vocal synchrony (2-7mo.) - Intentional two-way communication (8-12mo.) - first words: sharing meaning in gestures and words (12-18mo.) - Word combinations: sharing experiences symbolically (18-24mo.) - Early discourse: reciprocal symbolic interactions with others (24-36mo.)

Answer 32

- Administrator: clinical team: including clinician(s) and praent-those certified in DIR. - Environment: clinic/school/home - material: those needed to reach the goals. - frequency: 6-8 20-minute sessions a day. - session aim: improvement of FEDLs

Answer 33

- Floortime - Goals addressing each FEDLs - opening and closing circles of communication (turn taking) - semi-structured problem-solving - sensory motor activities - parent coaching

Answer 34

- spontaneous, developmentally appropriate interactions during which the FEDLs are mobilized

Answer 35

- developmental - interdisciplinary - combines all domains of development - emphasizes the developmental level - empirical support for development in each domain

Answer 36

- Greenspan and Wieder (1997) - retrospective chart review - strength of additional research? - "Emerging treatment" - 2009

Answer 37

- Comprehensive treatment - key vocab: 1. language stage (preverbal; early one-word; late one-word; multi- word) . 2. SCERTS curriculum. 3. natural environments. 4. family-guided routines

Answer 38

- evaluate social communication (CSBS DP, Describe the child's language stage). - SCERTS Assessment Process - SAP defined meaningful and motivating goals. - SAP defined learning contexts and intervention strategies and supports. - Activity planning

Answer 39

- social communication emotional regulation transactional supports - comprehensive curriculum - assessment in each domain - gather information from multiple sources - profile of strengths and needs

Answer 40

individualized

Answer 41

- daily schedule to embed SC and ER goals.

Answer 42

- Administrator: parent with clinician support; clinician must be trained in SCERTS - Environment: home - materials: those available in the family's home - frequency: daily - goal of 25 hours/week - session aim: improvement on SC and ER goals

Answer 43

- family-guided routines - parent-implemented embedded intervention - collaborative consultation - Positive behavior supports

Answer 44

- Developmental - child-directed - natural-environments - family-centered services and supports - core-deficits of toddlers with ASD

Answer 45

- original study: 2006 - New RCT study: coming out in 2014 - various supports for the different components

Answer 46

- 8 parent-group meetings - 3 individual visits - Hanen certified clinician - manualized and well marketed (they do this well) - catchy acronyms - developmental

Answer 47

- comprehensive model - "blended model" - combining applied behavior analysis and developmental practices. - delivered in the homes - relationship focused. - ESDM certified clinicians - manualized - strong evidence!

Answer 48

developmental, individual-difference relationship-based model.

Answer 49

1. functional emotional developmental levels (FEDLs) 2. Individual processing profile. 3. caregiver-child relationship

Answer 50

Functional emotional developmental levels

Answer 51

1. shared attention - birth to 3 months 2. engagement and relating - 2-6 months 3. 2-way intentional communication - 4-9 months 4. complex problem solving - 9-18 months 5. creative representations and elaboration - 18-30 months 6. representational differentiation and emotional thinking - 30-48 mo.

Answer 52

Sensory Modulation sensory processing sensory-affective processing motor planning and sequencing

Answer 53

Type I: early symbolic with constrictions. Type II: Purposeful problem-solving with constrictions Type III: Intermittently engaged and purposeful Type IV: Aimless and not purposeful

Answer 54

the Functional Emotional Assessment Scale

Answer 55

1. self-regulation and interest in the world (birth-3 mo.) 2. Forming relationships and affective vocal synchrony (2-7 mo.) 3. Intentional 2-way communication (8-12 mo.) 4. 1st words: sharing meaning in gestures & words (12-18 mo.) 5. word combinations: sharing experiences symbolically (18-24 mo.) 6. Early discourse: reciprocal symbolic interactions with others (24-36 mo.)

