Brainscape's Knowledge GenomeTM

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


See full index

SAFMEDS 2020 > BEHP 5020C Advanced Topics in Autism > Flashcards

BEHP 5020C Advanced Topics in Autism Flashcards

1
Q

Autism was once thought to be a form of __________

A

schizophrenia

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

________ coined the word “autism”

A

Bleuler

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

_______ listed characteristics of “autistic” children

A

Kanner

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

________ proposed the “cold mother” theory

A

Bettelheim

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

Autism occurs in 1 in every ____ children

A

68

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Boys are _____ times more likely than girls to have autism

A

5

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

Most children with ASD are diagnosed after age ____

A

4

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

Autism is a developmental disability that is defined by its ________

A

symptoms

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

List social-communication criteria for a diagnosis of autism:

  • deficits in social-emotional _________
  • deficits in non-verbal _________ _________
  • deficits in developing, maintaining and understanding __________
A
  • reciprocity
  • communicative behaviors
  • relationships
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

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 ______
A
  • stereotyped
  • sameness, routines, patterns
  • interests
  • sensory input
  • pain, sound, or touch
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Individuals who have marked deficits in social communication, but whose symptoms do not otherwise meet criteria for ASD, should be evaluated for …

A

social (pragmatic) communication disorder

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

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

A

Level 1 - requires support

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

Which level of autism severity?
Speaks simple sentences, interaction is limited to narrow special interests, and has markedly odd nonverbal communication

A

Level 2 - requires substantial support

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

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

A

Level 3 - requires very substantial support

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

In families with one child with autism, there is a ____ % chance of having another child with autism

A

3-8%

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

Autism is an assumed _________ disorder most likely of ______ origin characterized by qualitative differences in social communication and repetitive and stereotyped behaviors.

A

biological, genetic

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

List 4 AKAs for Facilitated Communication:

  • s________ __________
  • s_______ _________
  • r______ _________ ________
  • S______ ________
A
  • supported typing
  • saved typing
  • Rapid Prompting method
  • SOMA method
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

The National Autism Center Report (2007) provides information about the _______ and _______ supporting treatment options for individuals with autism

A

strength and evidence

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

Individual classroom instruction designed to accommodate learning styles characteristic of ASD

A

TEACCH

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

Intervention addressing emotional development (relating, communicating, thinking)

A

Floor Time

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

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

A

Relationship Development Intervention (RDI)

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

Evidence-based practice is the use of procedures that have been studied with strong experimental designs and results have been r_______ , p_________, and p_________

A
  • replicated
  • peer-reviewed
  • published
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Estimated cost for an individual with ASD across the lifespan is _____ million

A

$3.2

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

The more severe the cognitive and language impairment, the higher the prevalence of bx maintained by ________ reinforcement

A

automatic

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

In a traditional analysis of language, verbal behavior is explained in terms of ________ _________ _________

A

underlying mental causes

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

Traditional analysis of language regards the word as a _________ used to represent the ideas it conveys

A

symbol

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

In a traditional analysis of language, the meaning of a word is defined by its _________

A

referent

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

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 _______

A

cognitive mechanisms, mental and innate

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

From mainly which body of literature have the “rules” for how and when to start the process of increasing the MLU mainly been drawn?

A

psycholinguistic

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

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.

A

form, tools, code

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

List the linguistic aspects of language (from a traditional analysis):

  • g__________
  • m__________
  • s__________
  • s__________
  • p__________
A
  • grammatical
  • morphological
  • syntactic
  • semantic
  • pragmatic
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

The smallest units of language that convey meaning

A

morphemes

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

Rules for ordering words to convey meaning

A

syntax

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

The relationship between nouns and verbs in phrases and sentences can change meaning

A

semantics

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

Practical use of language in social situations

A

pragmatics

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

Brown assumed that language develops through identifiable stages as a result of the development of ______ and ________ processes

A

innate, cognitive

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

Grammatical morphemes only emerge in Brown’s stage _____ after the child has a vocabulary of 300-800 words

A

2

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

In Brown’s analysis, language that modulates the meaning begins to develop between ______ and _____ years of age

A

2.5-3

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

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

A

acoustic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Language is simply a name for a set of _________ that prevail within a verbal community

A

contingencies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Which primary vocal verbal operants develop from about 12 months until about 30 months (during Brown’s Stage 1, or the 2-word stage)?

