Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Autism Midterm 1 > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

What is Evidence Based Practice? (EBP)

A

Any practice that has been established as effective through scientific research following specific criteria

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Criteria for EBP in Special Education

A
  1. Accountability 2. Scientifically based instruction 3. Highly qulified teachers
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is the prevalence of ASD?

A

1/88

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

-Due to the rise in the number of children diagnosed -ASD is the fastest-growing special education eligibility category

A

reasons we need more competent service providers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Issues with EBP include

A
  1. personnel preparation 2. lack of university level special education and clinical preparation programs specializing in ASD 3. school districts develop their own training, hiring outside contractors, didn’t have experts in this field teaching content.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

ASD is the _____ growing _____education eligibility category

A

fastest, special

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

The National Research Council (NRC) conducted a comprehensive review of the scientific base for educating children with ASD, highlighting what?

A

1.The need for further research 2.The roles of families 3.Characteristics of effective programs 4.Preparation of educational personnel

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

numbers in ASD have

A

risen significantly over the years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

1.Individualized supports and services 2.Systematic, carefully-planned instruction 3.Comprehensible and structured learning environments 4.Specialized curricula focused on core challenges (social/communication) 5.Functional approach to problem behavior 6.Family involvement

A

positive contributions of EBP Developed strategies and approaches for effective practice for students with ASD

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Elementary and secondary act

A

requires states to ensure that educators at the elementary and secondary levels are capable of: 1. accountability-applying standards and assessments, collect meaningful data 2. scientifically based instruction-using ebp that applies rigorous, systematic & objective procedures to obtain knowledge 3. highly qualified teachers-competent in design & delivery of effective ed programs, understand & apply core elements of effective ed practice aka no child left behind (nclb)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Personnel Preparation Issues

A

-Lack of university-level special education and clinical preparation programs that include a specialization in ASD -Large influx of students with ASD into the system, so schools have faced shortages of competent educators and related service providers -Personnel preparation is one of the weakest elements of effective programming for children with ASD and their families

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

a decline in eye fixation takes place for children with ASD which is not noted in infants who did not develop autism (

A

at 2-6 months of age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

subtle differences in sensory-motor and social behavior (Baranek, 1999) as well as differences in the use of communicative gestures

A

at 9-12 months of age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

children with ASD exhibit fewer joint attention and communication behaviors when compared to TD same-age peers (and they exhibit atypical eye contact, passivity, decreased activity level, and delayed language

A

at 1 year

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

abnormalities in children’s language development and social relatedness are noted

A

at 14 months of age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

can be diagnosed in

A

the first two years of life average 4-5

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

(No Child Left Behind Act) requires states to ensure that educators at the elementary and secondary school levels:

A

demonstrate accountability, provide scientifically based instruction, and are highly qualified.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

the difficulty of putting oneself in another’s shoes.

A

mind blindness or TOM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

he ability to recognize and understand the thoughts, beliefs, desires and intentions of other people in order to make sense of behavior and predict what they are going to do next.

A

TOM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

executive functions

A

organization and planning, working memory, inhibition and impulse control, time management and prioritizing, using new strategies, thoughtful deliberation prior to speaking. people with ASD have been recognized as having problems with executive functions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

DSM 5 criteria for ASD

A

Stricter criteria than DSM IV meaning fewer ASD diagnoses Pervasive development disorder (DSM IV) has changed to autism spectrum disorder inclusion of hyper- and hypo- reactivity to sensory input or unusual interest in sensory aspects of the environment (Example of restricted, repetitive patterns of behavior, interests, or activities)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

refrigerator mothers

A

Some doctors tried to say autism was caused by the lack of warmth from moms of autistic children” (good way to remember is refrigerators are cold- therefore ‘cold’ personalities from mothers)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

echolalia

A

immediately echoing the utterance of someone i.e. repeated verbatim sentences from a tv show

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

non-verbal behaviors

A

Deliberate behaviors other than speech/vocalizing (gestures) People with ASD have difficulty with nonverbal communication includes eye gaze, body language, proximity, gestures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

DSM-IV dimensions

A

DSM-IV dimensions: Impairments in social interaction Impairments in communication Restricted/repetitive behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