Answer 56

1. shared attention 2. affective engagement 3. reciprocity 4. shared intentions 5. shared forms and meanings 6. emerging discourse 7. sensory processing and audition 8. motor planning

Answer 57

- established treatments - emerging treatements - unestablished treatments - ineffective/harmful treatments

Answer 58

emerging treatment

Answer 59

- social-emotional - affective - language - sensory - regulatory - motor planning - visual-spatial - patterns of family interaction

Answer 60

1. Floortime 2. semistructured problem-solving interactions 3. motor, sensory, perceptual-motor, and visual-spatial activities

Answer 61

a plan for how to play with a toy or use objects in a play activity. they have steps that are repeated and a predictable sequence of events.

Answer 62

Joint attention is used to refer to a specific set of gestures used for sharing. Joint engagement refers to the overarching quality and connectedness of the interaction.

Answer 63

1. unengaged 2. object engaged: child is actively playing with an object in a functional way, no other person involved. 3. person engaged: child is actively interacting with another person without toys or objects. 4. supported joint engagement: child and adult are interacting with toy/object, but child may not be initiating or overtly aware of adult's interaction. adult is "supporting" the interaction. 5. coordinated joint engagement: child and adult both actively interacting. both are aware of other and both are initiating.

Answer 64

- protoimperatives - requesting communicative actions | - protodeclaratives - joint attention communicative actions

Answer 65

- making requests of others - attracting attention to self - directing another's attention to some item/activity - reacting to stimuli - focusing own attention to item/activity or regulating own behavior

Answer 66

- coordinated joint look: child looks from adult to toy and back to share attention. - showing: child has toy in hand and holds up toward adult to share attention - give to share: child makes clear attempt to give toy to adult purely to share, not to communicate need for assistance with the toy. - point: child points to object purely to direct adult's attention to something of interest

Answer 67

30 minute sessions, 3-5 days/week for as few as 24 sessions total.

Answer 68

lab, home, school setting...

Answer 69

1. evaluating and planning objectives based on a child's joint attention skills. 2. implementing strategies to increase spontaneous use of joint attention. 3. collecting data and monitoring progress. 4. terminating treatment.

Answer 70

improve language skills in children by increasing the frequency of their spontaneous initiations of joint attention

Answer 71

- language use inventory for young children (LUI) - modified checklist for autism in toddlers (M-CHAT) - Early Childhood Communication Scales (ESCS)

Answer 72

- setting up the environment. 1. adjust physical orientation during play. 2. set up the environment with developmentally appropriate toys. 3. set up the environment to reduce distractions by removing extra toys or items that may cause challenging behaviors.

Answer 73

1. Set up the environment 2. follow the child's lead 3. scaffold skills 4. expand language 5. imitate

Answer 74

- sit close to the child to make eye contact. - arrange toys within reach. - remove distractions - use environment to facilitate child's social and communicative attempts

Answer 75

- wait before acting - allow the child to explore the room - show high interest in the child's toy choice

Answer 76

- identify the JA skill to scaffold. - provide ample positive reinforcement of the child's skills - Use the prompt hierarchy to facilitate skill learning.

Answer 77

- talk about what the child is doing - repeat what the child says - expand on the child's communication - give corrective feedback.

Answer 78

- imitate the child's actions on toys | - mirror back language

Answer 79

1. general verbal prompt ("what toy should we pick?") 2. specific verbal suggestion ("let's play with the Dora doll") 3. verbal command ("get the Dora doll") 4. verbal command with gesture (Say "get the Dora doll" while pointing to Dora) 5. Partial physical prompt (nudging the child's arm toward Dora) 6. full physical prompt (fully helping the child get Dora)

Answer 80

1. environmental arrangement 2. responsive interaction 3. specific language modeling 4. milieu teaching

Answer 81

primarily in the home, during regular routines. | Parent-implemented

Answer 82

- restricted interests in activities and toys - limited joint attention skills - limited social engagement with adults during activities - perseverative behavior - verbal echolalia - other challenging behaviors

Answer 83

1. building and extending play routine as context for modeling new vocabulary and other target forms. 2. providing a foundation for using milieu teaching prompts to promote language production

Answer 84

Children who are imitative and initiate language with a pronoun reversal, saying "you" when they mean "I"

Answer 85

most to least

Answer 86

1. indiscriminate imitation 2. verbal echolalia 3. resistance to verbal prompting

Answer 87

- environmental arrangement | - responsive interaction strategies

Answer 88

Early Social Interaction

Answer 89

TODDLERS who are AT RISK or have a diagnosis of ASD

Answer 90

- priority for instruction on functional, spontaneous communication; social instruction across settings; play skills with focus on peer interaction; new skill acquisition, maintenance, and generalization, in natural contexts; functional assessment and positive behavior support in address problem behaviors; and functional academic skills, when appropriate.

