Guest Speaker Clarissa Tuttle Flashcards Preview

Fall '13-142 (Exam 2) > Guest Speaker Clarissa Tuttle > Flashcards

Flashcards in Guest Speaker Clarissa Tuttle Deck (42):
1

What are two ways to identify ASD risk factors and warning signs?

- Developmental surveillance

- Case Finding

2

What is Developmental Surveillance?

- Collecting information

- Parent and professional observations

- Tracking developmental progress compared to peers

3

What are three key aspects of Case Finding?

- Looking

- Listening

- Questioning

4

What are you looking for?

risk factors and warning signs of atypical developmen

5

What are you listening for?

parental concerns about atypical development.

6

Who are you questioning?

caregivers about the child’s development

7

What are the red flag indicators?

- No big smiles or other joyful expressions by 6 months.b

- No back-and-forth sharing of sounds, smiles, or facial expressions by 9 months.b

- No babbling by 12 months of age

- No back and forth gestures (e.g. pointing, showing, reaching or waving by 12 months)a

- No words by 16 months

- No two-word meaningful phrases by 24 months

- ANY loss of speech, babbling or social skills at ANY age

- Failure to attend to human voice by 24 months.

- Failure to look at face and eyes of others by 24 months.

- Failure to orient to name by 24 months.

- Failure to demonstrate interest in other children by 24 months.

- Failure to imitate by 24 months.

8

What is the purpose of a screening?

to help determine the need for additional diagnostic assessments

9

What are three components to screening?

- Behavioral checklists

- Observations

- Interviews

10

What makes up the medical testing?

- Lead screening

- Audiological evaluation

11

What is used for the Behavioral Screening of Infants and Preschoolers?

- Checklist for Autism in Toddlers (CHAT)

- Modified Checklist for Autism in Toddlers (M-CHAT)

- Social Communication Questionnaire

- Pervasive Developmental Disorder Screening Test

- Autism Spectrum Screening Questionnaire

12

What are the elements of education evaluation?

- Health and Developmental

- Qualitative Assessment Data

- Quantitative Assessment Data

13

What do you look at within the developmental and health history?

- Prenatal and perinatal risk factors

- Postnatal risk factors

- Developmental milestones

- Language? Social? Regression?

- Medical History

- Diagnostic History

- Family History

14

Within the Multi-Disciplinary ASD Assessment, who is included in the qualitative and quantitative assessments?

- Psychologist

- SLP

- Teacher(s)

- Nurse

- Physician

- Others: OT, APE &/or PT

15

What does the psychologist look at?

Cognitive, Adaptive (daily living) & Problem Behaviors, Social-Emotional/Play & ASD-Specific Measures

16

What does the SLP look at?

Speech, Oral Motor, Language, Social-Pragmatics & Play

17

What does the teacher look at?

Academic Skills & School Functioning

18

What does the nurse look at?

Vision, Hearing and H&D Screening

19

What does the physician look at?

Neurologist, Lead Screening & Lab Tests

20

What does the OT look at?

Fine & Visual Motor and/or Sensory Processing?

21

What does the APE &/or PT look at?

Gross motor

22

What does the qualitative assessment data include?

- Non-Standardized Observations

- Non-Standardized Interviews: Interviews with parent, teacher, student, etc.

- Non-Standardized Checklists: Checklists for DSM-5, Social Skills, Ed Code, etc

23

What are the two types of Non-Standardized observations?

- Structured: School (class, workshop, circle time), therapy, or any structured environment

- Unstructured: Recess, free-play, in the home

24

What makes up the quantitative assessment data?

- Indirect ASD interview/Rating Scale Measures

- Direct ASD observational measures

25

What are some Indirect ASD interview/Rating Scale Measures tests?

- Gilliam Autism Rating Scale-2 (GARS2)

- Autism Behavior Checklist (ABC)

- Asperger Syndrome Diagnostic Scale (ASDS)

- Autism Diagnostic Interview-Revised (ADI-R)

26

What are two Direct ASD observational measures tests?

- Childhood Autism Rating Scales, 2 (CARS 2)

- Autism Diagnostic Observation Schedule-2 (ADOS2)

27

What is the ASD eligibility determination?

- Inability to use verbal and/or nonverbal language for appropriate communication

- A history of extreme withdrawal or relating to people inappropriately and continued impairment in social interaction from infancy through early childhood

- An obsession to maintain sameness

- Extreme preoccupation with objects or inappropriate use of objects or both.

- Extreme resistance to controls

- Peculiar motoric mannerisms and motility patterns (repetitive or stereotyped)

- Self-stimulating, ritualistic behavior

28

Under the ASD eligibility determination criteria, what does the Inability to use verbal and/or nonverbal language for appropriate communication consist of?