DSM-V dimensions

A

Deficits in social communication (combined DSM-IV 1 & 2) Restricted/repetitive behavior DSM criteria now includes hyper and hypo reactivity to sensory input or unusual interest in sensory aspects of the environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

early onset

A

Symptoms must be present in the early developmental period (prior to one year) May not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies later in life. Early onset feeding problems, sleep disturbance are also present

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

early warning signs

A

those discussed before, 2-6, 9-12, 1 etc

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

late onset

A

Occurs after the second year. Children achieve developmental milestones in motor, linguistic, and cognitive skills. Demonstrate a reasonable spoken vocabulary. Develop early symbolic and imaginative play. Sudden regression in speech, vocab (peaks at 18 months). Similar to a child with early onset ASD at 3 years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

possible contributing factors to ASD

A

Genetics, Neurology, Errors of Metabolism, Gender Differences Family history of autoimmune disorders , type 1 diabetes, asthma, especially in mothers of children with ASD Infections during pregnancy and early child. (herpesvirus, post measles)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Neurological differences between ASD and typically developing children

A

Children with ASD have dysfunctions with serotonin and dopamine. reduced neuron size and density Large brain volumes on the MRI; increased cerebellar and cerebral cortex white matter, increased grey matter. *amygdala is affected - important for memory and social/emotional functioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

First signs of ASD warning signs

A

poor eye contact, lacks gestures -pointing, reaching, waving; doesn’t understand simple questions or directions. speaks in abnormal tone. repeats same actions over and over and over again.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

other signs of asd

A

sleep disturbance and feeding problems difficulty comforting the child child may not be drawn towards social activities & prefer to play alone child appears not to consider people as the most important aspects of daily life, preferring instead to explore and play with objects and enjoy sensory experiences content with long periods of solitude delay in speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

central coherence, gestalt

A

Strengths in things like details, but weak when it comes to putting those details together into one concept. Having a weak central coherence in Poor Common Sense for example would be the child takes things literally, difficulty reading context, and doesn’t quite get it! doesn’t see the big picture. Problems with seeing this ‘big picture’ would be the child; focus’ on all the details instead, difficulty seeing invisible relationships

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

fMRI studies

A

studies revealed that differences in brain have structural and functional abnormalities abnormalities originate within the genetic code that controls what will happen later in brain development Behavioral differences in those with ASD result from an underlying biological difference.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

fMRI studies

A

Suggests there is not the same degree of connectivity in individuals with ASD (that’s what my notes say, but I have more @ home that I know make better sense) fMRI has become the first true window on the thinking brain in autism! (pg 64) fMRI monitors the brain during the performance of cognitive/language tasks. reveals that the brain is organized the same but had different connectivity studies showed that people with ASD had brain regions that were not working together to support language function

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

without supports in place, deficits in verbal and nonverbal social communication cause noticeable impairments, difficulty initiating social interactions, inflexibility of behavior causes significant interference with functioning in one or more contexts, difficulty switching between activities, problems of organization and planning hamper independence.

A

level 1(high functioning, “requiring support”)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Marked deficits in verbal and nonverbal social communication skills; social impairments apparent even with supports in place, limited initiation of social interactions, inflexibility of behavior, difficulty coping with change, other restricted/repetitive behaviors appear frequently enough to be obvious to the casual observer and interfere with functioning in a variety of contexts.

A

Level 2 (medium functioning, “requiring substantial support)

39
Q

Severe deficits in verbal and nonverbal social communication, very limited initiation of social interactions. inflexibility of behavior, extreme difficulty coping with change, and restricted or repetitive behaviors markedly interfere with functioning in all spheres.

A

Level 3 (low functioning, “requiring very substantial support)

40
Q

hidden information processing demands

A

refers to the differences in how people with ASD process information: they have increased processing demands. i.e when sentences have clauses and phrases within them, a person with ASD can’t process them as easily. They would benefit from and may be more compliant when shifting to simple grammar because it will improve their comprehension.

41
Q

compensatory strategies used by people on the spectrum

A

Compensatory strategies refer to the fact that fMRI studies show individuals with autism/ASD use different cognitive approaches to tasks. Some of these strategies may interfere with acquisition, while others assist the individual. For example, focusing on the words rather than the meaning in sentence comprehension may interfere with understanding language, whereas using visual strategies such as “thinking in pictures” may enable material to be understood.

42
Q

Social communication

A

Allows us to bring an intended effect in the attention and mental states of others so they can act upon the perceived message. social communication and theory of mind are inextricably interrelated. a person with ASD may have the words/language but that does not mean they have the ability to socially communicate.

