BEHP 5020C Advanced Topics in Autism Flashcards
Autism was once thought to be a form of __________
schizophrenia
________ coined the word “autism”
Bleuler
_______ listed characteristics of “autistic” children
Kanner
________ proposed the “cold mother” theory
Bettelheim
Autism occurs in 1 in every ____ children
68
Boys are _____ times more likely than girls to have autism
5
Most children with ASD are diagnosed after age ____
4
Autism is a developmental disability that is defined by its ________
symptoms
List social-communication criteria for a diagnosis of autism:
- deficits in social-emotional _________
- deficits in non-verbal _________ _________
- deficits in developing, maintaining and understanding __________
- reciprocity
- communicative behaviors
- relationships
List restricted/repetitive criteria for a diagnosis of autism - At least 2 of the following:
- __________ or repetitive motor movements, use of objects, or speech
- insistence on _________, inflexible adherence to ________, or ritualized _________ of behavior
- highly restricted, fixated __________
- hyper- or hypo- reactivity to ________ ________
- over or under reaction to ______, ______ or ______
- stereotyped
- sameness, routines, patterns
- interests
- sensory input
- pain, sound, or touch
Individuals who have marked deficits in social communication, but whose symptoms do not otherwise meet criteria for ASD, should be evaluated for …
social (pragmatic) communication disorder
Which level of autism severity?
Able to speak in full sentences and engages in communication but to-and-fro conversation with others fails, and attempts to make friends are odd and typically unsuccessful
Level 1 - requires support
Which level of autism severity?
Speaks simple sentences, interaction is limited to narrow special interests, and has markedly odd nonverbal communication
Level 2 - requires substantial support
Which level of autism severity?
Few words of intelligible speech, rarely initiates interaction, and when he or she does, makes unusual approaches to meet needs only
Level 3 - requires very substantial support
In families with one child with autism, there is a ____ % chance of having another child with autism
3-8%
Autism is an assumed _________ disorder most likely of ______ origin characterized by qualitative differences in social communication and repetitive and stereotyped behaviors.
biological, genetic
List 4 AKAs for Facilitated Communication:
- s________ __________
- s_______ _________
- r______ _________ ________
- S______ ________
- supported typing
- saved typing
- Rapid Prompting method
- SOMA method
The National Autism Center Report (2007) provides information about the _______ and _______ supporting treatment options for individuals with autism
strength and evidence
Individual classroom instruction designed to accommodate learning styles characteristic of ASD
TEACCH
Intervention addressing emotional development (relating, communicating, thinking)
Floor Time
Intervention aiming to form personal relationships by strengthening the building blocks of social connections; this includes the ability to form an emotional bond and share experiences
Relationship Development Intervention (RDI)
Evidence-based practice is the use of procedures that have been studied with strong experimental designs and results have been r_______ , p_________, and p_________
- replicated
- peer-reviewed
- published
Estimated cost for an individual with ASD across the lifespan is _____ million
$3.2
The more severe the cognitive and language impairment, the higher the prevalence of bx maintained by ________ reinforcement
automatic
In a traditional analysis of language, verbal behavior is explained in terms of ________ _________ _________
underlying mental causes
Traditional analysis of language regards the word as a _________ used to represent the ideas it conveys
symbol
In a traditional analysis of language, the meaning of a word is defined by its _________
referent
In a traditional analysis, language is regarded as the output of various _______ ________ that manipulate the symbols and generate the language according to rules. These rules are thought be _______ and _______
cognitive mechanisms, mental and innate
From mainly which body of literature have the “rules” for how and when to start the process of increasing the MLU mainly been drawn?
psycholinguistic
Language must have a _____ for words to inhabit so that they can have existence, serve as ______ for thoughts through reference to concepts, and function as a _______ that can be externalized and thus shared with others through listening and speaking.
