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Autism > Lesson 3, 4, 5 > Flashcards

Lesson 3, 4, 5 Flashcards

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1
Q

what is the dependent variable

A

the variable measured during a controlled experiment that can be affected by changes to the independent variable

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2
Q

what is the independent variable

A

the variable that can affect the dependent variable and is manipulated by the experimenter

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3
Q

what is an operational definition

A

a definition that breaks a broad concept such as aggression, into observable and measurable actions, such as how often hitting or biting happens

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4
Q

what is a group design

A

when participants are divided into an experimental and a control group

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5
Q

what is single subject research

A

when participants act as their own control and their data is compared to themselves

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6
Q

what is experimental control

A

its established when a functional relationship is shown to exist between the dependent and independent variable

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7
Q

what is peer review

A

the process where experts carefully review the quality of research and it’s results, as well as its importance, upon submission to a publisher

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8
Q

what is pseudoscience

A

a theory, approach, or intervention that claims scientific rigour and authority when there is no science and/or research that has been applied to the claim

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9
Q

what is chelation therapy

A

removing heavy metals from the body
- no evidence of benefit
- not approved by health canada

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10
Q

what terms indicate that an ASD intervention is evidence based

A

strong evidence for effectiveness, (well) established, empirically validated

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11
Q

what terms indicate that an ASD intervention is emerging (use only with caution)

A

some (weaker) positive evidence, evidence informed, and emerging

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12
Q

what terms indicate that an ASD intervention is not evidence based (do not use)

A

insufficient evidence to inform decision making, and unestablished

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13
Q

what terms indicate that an ASD intervention is not evidence based (definitely do not use)

A

strong evidence for ineffectiveness/harmfulness, ineffective, and not recommended

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14
Q

what is an evidence based practice

A

a broad decision making framework

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15
Q

what are evidence based interventions

A

refer to specific interventions that successfully impact specific target behaviours that share certain characteristics, in well designed scientific studies

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16
Q

how do criticisms of ABA relate to the neurodiversity movement

A

critics feel that ABA is based on the concept of making people on the spectrum “normal,” whereas neurodiversity emphasizes accepting differences rather than trying to “fix” them

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17
Q

according to John Elder Robison, what does ‘ABA done well’ look like

A

an emphasis on teaching skills instead of trying to normalize or get rid of autism related behaviours

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18
Q

in regards to behavioural interventions, what is scripting

A

a verbal or written script/explanation outlining expected behaviour during a specific event or situation

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19
Q

in regards to behavioural interventions, what is intensive behaviour intervention/early intensive behaviour intervention (IBI/EIBI)

A

the Canadian version of comprehensive behaviour treatments delivered for about 20-30 hours a week for 2 - 3 years including ABA-based teaching methods

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20
Q

in regards to behavioural interventions, what is language training (production)

A

picking vocal targets suited to the learner’s developmental stage and eliciting spoken communication using modelling, prompting and reinforcement

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21
Q

in regards to behavioural interventions, what is self-management

A

teaching someone to be able to manage their behaviour without an adult present involving the assessment and monitoring of behaviour

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22
Q

in regards to behavioural interventions, what is modelling

A

teaching by accurately demonstrating the target behaviour that we wish a student to learn

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23
Q

in regards to behavioural interventions, what is the social skills package

A

teaching social behaviours through the use of prompting, modelling, and reinforcement

