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Autism > Midterm > Flashcards

Midterm Flashcards

(68 cards)

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1
Q

What is autism

A

A different way of learning

Learn differently through neuro differences

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2
Q

3 severities of Autism

A

Severe
Moderate
Mild

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3
Q

Severe autism

A 
Non verbal 
Varying intellectual abilities 
Self harming or stemming behaviours 
Appear aggressive 
Sensory impairments
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4
Q

Moderate autism

A 
Delayed language 
Limited vocabulary 
Poor social interactions 
Favoured interests 
Cabin time and intellectual abilities vary
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5
Q

Mild autism

A 
Poor social skills
Literal interpretation of language 
Sensory impairments vary in intensity 
Focused interests
Often seen as atypical neuro typical learner
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6
Q

ASD

A

Autism spectrum disorder

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7
Q

ASD

A

Complex neuro development disorder characterized by abnormalities in social behaviour, language, and communication skills
Unusual behaviours and interests

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8
Q

How many are on the ASD

A

1 in 68

4x more common in boys

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9
Q

Age of onset for diagnosis

A

2-3 years old

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10
Q

3 factors contribute to the spectrum nature of autism

A

1- may differ in level of intellectual ability
2- vary in the severity of language problems
3- behaviour changes with age

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11
Q

Core deficits of ASD

A

Social emotional development
Cognitive development
Language development

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12
Q

Communication and ASD

A

Use protoimperative or instrumental gestures but not protodeclarative or expressive gestures
About 50% do not develop any verbal language

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13
Q

Instrumental and expressive gestures

A

Instrumental- “stop” hand up

Expressive- sad face

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14
Q

Children with ASD may use

A

Instrumental gestures to get others to do things but not expressive gestures to convey feelings

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15
Q

Communications impairments

Qualitative language impairments

A

Pronoun reversals
Echolalia
Perseverative speech
Impairments in pragmatics

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16
Q

TOM

A

Theory of mind

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17
Q

Theory of mind

A

Don’t understand or engage in pretend play
Difficulty in situations that require social understanding difficult understanding others perspectives their own mental states

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18
Q

Sensory impairments

A

Over or under stimulated from sensory outputs (lights,sounds,tones,texture)

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19
Q

Medical conditions

A

About 10% of children with ASD have coexisting medical conditions
Sleep disturbances occur in 65%

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20
Q

DSM5

A

Diagnostic tool
Used by psychologists
Diagnostic and statistical manual of mental disorders

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21
Q

Pragmatics

A

Students with ASD often experience difficulties in social situations
Examples, advice, apologies, blame, condolence, greeting