form, tools, code
List the linguistic aspects of language (from a traditional analysis):
- g__________
- m__________
- s__________
- s__________
- p__________
- grammatical
- morphological
- syntactic
- semantic
- pragmatic
The smallest units of language that convey meaning
morphemes
Rules for ordering words to convey meaning
syntax
The relationship between nouns and verbs in phrases and sentences can change meaning
semantics
Practical use of language in social situations
pragmatics
Brown assumed that language develops through identifiable stages as a result of the development of ______ and ________ processes
innate, cognitive
Grammatical morphemes only emerge in Brown’s stage _____ after the child has a vocabulary of 300-800 words
2
In Brown’s analysis, language that modulates the meaning begins to develop between ______ and _____ years of age
2.5-3
Vocal behavior is movements of the vocal musculature that produce _______ stimuli that affect a listener in a special way so as to produce reinforcement for the speaker
acoustic
Language is simply a name for a set of _________ that prevail within a verbal community
contingencies
Which primary vocal verbal operants develop from about 12 months until about 30 months (during Brown’s Stage 1, or the 2-word stage)?
mands and tacts
Phrases and clauses don’t occur until _____ years old after there is a repertoire of nearly 1000 words across functions
3-4
Brown suggests that the added dimensions of language that occur in the speaker’s language during Stages 2-5 assist in ________ the meaning
modulating
Skinner refers to the secondary verbal operant as _______ _________
autoclitic responses
Within a behavioral analysis, it is the development of _______ that accounts for the increase in MLU
autoclitics
Initially, children acquire one-word utterances that are _______ ________ ________
primary verbal operants
“I think”, “I see”, “I doubt” are examples of __________ autoclitics
descriptive
“a”, “the”, “this”, “few” are examples of _________ autoclitics
quantifying
“no”, “not”, “-ly”, “-like” are examples of __________ autoclitics
qualifying
“above, “below”, “is”, “was”, “‘s” are examples of ________ autoclitics
relational
Brown and Skinner agree on the ________ of development of increased MLUs, but disagree on their descriptions of the _________ that account for the progression.
process, mechanisms
During typical development, a child will emit _____ to ______ one and two word utterances before most autoclitics are acquired
300 to 400
An environmental set of conditions that changes the current value of a stimulus (positively or negatively) and therefore changes the current frequency of any behavior that has produced that reinforcer in the past
Motivating operation
A stimulus that signals the availability of reinforcement
Discriminative stimulus
NET is not determined by the _________ where teaching occurs but by what the child is talking about (is it something they value?)
setting
The purpose of NET is to:
- teach early learners to _______
- teach intermediate learners to ______ mastered skills around a reinforcing topic
- teach advanced learners to ask for ________, answer ______ _______ and build conversation based on something valuable to the learner
- mand
- generalize
- ask for information, answer novel questions
List the 5 steps for establishing instructional control in the natural environment:
- Take the NET _________ _______
- Identify __________
- Pair _________ with the valued items
- ________ learner attention/motivation for longer periods
- ________ the list of valued items
- Take the NET readiness quiz
- Identify reinforcers
- Pair yourself with the valued items
- Sustain learner attention/motivation
- Expand the list of valued items
When establishing instructional control, aim to sustain MO for at least _____ minutes
8
When establishing instructional control, develop ________ valuable activities that can be used for NET
20-40
List the questions in the NET readiness quiz:
- does the learner ________ and stay with an adult?
- does the learner ________ valued items from the adult?
- can the adult _______ the learner’s motivation to willingly remain with both the item and the person for 5+ minutes without problem behavior?
- Is it possible to avoid problem behavior while ________ ________?
- Does the learner sustain _________ and consistently value the same items on a daily basis?
- Does the learner have a _______ of valued items?
