Autism Ch.5 Flashcards
- Lovaas developed the quintessential [ ]model
Discrete trial
a. What age range did the Lovaas program target?
b. How many hours of intervention per week?
c. What skills did it begin with targeting?
d. How did the trial presentation look like?
e. What did they check subsequent performance?
a. younger than 4
b. 40 hours a week
c. imitation skills and reduction of interfering behaviors.
d. Massed trials and continued until mastery
e. Maintenance checks to ensure learned skills were not forgot.
- What are three concerns that question the methodological validity of these two studies?
a. Nonrandom assignment of children to experimental and control groups
b. Use of different measures of intelligence for different children
c. Different measures of intelligence for pre-test and post-test
Why are some cautious about Lovaas’ conclusions
a. No one who has not been directly associated with Lovaas has been able to replicate his results.
- In addition to the number of intervention hours being an element of an intensive intervention, the positive effect of a program is more reliant on what?
Its behavioral emphasis
- When Luiselli et al. (2006) compared a 6-20 hr ABA program in children younger than 3 with those over 3, what did they find? (p. 91)
no significant change
- What are some of the variables that should be considered when programming early interventions?
a.Number of hours, type of preschool program, level of professional involvement, amount of supervision, age of the child, and types of measurement.
What is a good curriculum
One that is developmentally appropriate, well defined, and easily replicated.
How should a good curriculum be tailored
on the child’s needs and making sure the prerequisite skills for future learning are in place.
Why is it important to teach language using a play-based or naturalistic approach?
To address issues of generalization and spontaneity of speech
Pivotal Response training is based on what
in the philosophy of earlier incidental teaching approaches
Who cam up with the incidental teaching approaches
Laski, Charlop, and Schreibman 1988
Play-based approaches are designed to enhance motivation to respond to social and non-social environmental stimuli. How do they capture motivation in a training situation?
By incorporating stimulus items chosen or preferred by the child into teaching opportunities.
In contrast to DTT, how are trials presented in a play-based approach? Are attempts reinforced?
a. They vary stimulus material frequently throughout the session.
b. Yes