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22
Q

Dsm5 diagnostic criteria

A

Social norms
Different audiences
Turn taking
Making inferences

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23
Q

Social norm

A

A social norm is what is considered socially acceptable in a given situation

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24
Q

Unwritten and unspoken communication rules

A

Tone and volume of voice
Feeling and emotions
Choices of words
Body language

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25
Strategies for supporting individuals
Board maker Constant check for understanding Role play Small group instruction
26
What is Executive functioning
The prefrontal cortex of the brain processing executive functioning skills Allows you to think before you act
27
What Executive functioning skills allow
For information to be held in the short term memory | Without these we can't function on a daily basis
28
5 executive functioning skills
``` Planning Organization Time management Working memory Check ins ```
29
7 key traits executive functioning skills
``` 1-impulse control 2-attention issues 3-switching focus 4-planning and problem solving 5-Organization skills 6-memory skills 7-self monitoring skills ```
30
7 key traits: impulse control
Often impulse without thinking through consequences | Example interrupting
31
7 key traits: attention issues
Problems filtering out important and not important information Hyper focused or difficulty focusing
32
7 key traits: switching focus
Problems with unexpected changes or transitions | Difficult changing mindset
33
7 key traits: planning and solving
Challenges in following steps in order | Only see a few solutions
34
7 key traits: organization skills
Problems organizing materials providing communication to and from school Often forgetful and messy
35
7 key traits: memory skills
Often forgets a task once directions are provided | Can't hold information to recall when working on task
36
7 key traits: self monitoring
Challenges to monitor and check to ensure on the right track or process is complete
37
Executive functioning common issues with ASD
Complete but forget to hand in Trouble managing anxiety and feelings Easily distracted Respond without thinking
38
Executive strategies for the EA
Provide clear instruction Have predictable routine Frequent check ins
39
5 Senses
``` Hearing-auditory Taste- gustatory Touch- tactile Sight- visual Smell- olfactory ```
40
2 hidden senses
Vestibular- movement (sense of balance) ex, jump high three times Proprioception- body positions (sense of body space)
41
What is sensory processing
Ability to receive sensory input organize and process the information and respond in a way that is meaningful and appropriate
42
Sensory overload (TAPE)
Terror Annoyance Pain Exhaustion
43
Hypersensitive sensory processing typical characteristics
Easily overwhelmed Strong awareness Strong reaction to light Plug nose when smell bothers them
44
Hyposensitive sensory processing typical characteristics
Slow processing speed Unaware of sounds may speak to Loud to soft Seeks movement to self soothe constant movement Doesn't like touch
45
Behaviour is
Observable and measurable
46
Motor planning
Improves as we face physical challenges like climbing stairs Success with motor planning allows these skills to be applied to new situations
47
Motor planning avoidances
Occur when a skill doesn't develop naturally the individual may avoid it such as swimming or riding a bike
48
Problems with sensory processing may affect
Focus attention on tasks Complete daily self care tasks Developing maintaining relationships
49
Sensory diet
A personalized plan to provide desired sensory input a person needs to stay focused and organized through a day Ex, chewing gum weighted blanket
50
Outcome of focused support
Increase participation Improve attention and alertness Increase fine motor skills Improve balance
51
3 P's
Plan -talk with other staff predict - allow student to observe activity prior to joining prepare -talk to student ahead of time
52
3 goals
1- model what to do when anxious or overwhelmed 2- reinforce using known strategies to calm down 3- fade support over time
53
Understanding emotions
Direct instruction teach students to recognize different facial expressions Important to model
54
Organized play
Children with ASD play better in organized well structured environments Do better with a group with similar interests Group must be understanding and predictable
55
Peer strategies
Provide prompt for all help initiate conversation | Ask questions that will give a response rather then a comment
56
Peer method
``` Show video Ask questions Let student dictate their response Rephrase student summary Allow student to practice skill ```
57
Hidden rules
Rules that are assumed | Rules that aren't taught they are learned through experience
58
Autism characteristics 3 challenges
1- difficulty interacting with others 2- difficulty communicating and understanding 3- restricted and or repetitive behaviours
59
Autism impacts
Social interaction Communication Behaviour
60
Language impairments
People with ASD typically have challenges processing aspects of language Take things literal Turn taking In speech
61
Shaping
Method to teach behaviour or skill Praise efforts and acknowledge small growth Reward all attempts
62
Chaining
Method to teach complex skills Steps are taught in order Taught in isolation till each step is mastered
63
Theory of mind
Being able to interpret other people's emotional or mental state and relate (Put yourself in their shoes)
64
Implications for TOM
Organizational skills Reading comprehension Following direction Building peer relationships
65
You can help to support TOM development
Tutoring Prompts Reinforcements
66
Proximity
Pairing student with ASD with peer who has strong social skills and can help direct play without training Outcome- student will be engaged stereotyped behaviours reduced
67
Interventions
Place socially capable peers or staff with student to play interact and reinforce positive responses Outcome- connections can be made
68
4 Steps to support interventions
``` Introduce skill Show skill Rehearse skill with corrections made to reinforce positive response Practice skill Taught over time to teach new skills ```

Autism (1 decks)

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