- approach
- accept / take
- sustain
- controlling reinforcers
- motivation
- variety
List the steps to pair:
- deliver _______ ______
- _________ reinforcers
- avoid ________ at first
- continue to ________ stimuli
- _________ unwanted toys
- begin to pair your ________
- make activities more ______ with your presence
- begin to pair the _______ if not vocal
- deliver valued items
- control reinforcers
- avoid talking
- continue to introduce stimuli
- remove unwanted toys
- begin to pair your voice
- make activities more fun
- begin to pair the sign
Most conversations are a mix of _______ and ________
mands and intraverbals
When pairing, record data on the number of stimuli _______ and the number of stimuli the learner _______
offered, takes
The number of “takes” from a learner for a particular activity may equate to the frequency of ______ that can be taught within that activity
mands
NET lesson plans should incorporate 3-10 activities or items that share ________ ________
similar properties
The goal of lesson plans in NET is to keep _______ high throughout the teaching session
motivation
A procedure in which two stimuli are presented at the same time, usually repeatedly, for a number of trials which often results in one stimulus acquiring the function of the other stimulus
Stimulus-stimulus pairing
A data sheet that records a running list of NET activities and stimuli, date last played with and motivation ranking
Activity deprivation schedule
Motivating operations have 2 defining features:
- they alter the ________ _______ of a stimulus
- they alter some _________ of a response
- reinforcing value
- dimension
The two main effects of an MO are the _______ altering effect and the _________ altering effect
value-altering, behavior-altering
This effect of an MO establishes or abolishes the reinforcing value of the stimulus
value-altering effect
This effect of an MO evokes or abates a response
behavior-altering effect
The value-altering effects of an MO are the ________ ________ and _________ ___________
establishing operation, abolishing operation
The behavior-altering effects of an MO are the ________ effect and the _________ effect
evocative, abative
List the three types of conditioned motivating operations:
transitive, reflexive, surrogate
Teaching advanced skills such as manding for information requires a teacher to modify the _______ to condition information to act as a reinforcer
CMO-T
Any stimulus which has been repeatedly correlated with a worsening set of conditions will come to function as a _______
CMO-R
A _______ increases the value of escape as a reinforcer, while a ______ signals the availability of escape as a reinforcer
CMO-R, Sd
In order for a stimulus to be an Sd, there must be a ________ condition
S-delta
The most common intervention for escape behavior that occurs when demands are placed is _____ with _______
DRA with extinction
One problem with this intervention for problem behavior is that there may be few opportunities to reinforce desired behavior
DRA
One problem with this intervention for problem behavior is that it may result in few opportunities for instruction to occur
FCT (for escape)
In the ABA literature, interventions that have been used to abolish the CMO-R of task demands are called _______ _________ _________
antecedent curricular revisions
Social skills are:
- ______ oriented
- _________ governed
- _________ specific
- vary according to social ________
- goal oriented
- verbally governed
- situation specific
- vary according to social context
The two categories of social skills are social ________ behaviors and social ________ behaviors
nonverbal, verbal
Social _________ behaviors are a set of responses that are mediated by another person as the result of past social reinforcement history
nonverbal
Social _________ behaviors may be shaped by past event-governed contingencies, but they may not be verbally mediated
nonverbal
Social _________ behaviors are shaped by past contingencies but controlled by the immediate verbal community
verbal
List critical components of social skills groups:
- _________ criteria
- f__________
- ______ ratio
- _____ group leader and ______ peer models
- entrance criteria
- frequency of 1-2 times per week for 1-2hrs
- 1:1 ratio at the beginning, gradually thinned
- 1 leader, 1-2 models
When implementing a social skills group:
- use shaping, _________ and prompting
- use a __________ schedule
- include ___________ activities and ______ ______ activities
- clearly define _________, _________ and ________ ________
- shaping, fading and prompting
- structured schedule
- turn-taking and large group activities
- define objectives, prompting, and mastery criteria
List possible target skills for a social skills group:
- _____ _______
- _________ ________ for attention
- i___________
- r___________
- q_________/s__________
- eye contact
- raising hand for attention
- initiation
- reciprocation
- question/statement
Social stories provide information on social ______ and appropriate social ________
cues, responses
Chan and O’Reilly (2008) found that a social story intervention resulted in a decrease of _________ social interaction behavior and an increase in ________ social initiations