Answer 91

Comprehensive developmental

Answer 92

1. warmup 2. 10 minutes 3. 30-40 minutes

Answer 93

fewer than 2 words

Answer 94

2-5 different words

Answer 95

6-9 different words

Answer 96

10 or more different words and 2 or more different word combinations

Answer 97

SC: social communication ER: Emotional Regulation TS: Transitional supports

Answer 98

SCERTS Assessment Process (SAP)

Answer 99

- to establish a profile of developmental strengths and needs - to determine meaningful and motivating goals - to select learning contexts and appropriate intervention strategies and supports

Answer 100

SCERTS Activity Planning

Answer 101

- the importance of establishing what the learner (parent) knows and believes when entering a learning environment. - the importance of having a strong understanding of the content. -

Answer 102

1. Consultative Coaching | 2. Caregiver

Answer 103

- impairment in joint attention | - impairment in symbol use

Answer 104

Yes. Clinician must be trained in SCERTS

Answer 105

- family guided routines - individualized child and family curriculum - parent-implemented embedded intervention - collaborative consultation - positive behavior supports - team-based community coordination.

Answer 106

1. family involvement in design and delivery of intervention. 2. treatment in natural environments 3. treatment of key pivotal target behaviors 4. implementation in home and school environments

Answer 107

1. motivation 2. responsivity to multiple cues 3. self-initiation 4. self-management

Answer 108

- individuals with ASD tend to do this. | - attend to only one cue (or part) of the stimulus, even though it may be an irrelevant cue.

Answer 109

- a cognitive style in which the processing of parts takes precedence over the processing of wholes

Answer 110

indirectly

Answer 111

~ 20 years

Answer 112

1. determine a topic 2. gather individualized information 3. develop the social story 4. consider additional supports 5. review and share the social story 6. introduce the social story 7. provide comprehension checks and revision 8. generalization training, maintenance, and fading

Answer 113

- descriptive sentences - perspective sentences - sentences that coach the audience - sentences that coach the team - self-coaching sentences - affirmative sentences - partial sentences

Answer 114

factual, objective, assumption-and-debate free statements that describe context and/or the relevant but often unspoken aspects of a situation, person, activity, skill or concept.

Answer 115

statements that accurately refer to or describe a person's internal state, or their knowledge, thoughts, feelings, beliefs, opinions, motivation, or physical condition, or health.

Answer 116

statements that gently guide the behavior or the audience by describing a suggested response or a choice of responses.

Answer 117

statements that guide the behavior of the audience or members of his or her team. They describe a suggested response, a choice of responses, or self-coaching strategies.

Answer 118

statements written by the audience to identify a personal strategy to recall and apply its content in practice.

Answer 119

statements that enhance the meaning of surrounding statements and often express a commonly shared value or opinion within a given culture.

Answer 120

fill-in-the blank statements that check for comprehension, encourage the audience to make guesses regarding the next step in a situation, the response of another individual, or his or her own response.

Answer 121

all age ranges, with the possible exception of very young children from birth to 2 1/2 years of age.

Answer 122

- adult/peer modeling - point-of-view modeling - self-modeling

Answer 123

- feedforward: person is shown video of self performing a new, yet developmentally appropriate behavior. - positive self-review: watching videos of self to build fluency or proficiency in a skill already learned.

Answer 124

advantages: easily staged and strong maintenance. disadvantages: models may not generate high interest and mixed results for generalization.

Answer 125

Advantages: good for situations in which lack of confidence is an issue, may generate higher interest than other forms, and strong generalization results. Disadvantages: may be difficult to stage and more complex editing.

Answer 126

Advantages: easily staged, real-life depictions, and limited editing needed. Disadvantages: limited range of behaviors and few studies as yet.

Answer 127

Advantages: popular format for children and usually professionally produced. Disadvantages: models may lack relevance and range and specificity of behaviors is limited.

Exam 2 Flashcards

(153 cards)