43
Q

theory of mind

A

The ability to recognize and understand the thoughts, beliefs, desires, and intentions of other people in order to make sense of behavior and predict what they are going to do next; AKA Mind blindness: difficulty in putting oneself together in another person’s shoes. (remember picture from slide how we are able to think about what someone else is thinking and how they can think about us thinking about them, ASD child cannot do this)

44
Q

pre suppositonal knowledge

A

judgments the speaker must make about their listeners’ needs with respect to the informational content needed and the style appropriate to the situation. in order to know what information to convey, the speaker must be aware of what the partner their communicating with already knows to understand the message For example, you use different communication styles to talk to your close friend as you would to an authority figure.

45
Q

if thresholds are too low

A

children will respond too frequently and he/she will be distracted from everyday tasks (by all the sensory input that’s going on around them)

46
Q

if thresholds are too high

A

children will miss important cues about what’s going on around them.

47
Q

thresholds

A

are related to sensory processing; they are the point at which the system responds.

48
Q

modulation of response, occurs when the _____ ________ systems are not doing what they are supposed to do. it refers to the _____ and highly _____ shift of attention.

A

occurs when the sensory processing systems are not doing what they are supposed to do. It refers to the brief and highly automatic shift of attention.

49
Q

modulation of response

A

When children with ASD seem oblivious to the environment up until a certain point then they notice a stimulus (D’angelo’s fire alarm example) and immediately become threatened or overwhelmed - Mod. of Response leaves little room for adaptive responses and learning

50
Q

seeking-high thresholds+active self regulation

A

seekers add movement, touch, sounds and visual stimuli to every life event to increase sensory input. may lack caution in play, display excitability and engage in impulsive behavior. creative and provide innovative solutions and strategies

51
Q

LOW REGISTRATION - High thresholds + passive self-regulation

A

i. Don’t notice what is going on around them because brain isn’t activating enough ii. may be withdrawn or difficult to engage iii. need high sensory input to be able to participate in activities at school iv. may seem easy going and flexible

52
Q

SENSITIVITY- low thresholds + passive self regulation

A

more hyperactive, distracted, easily upset ii. have difficulty completing tasks as new stimuli capture their attention iii. frequent disruptions make it hard to learn iv. more details detected than others

53
Q

Children with ASD often seek or avoid different types of ______ stimulation.

A

sensory

54
Q

vestibular sensation

A

seeking body movement or avoiding it (jumping on a trampoline is an example)

55
Q

auditory sensation

A

listening to something audible to soothe them like hearing white noise or in contrast to avoid sound by wearing headphones

56
Q

tactile sensation

A

using touch to calm them down or they are really resistant to touch

57
Q

visual sensation

A

looking at something for stimulation

58
Q

Olfactory sensation

A

D’angelo said this was uncommon but when a child with ASD wants to smell something in order to calm them down?

59
Q

sensory programs in education

A

our goal is to improve their active participation in education, not to change the sensory processing patterns. Rather we work with these sensory processes in order to make sure it works for learning.

60
Q

sensory programs in education incorporating s

A

we incorporate strategies that capitalize student’s strengths and also minimize challenging areas (e.g giving a student earplugs who is sensitive to sounds)

61
Q

functional behavior assessment goal 1

A

Conducting a functional behavior assessment is a team process- a fact-finding and problem-solving process that requires each team member (family, and school as well) .

62
Q

second goal of funcitonal behavior assessment

A

The second goal of functional behavioral assessment is to identify the underlying causes of the behavior exhibited. Crisis management strategies work well with symptoms like screaming, kicking, hitting, etc. but these behaviors usually include underlying causes with a lack of communication, health, skill deficits or environmental issues.

63
Q

data collection

A

Data collection must be conducted by multiple people in multiple situations Formal and informal measurments motivation assessment scale functional behavior assessment form scatter plots video taping

64
Q

Behavioral team should include members from ____________

A

all environments,family, teachers, paraprofessionals, therapists, doctors student him/herself.

65
Q

Behavioral team,Team is responsible for decisions that impact the student. It must be made within the team structure.

A

Decisions made in isolation fragment the team, and will lead to ineffectual planning and poor outcomes.