inappropriate, appropriate
Thiemann and Goldstein (2001) found that social stories with supplemental ________ ________ were effective
video feedback
If social stories alone are not sufficient, consider adding:
- r______ ______
- g__________
- c__________ __________
- role play
- generalization of skills
- correspondence training
Defined as a person giving a verbal report of “saying”, which is then followed by the actual behavior of “doing”, and the behavior is then only reinforced when saying and doing are both observed
Correspondence training
The two basic behavior sequences in correspondence training are _________ and _________
say-do and do-say
Luciano et al (2010) suggested that ________ _______ may control variables in correspondence training
mediating variables (children in symbolic group were more likely to generalize skills)
Taylor & O’Reilly (1997) analyzed the function of mediating responses in correspondence training with a ______ _________ procedure
self-instructional
List steps of correspondence training:
- identify ________ ________
- participant ________ social story
- __________ questions
- _______ ________
- g___________
- c___________ __________
- g___________
- identify target behavior
- participant reads social story
- comprehension questions
- role play
- generalization
- correspondence training
- generalization
Correspondence training promotes __________ and encourages learners to produce ________ _______
generalization, verbal cues
One benefit of video modeling is the potential to accentuate certain ________ _______ and to minimize __________ features
stimulus features, irrelevant
Video modeling is only effective when it is done in combination with ______ _______
role play
Autoclitics do not change the ________ of primary verbal operants
function
__________ autoclitics modify the strength of a verbal response
Descriptive
Bondy and Frost (1992) characterized autism as an ___________ disorder
autoclitic
Covers 18 assessment areas to help determine placement and level of needed support
VB-MAPP Transition Assessment
A score of _____ or _____ on an item on the VB-MAPP Transitions or an overall score over ______ suggest that the child needs a formal intervention program to remediate the barriers
3 or 4, 30+
After completion of the Level 3 milestones, advanced learners may need training on:
- a________
- l________ _________
- l________ skills
- s______ ________ skills
- c_________ and _________ skills
- v__________ skills
- s________ skills
- academics
- language expansion
- leisure skills
- self-care skills
- community and safety skills
- vocational skills
- social skills
Social skills training for early learners should focus on:
- m________
- i_________
- p______ ________
- manding
- imitation
- play skills
List methods for teaching social skills:
- v_______ __________
- s_______ _________
- r______ _________
- r______ _________
- p________ _________ _________
- video modeling
- social stories
- rule cards
- role playing
- Pivotal Response Training
In social stories, __________ sentences provide factual information
descriptive
In social stories, _________ sentences provide insight regarding the thoughts, feelings and bxs of others
perspective
In social stories, _________ sentences are used to reassure learners
affirmative
In social stories, __________ sentences tell learners what specific bxs are expected
directive
In social stories, _______ sentences use analogies to explain situations
control
In social stories, _________ sentences give learners information about who can help them
cooperative
In social stories, _________ sentences give learners info about what will happen as a result of actions
consequence
Rule cards are also known as _______ cards
power
Intervention that aims to increase a child’s motivation to learn, monitoring of his own behavior, and initiations of communication
Pivotal Response Training
Odom and Watts (1991) suggested that ______-mediated social reinforcers are necessary to maintain _____ social interactions
peer, peer
The purpose of assessment is to clearly and accurately identify the learner’s current level of _________, _________, _________ to learning, and to guide selection of __________
performance, deficits, barriers to learning, selection of targets
Lack of acquisition is often due to a program with lack of _______ and lack of effective ________
_________
intensity, teaching methodology
A legal document which defines a student’s educational needs and specific objectives of skills to acquire in the next 6-12 months
IEP
List 7 criteria for appropriate treatments (Lovaas 1996):
- a ________ emphasis
- ________ participation
- 1:1 ____________
- integration with ________ __________
- c_____________
- i____________
- _____________ programming
- a behavioral emphasis
- family participation
- 1:1 intervention
- integration with typical peers
- comprehensiveness
- intensity
- individualized programming
List the parts of an IEP:
- N_______
- S_______
- R________
- S_________ _______
- Needs (present levels of performance)
- Services
- Reevaluation
- Supplementary Aids