- Leads adult by hand to desired object rather than ask for it

- Randomly produces vocalizations, jargon, non-sequiturs, etc.

- Does not initiate communication spontaneously

- Echolalia (either immediate or delayed mimicking of previously heard phrases, such as from videos,
- TV shows, commercials)

- Communicates affirmation (yes) by literal repetition of question

- Pronoun reversals or other odd (for age) mistakes

- Utterances seem inappropriate to the situation

- Does not ask questions and/or has difficulty answering "wh" questions

- Odd rhythm or timing (e.g., chunks words together or pauses at inappropriate times)

- Odd inflection or modulation (e.g., sing-song, flat, loud, etc.)

29

Under the ASD eligibility determination criteria, what does a history of extreme withdrawal or relating to people inappropriately and continued impairment in social interaction from infancy through early childhood include?

- Does not play with other children

- Does not participate in give/take interactions

- Flat facial affect

- Primarily self-directed (does things on own terms/interests not at other’s request)

- Lacks personal boundaries

- No, limited, fleeting or odd eye contact

- Appears to be deaf or in own world

- Misreads social situations or does not understand social rules

- Physically turns away from others when approached or may say, "Go away."

30

Under the ASD eligibility determination criteria, what does an obsession to maintain sameness
mean?

- Inflexible or rigid behaviors

- Everything must be "just so“

- Shows serious distress with changes, such as changes in environment, in routines, in location of self in familiar activities, in placement of familiar objects, in food, clothing, etc.

- Difficulties with transitions from one activity to the next

- Must control activities and/or interactions.

- Demands same rituals/routines (e.g. same book every night)

- Eats only limited variety of foods

31

Under the ASD eligibility determination criteria, what does an Extreme preoccupation with objects or inappropriate use of objects or both mean?

- Lines up objects, stacks items or puts into unusual patterns

- Spins repetitively objects (or parts of objects)

- Excessive focus on tiny details or movements of objects

- Plays with only one kind of toy/theme (may be an odd interest or focus in mechanical objects like fans, etc.)

- Takes everything apart or opens and closes everything

- Hordes (often unusual) objects

- Excessive unusual fears or no fear for legitimate dangers

- Over-attachment to certain objects

32

Under the ASD eligibility determination criteria, what are the Extreme resistance to controls
consist of?

- Frequently refuses to respond, move, or participate when asked (usually tied to interruption of preferred activity or ritual, not mere opposition)

- Tantrums or cries and cannot be comforted or dissuaded

- Excessive need to control environment, interaction or activity

- Self-directed, in own world

33

Under the ASD eligibility determination criteria, Peculiar motoric mannerisms and motility patterns (repetitive or stereotyped) consist of?

- Flaps arms and/or hands

- Gazes at lights or flicks fingers at light sources

- Walks or runs on tiptoe

- Runs hand along peripheries

- Smells or tastes everything

- Odd finger, hand or body postures or tensing

- Unusual sensory seeking or avoiding behaviors

34

Under the ASD eligibility determination criteria, Self-stimulating, ritualistic behavior consist of?

- Rocks or spins self or objects

- Bangs head or objects or bites or hits self

- Goes through specific patterns over and over

- Asks same questions repeatedly

- Perseverates on certain topics

- Unusual sensory seeking (or avoiding) behaviors

35

When determining the educational needs and appropriate placement & services, what is Consider Continuum of Least Restrictive Environment (LRE) Options for students?

- General Education (GE)?

- GE with DIS and/or other supplementary aides or support?

- Separate Classroom, School or Setting?

36

What are the positive behavioral supports?

Tier 1 – School wide system that fosters prosocial behavior in all students across environments

Tier 2 – Carefully developed environmental structures that support and promote desirable behavior in small groups

Tier 3 – Individualized/intensive supports to minimize problem behavior/excesses and teach/reinforce desired behavior

37

What are the positive behavioral supports for Tier 3?

- Individualized methods, techniques, and designed to promote pro-social behavior in a student with ASD.

- Typically, Tier 3 PBS is result of a functional behavioral assessment conducted by school psychologist or behavior specialist.

- Should address specific problem behaviors and promote positive functional outcomes

- Common Deficits:

38

What are the common deficits of individuals with ASD?

- Theory of Mind

- Executive Functions

- Sensory Processing

39

Regarding the positive behavioral supports for Tier 3 what should we know and plan for predictors of behavior?

Visual schedules

Breaks

Priming/warnings

Social Stories – Carol Gray

40

TIER 3: How can you reinforce appropriate behavior?

- Token boards (work/reward system),

- Social (praise, high-5’s, etc)

- Tangible (stickers, stamps, etc.)

41

TIER 3: What are Instructions critical to improve?

Self-management,

Social-emotional learning,

Social communication,

Academic performance.

42

T/F: Team collaboration is critical to ensure students behavioral development and success

True