Final Exam Review Flashcards
Friend 2 Friend Model
Friend 2 Friend (F2F) model is designed to build acceptance, empathy, and understanding of ASD in typical peers
Provides a framework for designing autism demystification programs for children ages 3 and up
7 Basic Friendship Tips
- Get your friend’s attention.
- Use short sentences.
- Use gestures or visuals.
- Wait
- Watch your friends
- Give your friend choices
- Use friendly words
Friend 2 Friend Model
Friend 2 Friend (F2F) model is designed to build acceptance, empathy, and understanding of ASD in typical peers
Provides a framework for designing autism demystification programs for children ages 3 and up
7 Basic Friendship Tips
- Get your friend’s attention.
- Use short sentences.
- Use gestures or visuals.
- Wait
- Watch your friends
- Give your friend choices
- Use friendly words
F2F Teaching Model
- Modeling – Provides a visual model of the characteristics of autism
- Labeling – Names the characteristics, making it easier to accept them as real
- Explaining – Provides answers to “Why does my friend do that?”
- Normalizing – Links characteristics to common characteristics that all children exhibit
F2F Teaching Model
- Modeling – Provides a visual model of the characteristics of autism
- Labeling – Names the characteristics, making it easier to accept them as real
- Explaining – Provides answers to “Why does my friend do that?”
- Normalizing – Links characteristics to common characteristics that all children exhibit
5 Key Learning Goals of F2F
Recognize and accept differences in themselves and others
Recognize individuals with autism as valuable friends through “people-first” language
Recognize that it is important to ask questions and express feelings
Empathize with what it feels like to have autism
Embrace all types of diversity
5 Key Learning Goals of F2F
Recognize and accept differences in themselves and others
Recognize individuals with autism as valuable friends through “people-first” language
Recognize that it is important to ask questions and express feelings
Empathize with what it feels like to have autism
Embrace all types of diversity
Integrated Play Model (IPG)
Designed to support children (ages 3+) on the autism spectrum in mutually enjoyed play experiences with typically developing peers
Form IPG parent-professional team
Determine if IPG is appropriate for a child
Identify qualified IPG provider
Develop an IPG program schedule
Choose play space and materials
Decide on play session structure and supports
Integrated Play Model (IPG)
Designed to support children (ages 3+) on the autism spectrum in mutually enjoyed play experiences with typically developing peers
Form IPG parent-professional team
Determine if IPG is appropriate for a child
Identify qualified IPG provider
Develop an IPG program schedule
Choose play space and materials
Decide on play session structure and supports
IPG Assessment
Play guides systematically asses:
Symbolic dimension of play
Social dimension of play
Communicative functions and means
Play preferences and diversity of play
IPG Assessment
Play guides systematically asses:
Symbolic dimension of play
Social dimension of play
Communicative functions and means
Play preferences and diversity of play
IPG Guided Participation
Nurturing play initiations: Focus on recognizing, interpreting, and responding to novice players’ meaningful attempts to socialize and play
Scaffolding play by systematically adjusting assistance
Guiding social-communication
Play guidance: Build upon play initiations and encourage participation (even minimal) in activities that are just slightly beyond the child’s present abilities
IPG Guided Participation
Nurturing play initiations: Focus on recognizing, interpreting, and responding to novice players’ meaningful attempts to socialize and play
Scaffolding play by systematically adjusting assistance
Guiding social-communication
Play guidance: Build upon play initiations and encourage participation (even minimal) in activities that are just slightly beyond the child’s present abilities
Social Learning and Perspective Taking
Social Learning: a person considers the situation and what he knows about his own and others’ thoughts, emotions, beliefs, desires, motives, prior knowledge, and experiences in that situation in order to help interpret and possibly respond to others.
Perspective Taking: Thinking about the others around you and then regulating your behavior around the group’s needs = taking perspective of the others around you
Others may not react when you do it well, but they definitely react when you don’t
Social Learning and Perspective Taking
Social Learning: a person considers the situation and what he knows about his own and others’ thoughts, emotions, beliefs, desires, motives, prior knowledge, and experiences in that situation in order to help interpret and possibly respond to others.
Perspective Taking: Thinking about the others around you and then regulating your behavior around the group’s needs = taking perspective of the others around you
Others may not react when you do it well, but they definitely react when you don’t
FOUR Steps of Perspective Taking
- When you come into my space, I have a little thought about you, and you have a little thought about me.
- I wonder:
Why are you near me? What is your purpose for being near me? Is it because you are just sharing the space? Or do you intend to talk to me? Or do you intend to harm me?”
I have to consider all these things in order to keep myself safe around other people, as well as to predict what will happen next.
- Since we have thoughts about each other, I wonder what you are thinking about me?
- To keep you thinking about me the way I would like you to, I monitor and possibly modify my behavior.
FOUR Steps of Perspective Taking
- When you come into my space, I have a little thought about you, and you have a little thought about me.
- I wonder:
Why are you near me? What is your purpose for being near me? Is it because you are just sharing the space? Or do you intend to talk to me? Or do you intend to harm me?”
I have to consider all these things in order to keep myself safe around other people, as well as to predict what will happen next.
- Since we have thoughts about each other, I wonder what you are thinking about me?
- To keep you thinking about me the way I would like you to, I monitor and possibly modify my behavior.
ILAUGH Model of Cognition is designed to help us understand the social communication challenges in ASD
I: Initiation of Language. ability to use one’s language and communication skills to seek assistance or information
L: Listening with Eyes and Brain, Listening requires not just auditory comprehension, but also “active listening” or “whole-body listening”
A: Abstract and Inferential Language/Communication, in order to comprehend the message being communicated, you must analyze not just the words, but context of use and subtle verbal/nonverbal cues from the speaker
U: Understanding Perspective, The ability to understand others’ emotions, thoughts/beliefs, prior experiences, shared knowledge, motives, intentions, personalities.
G. Gestalt Processing/Getting the Big Picture, Information is conveyed through concepts, not just a collection of facts
H: Humor, Strategies to encourage human relations and age-appropriate humor
ILAUGH Model of Cognition is designed to help us understand the social communication challenges in ASD
I: Initiation of Language. ability to use one’s language and communication skills to seek assistance or information
L: Listening with Eyes and Brain, Listening requires not just auditory comprehension, but also “active listening” or “whole-body listening”
A: Abstract and Inferential Language/Communication, in order to comprehend the message being communicated, you must analyze not just the words, but context of use and subtle verbal/nonverbal cues from the speaker
U: Understanding Perspective, The ability to understand others’ emotions, thoughts/beliefs, prior experiences, shared knowledge, motives, intentions, personalities.
G. Gestalt Processing/Getting the Big Picture, Information is conveyed through concepts, not just a collection of facts
H: Humor, Strategies to encourage human relations and age-appropriate humor
Goals of AAC
Spontaneous Novel Utterance Generation
AAC users should be able to produce spontaneous words/phrases/sentences that are novel, not scripted or predetermined by their communication partner.
Helps to manage behaviors
Goals of AAC
Spontaneous Novel Utterance Generation
AAC users should be able to produce spontaneous words/phrases/sentences that are novel, not scripted or predetermined by their communication partner.
Helps to manage behaviors
AAC Levels of Complexity
No-Tech: Sign Language
Pros: you always have your hands with you
Cons: Requires strength in fine motor control
Lite-Tech: PECS- Picture Exchange Communication System
Pros: Emphasizes the exchange of info from one person to another
Cons: Does not emphasize building core vocab, sentence building, grammatical dev, or communicating for a variety of functions
Mid-Tech: Portable Voice Output Communication Aides (VOCAs)
Pros: : inexpensive, portable, allow for customization when motor movements are an issue
Cons: significantly limited vocabulary options
High-Tech: Dynavox, etc
Pros: Highly customizable, allow a lot of room for linguistic growth
Allow for a variety of vocabulary options, devices can hold 80,000+ vocab words
Cons: Expensive, They can break, more high maintenance than lite and mid-tech devices
AAC Levels of Complexity
No-Tech: Sign Language
Pros: you always have your hands with you
Cons: Requires strength in fine motor control
Lite-Tech: PECS- Picture Exchange Communication System
Pros: Emphasizes the exchange of info from one person to another
Cons: Does not emphasize building core vocab, sentence building, grammatical dev, or communicating for a variety of functions
Mid-Tech: Portable Voice Output Communication Aides (VOCAs)
Pros: : inexpensive, portable, allow for customization when motor movements are an issue
Cons: significantly limited vocabulary options
High-Tech: Dynavox, etc
Pros: Highly customizable, allow a lot of room for linguistic growth
Allow for a variety of vocabulary options, devices can hold 80,000+ vocab words
Cons: Expensive, They can break, more high maintenance than lite and mid-tech devices
Shaping: molding an existing response into a desired behavior.
Antecedent: event preceding behavior
Ex: Student is shown a nickel
Behavior: what person does
Ex: Student says “nickel” or “5 cents”
Consequence: response to what person does
Ex: Teacher says, “You got that right!”
Shaping: molding an existing response into a desired behavior.
Antecedent: event preceding behavior
Ex: Student is shown a nickel
Behavior: what person does
Ex: Student says “nickel” or “5 cents”
Consequence: response to what person does
Ex: Teacher says, “You got that right!”