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24
Q

in regards to behavioural interventions, what is the parent-training package

A

delivering parent education to address various skills

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25
in regards to behavioural interventions, what is the peer-training package
train peers around the same age to help start and respond to social interaction attempts with a learner
26
in regards to behavioural interventions, what is story-based intervention
descriptions of the appropriate social behaviour for certain situations
27
in regards to behavioural interventions, what are schedules
give information about the order activities will be in over a set time period
28
in regards to behavioural interventions, what is pivotal response treatment
focusing on key developmental areas such as initiation, self-management, motivation, and generalization through teaching opportunities that occur in every day routines
29
in the podcast with Cindy Harrison, cindy mentioned that everyone on the autism spectrum has the potential to learn at least basic communication skills, why do some people never learn to communicate
- always assume competence - never seen anyone not improve - some people may not be able to improve past a certain level
30
in the podcast with Cindy Harrison, according to cindy, how can AAC (augmentative and alternative communication) be used to complement speech goals in some people
- augments attempts at communication - don't feel like its one or the other - get from rich internal world to help others see it - bridge the gap between inner and outer world - gives freedom to get what they need
31
what are three features of early intensive behaviour interventions
programming that addresses autisms core diagnostic characteristics, structured and predictable teaching, low child-to-adult ratio, promotes family involvement, uses a functional approach, intensive delivery
32
what does PEAK stand for
promoting the emergence of advanced knowledge
33
what are the four modules in the PEAK curriculum
direct training, generalization, equivalence, and transformation
34
what are examples of a cue
card with letter, card with shape, card with colour
35
what are examples of a prompt
verbal request to identify a letter/shape/colour or to touch a letter/shape
36
what are examples of a response
the child touches the card, the child correctly identifies what is on the card, the child incorrectly identifies what is on the card
37
what are examples of a consequence
verbal praise, high fives, verbal correction when child answered incorrectly, bubbles at the end of the series of trials
38
what percent of those with an autism diagnosis are non-speaking
30-50%
39
what are prelinguistic skills
- the way humans communicate without words (gesture, facial expression, social referencing, eye contact, etc) - one of the most important aspects of communication and until recently was often overlooked
40
what is a cue
a specific signal called a discriminative stimulus is given to show the learner that they are expected to perform a specific response
41
what is a prompt
a gesture, touch, or visual provided with or immediately after the cue in order to help the learner perform the desired response. by preventing the learner from making a mistake, we are using errorless teaching
42
what is a response
in order to be correct, it must follow a predetermined operational definition
43
what is a consequence
a reinforcer is delivered immediately after a correct response to make it more likely that the response will occur in the future or an error correction procedure is delivered immediately after an incorrect response to reduce the likelihood of the incorrect response occurring in the future
44
what is an intertrial interval
a 1-5 second pause between delivering a consequence and presenting another cue
45
what does nonspeaking mean
communication does not equal oral speech
46
how many children are non speaking in the US
800,000
47
what is the impact of being non speaking
- misperception and underestimation of capabilities - opportunities lost: educational, social/relational, medical/physical well being, life fulfillment - likelihood of mistreatment - frustrated mind and body leading to dysregulation - non-existant autonomy, agency, self advocacy
48
why can't non-speakers use their mouths to communicate
thought + neuromuscular = vocalized speech - apraxia - a brain-body disconnect to what we want our brains to do and what we can actually do at that moment
49
what is apraxia
neurologic condition resulting in a breakdown between the planning and execution of a motor movement
50
what is regulation
any individual presenting themself in a balanced, controlled state appropriate to the situation
51
what is dysregulation
bodies dysregulate or react with less control, often negatively when under stress
52
what is self regulation
- self calming motor habits (fidgeting) are common in neurotypical's and non-speakers - talk about it, write in journals, see psychotherapists to manage anxiety and stress
53
in the SAAN/I-ASC video, how do the non-speaking people communicate, and how did they learn to do so?
- learned skill of pointing to individual letters to spell words - words are spelled on a letter board - motor coaching and self regulation coaching
54
how do non speakers evolve to using a keyboard
start: 3 board letter board stencils to: large 26 letter stencil to: laminate letter board to: keyboard
55
what are some problems associated with beginner communicators with apraxia
- speech therapy focused on articulation - sign language - cards with icons or words - computer/tablet apps with words/icons arranged in folders - keyboard entry systems
56
what does "the coach" (communication regulation partner) do
1. coaches the motor system - reminds motor system to initiate or continue movement - involves no physical contact between CRP and non speaker - hold letter board perfectly still, centred on dominant spelling arm requiring less work for eye muscles 2. vocalize or act a a scribe of the nonspeakers communication 3. coach the nonspeakers self-regulation system - maintain purposeful engagement - manage anxiety and activation level