66
Q

1.defining the behavior of concern 2.gathering information 3.developing a hypothesis 4.creating the behavioral support plan 5.implementing interventions 6.monitoring implementation and outcomes

A

6 steps to a positive outcome

67
Q

Teaching students through _______, explanation, and ________ fosters better generalization than use of coercive controls such as external rewards and punishments

A

suggestion, reasoning

68
Q

Behavioral support plans focus on teaching students ______ valid ways of responding. They’re influenced by setting. Functional, ________ and meaningful to the individual. Affected by internal events ( emotional and medical)

A

socially, purposeful

69
Q

behavior support is guided by a strong ____ _____

A

value base

70
Q

The goal of behavioral support plans are :

A

long term change

71
Q

F2F

A

Designed to build acceptance and understanding of ASD in typical peers

72
Q

F2F model

A

provides framework for designing autism demystification programs (children 3+) Puppet shows (3-11) Simulation games (12+)

73
Q

F2F teaching process

A

Modeling: provides a visual model of 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 ch (children) exhibit

74
Q

IPG integrated play groups model

A

Designed to support children of diverse ages and abilities on the autism spectrum in mutually enjoyed play experiences with TD peers as playmates

75
Q

focus is guiding child’s participation in culturally valued activities w/ guidance, support and challenge of peers/friends who vary in skill and status.

A

IPG integrated play groups model

76
Q

the ability to use one’s language and communication skills to seek assistance or information. Even students who talk a lot may not be able to use their words to communicate when they don’t know the answer.

A

Initiation of language=I

77
Q

also known as “active listening” or “whole body listening”. integrating information you see with what you hear, in order to understand the concept deeper. making an educated guess about what is being said when you cannot clearly hear it.

A

L= Listening with eyes and brain

78
Q

Sometimes in order to comprehend the message, you must analyze not only the words but the context in which they are used. Subtle verbal and nonverbal cues given by the speaker.

A

A= Abstract and inferential language/communication

79
Q

the ability to understand others: emotions, thoughts and beliefs, prior experiences, motives, intentions, personalities.

A

U= Understanding perspective

80
Q

information is conveyed through concepts, not just a collection of facts. frith hypothesized that lack of conceptualization of information was at the heart of the social issues experienced by persons with ASD.

A

G= Gestalt processing/Getting the big picture

81
Q

persons with social learning challenges, particularly those with ASD may have significant challenges comprehending the abstract concepts conveyed through humor.

A

H=humor

82
Q

When teaching Social Thinking and related skills, we teach students how people think in different situations, plus what social behaviors are expected

A

social thinking

83
Q

4 steps of perspective taking

A

Think about the person with whom you communicate Establish physical presence Think with your eyes Use language to relate to each other

84
Q

sign language: you always have your hands with you, however requires strength in fine motor control other conversational gestures: you always have your hands with you, however gestures specific to an AAC user may not be understood by a variety of people

A

no tech

85
Q

paper based systems. Topic boards/communication boards, communication books. Eye gaze boards & Alphabet boards

A

lite-tech

86
Q

Portable voice output communication aides. (VOCA’s) single message, multi-message, single button and multi button. Can be an Ipad with PECS

A

Mid-tech

87
Q

Picture exchange communication system also a LITE tech AAC option. -Actual protocol w/ several phases.

A

PECS

88
Q

emphasizes the exchange of information from one person to another & can be used with ASD children because of the social exchange of information.

A

pros of pecs

89
Q

doesn’t emphasize building core vocabulary and sentence building, grammatical development, or communicating a variety of functions. It only emphasizes requests.

A

cons of pecs

90
Q

(No Tech for AAC option) - Pros- you always have your hands with you. Cons- requires strength in fine motor control.

A

SIGNS, ASL

91
Q

Pros: You always have your hands with you. Cons: gestures specific to an AAC user may not be understood by a variety of people.

A

No Tech–(Sign Language)

92
Q

Pros: Emphasizing the exchange of information from one person to another. Is used often with children with ASD because of the emphasis on the social exchange of information. Cons: Does not emphasize building core vocabulary, sentence building, grammatical development, or communicating for a variety of functions. Emphasizes requesting only.

A

Lite-tech

93
Q

Pros: inexpensive, portable, allow for customization when motor movements are an issue. Cons: significantly limited vocabulary options

A

mid tech

94
Q

Think about the person with whom you communicate Establish physical presence Think with your eyes Use language to relate to each other

A

4 steps of perspective taking

Autism Midterm 1 (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions