Quiz 2

Question 1

What are some things families might say about social behaviors?

Answer 1

“It’s hard to get his attention”, “He seems to be in his own world”, “Everything he does is on his own terms”

Question 2

What are some things families might say about communication behaviors?

Answer 2

“He gets things by himself”, “He can’t tell me what he wants”, “He takes my hand and pulls me to whatever it is he wants”, “He repeats lines and songs but TV and videos but doesn’t use words to ask for things”

Question 3

What might parents say about behaviors/restricted activities?

Answer 3

“He plays with all of his toys by lining them up”, “He studies things very carefully”, “He plays by dumping his blocks and then putting them back again - over and over”

Question 4

What is the difference between a diagnosis and a label?

Answer 4

Diagnosis = in the medical field, typically from private setting, DSMV, determined by individual or team;
Label = based on federal law (IDEA), broad disability category, only used in public school system, must be determined by a team

Question 5

Do you need a medical diagnosis to get educational services?

Answer 5

No

Question 6

Is there one way to get an ASD diagnosis?

Answer 6

No, right now, there’s no simple medical test or procedure to make an ASD diagnosis; includes health, developmental, and behavioral histories; physical exam; developmental evaluation; assessment tool; etc

Question 7

What entails a multidisciplinary evaluation?

Answer 7

-multiple pieces of data (interviews, direct & indirect, standardized measures)
-multiple assessments
-multiple informants (speech, psych, academic, OT, PT)

-want a holistic look at the child

Question 8

Cognitive assessment

Answer 8

Considers skills and determine appropriate measure (verbal/nonverbal)
Administered by school psychologist
Wechsler (WISC), Woodcock-Johnson

Question 9

Academic achievement assessment

Answer 9

-Traditionally done by the special education teacher
-WISC, Woodcock-Johnson
-ABLLS (Assessment of Basic Language and Learning Skills) - looks at a variety of skills to see what they have in terms of readiness for school, self-care, motor skills, social

Question 10

Speech/language assessment

Answer 10

-Administered by SLP
-Look at language skills (receptive and expressive, social-pragmatic, narrative language, inferential thinking, word-finding, vocabulary)

Question 11

Social/adaptive skills assessment

Answer 11

-Functional skills
-ADL - activity of daily living
-Social motivation, cognition, interest
-Ex: Assessment of Functional Living Skills (AFLS)

Question 12

Social-emotional/behavior assessment

Answer 12

-Psychologist or BCBA
-If behavior is challenging, it would be prudent to conduct an FBA

Question 13

OT/PT assessment

Answer 13

fine motor skills, gross motor skills
Depends on child’s skills and weaknesses

Question 14

Vocational assessment

Answer 14

ex: AFLS

Question 15

Autism Diagnostic Observation Schedule (ADOS-2)

Answer 15

-Standardized observation of behavior and play
-Looks at… behavior, social/conversation, play
-Given by a psychologist
-Can be lengthy to administer
-Play-based
-Sometimes a team approach (one practitioner playing with the child, one taking notes)

Question 16

What is Theory of Mind (Social Perception-NEPSY-2)?

Answer 16

-Ability to take another’s perspective
-Understanding someone else’s feelings, beliefs, and desires

Question 17

Indirect measures: Diagnostic rating scales

Answer 17

Autism Spectrum Rating Scale (ASRS)
-Medical diagnosis of ASD
-DSM

Social Responsiveness Scale (SRS-2)
-Social motivation, social cognition, social -awareness, restrictive behaviors, and repetitive behaviors

Question 18

Indirect measures: Adaptive rating scales

Answer 18

Adaptive Behavior Assessment (ABAS-2)
-Takes less time
-Communication, community use, functional academics, health and safety, leisure, self care, self direction, social and work functioning

Vineland-3
-Lengthy (about 20-30 mins to complete)
-Looks at a lot of different domains
-Daily living, socialization, motor skills, maladaptive behaviors, etc.

Social Skills Improvement System (SSIS)
-Caregivers and teachers
-Social skills, problem behaviors, academic confidence

Question 19

Family communication (especially when it comes to eligiblity)

Answer 19

-Be compassionate
-Think about the way you present the information
-Stop and check in to see how they are doing
-Offer support
-Forming a collaborative relationship with the family
-Build trust
-You want them to feel that you have their child’s best interests at heart

Question 20

What do you think your experience as a parent might be with a newly diagnosed child?

Answer 20

Overwhelmed
Lost
Don’t know what’s actually going to help
So many results when you google “autism treatment”

Question 21

What does it mean to for practices to be ‘evidence-based’?

Answer 21

-Practices or treatments that have been found to be effective by rigorous and replicated research
-Gone through extreme/rigorous research, replicated many (e.g., 500) times
-Direct and controlled analyses
-Highest level
-Acceptable research design: single subject, group designs (experimental)
-Examples: ABA, Floortime

Question 22

What does it mean for practices to be ‘scientifically-based’?

Answer 22

-Refers to “cause and effect” research related to using observable and measurable outcomes
-Replication (Hasn’t been replicated as much as EBPs)
-Approval of peer-reviewed journals
-Not quite the level of EBPs - does not have the magnitude of studies as EBPs
-Doesn’t have the strength of EBPs

Question 23

What does it mean for practices to be ‘research-based’?

Answer 23

-Programs or practices that have been studied but not necessarily replicated, controlled, or peer-reviewed
-Less rigorous designs
-Small “N” - small sample size (e.g., 10 versus 100; 50 versus 500)
-Provide preliminary data for effectiveness
-Little evidence of generalizability
-At the beginning stages

Question 24

Why might research for treatment for children with ASD be challenging?

Answer 24

-Because every child with autism is so different
-Could be effective for one child, but not at all effective for another
-Needing a large sample size

Question 25

What is the bottom line when it comes to implementing certain practices?

Answer 25

-There is a lot of confusion among the terms evidence-based, research-based, and scientifically-based -Teachers needs to be implementing practices that have been shown to improve outcomes for students with ASD and that have wide consensus among researchers on the effectiveness of the approach -Not everything you’re going to do as an educator is going to be EBP -That’s ok as long as it works for the student(s) you are working with -Think about the individual and what works for each individual

Question 26

What is Behavioral theory?

Answer 26

-Sees autism as the presentation of behavioral deficits that are biologically-based but are able to be changed by interactions with the environment -Grounded in the science of behavioral analysis -Everything that a child does is a behavior for a reason (every behavior has a function) -Prompting, shaping, reinforcement

Question 27

Behavioral theory: What is prompting?

Answer 27

What do i have to do to get you started Ex: hand gesture, saying certain things

Question 28

Behavioral theory: What is shaping?

Answer 28

Changing behavior in a positive way

Question 29

Behavioral theory: What is reinforcement?

Answer 29

Ex: high five, praise, toy

Question 30

What are examples of behavioral theory?

Answer 30

DTT, PRT, Incidental Teaching

Question 31

What is developmental theory?

Answer 31

-Neurological differences lead to delays in development (language, cognitive, social, self-help, motor, etc.) -Pretty much the opposite of behavioral theory -More naturalistic (natural environment) than other approaches -Child driven choices, novel materials, student-directed -Child is more in charge of what is happening -Reciprocal and functional communication

Question 32

What is a developmental theory EBP?

Answer 32

Floortime

Question 33

What is perceptual cognitive theory?

Answer 33

-Based on the belief that students with ASD have sensory, perceptual, and thinking differences due to brain dysfunction -Children are over-stimulated -How can we teach them/get them to learn independently to not be overstimulated -Believes in teaching through structured routine environments, explicit instructions, limited verbalizations -Visual cues and supports -Focus on attention and imitation

Question 34

What is a perceptual cognitive theory approach?

Answer 34

TEACCH

Question 35

What is a multi-theoretical approach?

Answer 35

-Treatment does not have to be based on only ONE theory -Best case scenario = taking a little bit from each theory -We are still learning and unfortunately there is still some disagreement in the field -Educators need to be trained in a variety of approaches! -Not all children with ASD are the same! -We need to create individualized approaches for students

Question 36

All approaches should be…

Answer 36

Data-driven Generalized School and home communication Address self-determination Foster independence Functional Least restrictive INDIVIDUALIZED

Question 37

ABA = Applied Behavior Analysis

Answer 37

-Focuses on the principles that explain how learning takes place -Positive reinforcement: when a behavior is followed by a reward, the behavior is more likely to be repeated -If you don’t have a strong reinforcer, they are not going to learn what you are trying to teach them -Techniques for increasing useful behaviors and reducing those that may cause harm or interfere with learning -Behavioral approach

Question 38

DTT = Discrete Trial Training

Answer 38

-One-to-one instructional approach used to teach skills in a planned, controlled, and systematic manner -Targets specific skills/behaviors -Skills taught in small, repeated steps -Each trial has a definite beginning and end -Three term contingency: ABC -Positive praise and/or tangible rewards used to reinforce behaviors -Data collection -teacher/therapist directed -Can mix in skills that the child has already mastered/known tasks -Behavioral approach -Ages 2-9

Question 39

PRT = Pivotal Response Training

Answer 39

-Method of systematically applying the scientific principles of ABA to teach learners with ASD -Behavioral approach -Pulls from ABA, but more natural than DTT -Builds on learning initiative and interests -Develops communication, language, play, and social behaviors -Four pivotal learning variables: motivation, responding to multiple cues, self-management, and self-initiations -Teacher-directed -Play-based, data-based -Naturalistic -More natural, less structured -Ages 2-16

Question 40

PECS = Picture Exchange Communication System

Answer 40

-Developed at the Delaware Autistic Program (DAP) and was designed to teach young children to communicate in a social context -Learners are taught to give a picture of a desired items to a communicative partner in exchange for the item -Specifically designed for students with autism, but can be used with kids with other diagnoses that impact communication, like ID -Learn to associate the representation of an object, and that you need to bring a picture to the adult to then get what you want/what you’re asking for

Question 41

What are the 6 phases of PECS instruction?

Answer 41

1) Teaching the physically assisted exchange 2) Expanding spontaneity 3) Simultaneous discrimination of pictures 4) Building sentence structure 5) Responding to, “What do you want?” 6) Commenting in response to a question

Question 42

RDI = Relationship Development Intervention

Answer 42

-Program for educating and coaching parents and teachers of children with ASD -Mission = restore the guided participation relationship, the basis for dynamic intelligence -Prepares parents and teachers to act as participant guides, creating daily opportunities for the child to respond in more flexible, thoughtful ways to novel, challenging, and increasingly unpredictable settings and problems

Question 43

TEACCH = Treatment and Education of Autistic and Related Communication - Handicapped and Related Children

Answer 43

-Executive functioning, attention, structure and organizational skills are major targets -Relies on visual representations -Link picture with action -Combines --Social learning theory → Self-efficacy and an individual’s understanding of a situation as a major cause of their behavior --Cognitive behavioral approach → individual’s understanding --Developmental framework → different levels of understanding for different individuals Interactive

Question 44

DIR/Floortime

Answer 44

-Program that meets the current developmental level and emotional interests of the child -DIR = developmental, individual-difference, relationship-based approach -Parents and a team of professionals -Join the child in his world of emotional interests and bring him into a shared world to promote higher levels of emotional and intellectual functioning, as well as strengthening processing capacities -Not that easy to do in schools

Question 45

What is language?

Answer 45

Formal symbol system with structural qualities including morphology, semantics, and syntax

Question 46

Language can be…

Answer 46

Oral speech, sign language, written language

Question 47

What is receptive language?

Answer 47

-Ability to understand or comprehend the rules of language -Includes the ability to link word meaning to communication cues and social content in order to understand a message

Question 48

What is expressive language?

Answer 48

-Ability to use the rules of language -Ability to use oral and written language in a conventional way

Question 49

What is speech?

Answer 49

-One type of expressive language -Ability to use all speech sounds

Question 50

What is communication?

Answer 50

-Interactive exchange between 2 or more people to express needs, feelings, and ideas -Fundamental social skill -Can be expressed verbally (spoken, signed, AAC device, written language) and nonverbally (pictures, gestures, emotion, behaviors)

Question 51

An effective communicator has…

Answer 51

Motivation to interact with others Desire to express something Means of communication

Question 52

What is the difference between language, speech, and communication?

Answer 52

-You can communicate without language (nonverbal communication) -You can use language without communicating (e.g., talk to yourself) -You can use speech without communicating -You can use language without speech (written language, sign language) -You can communicate without speech (written language, facial expression, gestures)

Question 53

Communication in younger children

Answer 53

Eye gaze, gestures, facial expressions (smile), vocalizations By 12 months - point and gesture to ask for things By 18 months - make others laugh, call attention to themselves, comment on environment, engage in reciprocal turn-taking

Question 54

Communication in older children

Answer 54

Develop ability to combine nonverbal and verbal means of communication to initiate, maintain, and repair reciprocal conversations Communicate needs, express ideas, seek information, share experiences and feelings Develop the ability to understand that others have thoughts, ideas, and feelings that differ from their own Theory of mind Social perspective taking

Question 55

Language in younger children

Answer 55

By school age - word and sentence meaning (semantics), language structures (syntax) and use them By 2 yr - use some words and understand parents, rely on contextual clues Pre-k - rapidly acquir vocab, use language structures they hear

Question 56

Language in older children

Answer 56

Abstract vocabulary continues to develop Learn to use more complex sentence types Acquisition of literacy skills - reading and writing

Question 57

Social communication features in DSM

Answer 57

-Difficulties with nonverbal communication - eye contact, gestures, facial expressions, body language -Difficulties with reciprocity - atypical way of approaching and interacting, conversations, reduced sharing of interests and feelings -Difficulty understanding social perspectives

Question 58

What is echolalia?

Answer 58

-The repetition of others’ speech that may occur immediately after hearing a message or significantly later -Often used for functioning communication -Non-interactive ritualized speech -It is a means to learn language and communication

Question 59

What is perseverative speech?

Answer 59

Persistent repetition of a word, phrase, or topic with no clear communication intent

Question 60

What is incessant questioning?

Answer 60

Repeatedly asking one or more questions and persisting even after answered multiple times

Question 61

What percent of individuals with ASD remain nonspeaking?

Answer 61

Approximately 30%

Question 62

What are some benefits of AAC devices?

Answer 62

-Increased communication competence and functional communication -Increased rate of development of speech in comparison to those who do not use AAC -Decreased rate of problem behavior associated with poor communication skills and associated communication frustration

Question 63

What is an operational definition of behavior?

Answer 63

-Describes what the behavior(s) of interest look like in a way that is observable, measurable, and repeatable -Be careful not to generalize the behavior (ex: David throws a fit) -Instead, give a specific definition (ex: David screams “no” and attempts to hit the teacher with his hand)

Question 64

What is the importance of operational definitions?

Answer 64

We want to be very specific about what the behavior looks like We need to be able to have interobserver agreement So someone else can identify what you’re talking about

Question 65

What is a functional behavior assessment?

Answer 65

A process schools use to figure out what’s causing challenging behavior

Question 66

What does ABC stand for?

Answer 66

Antecedent - what precedes the behavior Behavior Consequence - what follows the behavior

Question 67

Why do we conduct FBAs?

Answer 67

To find the function of the behavior There is a reason behind every behavior

Question 68

What do we use to conduct FBAs?

Answer 68

Interviews, observations, and assessments

Question 69

What are some common functions of behavior?

Answer 69

Escape/avoidance Gaining attention Access to items Access to preferred activities Sensory stimulation

Question 70

What are some common challenges for students with ASD?

Answer 70

Time of day Presence of specific peers Specific classroom subject Transitions from preferred to non-preferred activities Requests to stop a behavior Punishment Medication changes Family stressors or circumstances Environmental changes (general or at home or school)

Question 71

Think of 2-3 ways to address transitions from preferred to non-preferred activities

Answer 71

Visual schedule of day (or next activities) First, then board Timer Provide choice, if possible

Question 72

Think of 2-3 ways to address the presence of specific peers

Answer 72

Position them on different sides of the room Prompt to use coping skill (leave room if escalating)

Question 73

What are antecedent interventions?

Answer 73

-Preventing behaviors from occurring by changing environmental factors -Interventions we implement before the behavior occurs -Preventatively (Don’t want to only think about “what should I do if the child is aggressive” - want to think “what can I do before they become aggressive”) -Altering the manner in which instruction is provided -Enriching the environment so that learners with ASD have access to sensory stimuli that serve the same function as the interfering behavior -Replacement - use the behavior in a way that is function and that they can be learning at the same time -Implementing pre-activity interventions (e.g., issuing a cue about the next activity, providing information about schedule changes)

Question 74

What are some examples of antecedent interventions?

Answer 74

-Arranging the environment (ex: physical seating arrangements) -Changing the schedule/routine -Structuring time -Using highly preferred activities/items to increase interest level -Offering choices

Question 75

Should we make small changes or big changes?

Answer 75

Sneak in some small, flexible changes and then slowly grow/increase them

Question 76

What is positive reinforcement?

Answer 76

-Providing a consequence immediately following a behavior that is likely to maintain or increase the occurrence of that behavior in the future -Not always just the teacher reinforcing the behaviors - other things in the environment can reinforce it (ex: other students)

Question 77

Things you think of as punishment can in fact be positive reinforcers

Answer 77

Ex: yelling at a student can actually increase the behavior you are addressing because the student is positively reinforcing by the negative attention received

Question 78

Do all students find the same things positively reinforcing?

Answer 78

NO! You need to know what is positively reinforcing to the student with ASD so you know what consequence to provide when the students meets behavior, social, and academic expectations

Question 79

Can reinforcers change?

Answer 79

Yes -What is reinforcing one day, may not necessarily be reinforcing the next day, week, or month -Changing up positive reinforcers is usually necessary