57
according to the SAAN/I-ASC video, how are educations systems failing to adequately educate non-speakers?
schools are not: - providing communication training and supports - providing a rigorous academic education - including in regular education classes to learn alongside same age peers - providing tools needed to participate fully in society and to become independent
58
what is incidental teaching
incidental teaching involves manipulating the environment in such a way that creates more communication opportunities and captures the interest of the learner
59
what does incidental teaching help learners do
practice initiating communication, and also often targets joint attention behaviours
60
why is it important to teach social skills to individuals on the autism spectrum?
peer acceptance in late childhood/early teenage years is a large predictor of mental health as an adult - friendships play a big part in emotional and social development as well as provide a way to practice problem solving, emotional management, and cooperation - underdeveloped skills can negatively impact physical health
61
which group of autistic teenagers has a harder time making and maintaining friendships - males or females? why?
females have a harder time with this as the subtle forms of aggression, manipulation, and rumour spreading that can often occur in female relationships can be difficult to navigate if the individual has a hard time with these advanced emotional concepts
62
what do parents/professionals do prior to using incidental teaching?
they alter the environment in such a way that captures the child's interest and increases 'communication temptations', which are opportunities to communicate
63
what are the three pivotal skills targeted in pivotal response treatment?
motivation, responding to multiple cues, initiations
64
what type of naturalistic treatment model is JASPER
play-based
65
what province adopted JASPER first
newfoundland and labrador
66
according to Dr. Julie Koudys, what are the core components of ABA?
applied, behavioural, analytic, technological, conceptual, effective, generality
67
according to Dr. Julie Koudys, what is behaviour
- pretty much anything that someone or an organism does that we can objectively measure - reading, playing, running, dressing, etc
68
according to Dr. Julie Koudys, what types of behaviour does ABA seek to influence
- behaviours important to the client - sleep - behaviour of interest
69
according to Dr. Julie Koudys, what types of strategies does ABA use to influence behaviour
- white noise, blackout blinds (environment) - written description for procedure - reinforcement - science they are trained in
70
according to Dr. Julie Koudys, how does ABA use data to drive its approaches
- baseline data - work with other professionals - compare baseline data to data after interventions
71
according to Dr. Julie Koudys, what is regulation of ABA, and why is it important?
- certification board is not the same as regulation - safeguards put in place to ensure that people receive the most safe and ethical interventions possible
72
according to Dr. Julie Koudys, what are some applications of ABA outside of autism?
- academic skills, improving sleep, daily habits, care habits - teaching communication skills, dating skills, social skills - different age clients how to calmly & effectively manage difficult situations - regulate emotions and tolerate not preferred situations or stimuli
73
what are the four most common functions of behaviour
escape, attention, sensory and tangible
74
what is ABC data
Antecedent, behaviour, concequence
75
what are the top 5 strategies used in ABA?
prompting, behaviour contracts, reinforcement, video modeling, task analysis
76
what is prompting in ABA
cues or hints that help the learner know what they should do are called prompts. - they can be visual, verbal, or environmental
77
what are behaviour contracts in ABA
they spell out the expectations and what will happen if they occur or dont occur. - the behaviour analyst and the learner both agree to the contract
78
what is reinforcement in ABA
makes a behaviour more likely to happen again in the future - positive reinforcement is adding something - negative reinforcement is taking something away
79
what is video modeling in ABA
showing the learner a video of people engaging in the target behaviour. it can teach all kinds of skills. - social exchanges are a very popular video modeling topic
80
what is task analysis in ABA
breaking big behaviour chains down into smaller more manageable steps. - first need to identify the target behaviour, then you can identify each step in the behaviour chain
81
what are some things that an antecedent can include?
who is present, the tasks/materials at hand, the amount of attention available, and the instructions being given
82
why should a task analysis not be written from memory?
some components may be overlooked
83
what is the difference between response prompts and stimulus prompts
- response prompts involve another person helping to provoke the correct response - stimulus prompts involve making changes to the learning materials to help provoke the correct response
84
what are the two types of fading through time delay?
constant and progressive
85
what is the method used to teach a learner to perform the steps of a task analysis?
chaining
86
what is a task interpersonal antecedent based intervention
having a learner perform three or four learned skills prior to performing a new, unmastered skill
87
what are the two potential side effects of extinction?
spontaneous recovery and extinction burst
88
what is extinction
when reinforcement is no longer delivered for a behaviour that was once reinforced, so as to reduce its future occurence
89
what is differential reinforcement
when one behaviour or set of behaviours is reinforced while reinforcement is withheld for another behaviour

Autism (3 decks)

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