A

mands and tacts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Phrases and clauses don’t occur until _____ years old after there is a repertoire of nearly 1000 words across functions

A

3-4

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Brown suggests that the added dimensions of language that occur in the speaker’s language during Stages 2-5 assist in ________ the meaning

A

modulating

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Skinner refers to the secondary verbal operant as _______ _________

A

autoclitic responses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Within a behavioral analysis, it is the development of _______ that accounts for the increase in MLU

A

autoclitics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Initially, children acquire one-word utterances that are _______ ________ ________

A

primary verbal operants

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

“I think”, “I see”, “I doubt” are examples of __________ autoclitics

A

descriptive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

“a”, “the”, “this”, “few” are examples of _________ autoclitics

A

quantifying

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

“no”, “not”, “-ly”, “-like” are examples of __________ autoclitics

A

qualifying

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

“above, “below”, “is”, “was”, “‘s” are examples of ________ autoclitics

A

relational

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Brown and Skinner agree on the ________ of development of increased MLUs, but disagree on their descriptions of the _________ that account for the progression.

A

process, mechanisms

52
Q

During typical development, a child will emit _____ to ______ one and two word utterances before most autoclitics are acquired

A

300 to 400

53
Q

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

A

Motivating operation

54
Q

A stimulus that signals the availability of reinforcement

A

Discriminative stimulus

55
Q

NET is not determined by the _________ where teaching occurs but by what the child is talking about (is it something they value?)

A

setting

56
Q

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
A
  • mand
  • generalize
  • ask for information, answer novel questions
57
Q

List the 5 steps for establishing instructional control in the natural environment:

  1. Take the NET _________ _______
  2. Identify __________
  3. Pair _________ with the valued items
  4. ________ learner attention/motivation for longer periods
  5. ________ the list of valued items
A
  1. Take the NET readiness quiz
  2. Identify reinforcers
  3. Pair yourself with the valued items
  4. Sustain learner attention/motivation
  5. Expand the list of valued items
58
Q

When establishing instructional control, aim to sustain MO for at least _____ minutes

A

8

59
Q

When establishing instructional control, develop ________ valuable activities that can be used for NET

A

20-40

60
Q

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?
A
  • approach
  • accept / take
  • sustain
  • controlling reinforcers
  • motivation
  • variety
61
Q

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
A
  • 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
62
Q

Most conversations are a mix of _______ and ________

A

mands and intraverbals

63
Q

When pairing, record data on the number of stimuli _______ and the number of stimuli the learner _______

A

offered, takes

64
Q

The number of “takes” from a learner for a particular activity may equate to the frequency of ______ that can be taught within that activity

A

mands

65
Q

NET lesson plans should incorporate 3-10 activities or items that share ________ ________

A

similar properties

66
Q

The goal of lesson plans in NET is to keep _______ high throughout the teaching session

A

motivation

67
Q

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

A

Stimulus-stimulus pairing

68
Q

A data sheet that records a running list of NET activities and stimuli, date last played with and motivation ranking

A

Activity deprivation schedule

69
Q

Motivating operations have 2 defining features:

  • they alter the ________ _______ of a stimulus
  • they alter some _________ of a response
A
  • reinforcing value

- dimension

70
Q

The two main effects of an MO are the _______ altering effect and the _________ altering effect

A

value-altering, behavior-altering

71
Q

This effect of an MO establishes or abolishes the reinforcing value of the stimulus

A

value-altering effect

72
Q

This effect of an MO evokes or abates a response

A

behavior-altering effect

73
Q

The value-altering effects of an MO are the ________ ________ and _________ ___________

A

establishing operation, abolishing operation

74
Q

The behavior-altering effects of an MO are the ________ effect and the _________ effect

A

evocative, abative

75
Q

List the three types of conditioned motivating operations:

A

transitive, reflexive, surrogate

76
Q

Teaching advanced skills such as manding for information requires a teacher to modify the _______ to condition information to act as a reinforcer

A

CMO-T

77
Q

Any stimulus which has been repeatedly correlated with a worsening set of conditions will come to function as a _______

A

CMO-R

78
Q

A _______ increases the value of escape as a reinforcer, while a ______ signals the availability of escape as a reinforcer

A

CMO-R, Sd

79
Q

In order for a stimulus to be an Sd, there must be a ________ condition

A

S-delta

80
Q

The most common intervention for escape behavior that occurs when demands are placed is _____ with _______

A

DRA with extinction

81
Q

One problem with this intervention for problem behavior is that there may be few opportunities to reinforce desired behavior

A

DRA

82
Q

One problem with this intervention for problem behavior is that it may result in few opportunities for instruction to occur

A

FCT (for escape)

83
Q

In the ABA literature, interventions that have been used to abolish the CMO-R of task demands are called _______ _________ _________

A

antecedent curricular revisions

84
Q

Social skills are:

  • ______ oriented
  • _________ governed
  • _________ specific
  • vary according to social ________
A
  • goal oriented
  • verbally governed
  • situation specific
  • vary according to social context
85
Q

The two categories of social skills are social ________ behaviors and social ________ behaviors

A

nonverbal, verbal

86
Q

Social _________ behaviors are a set of responses that are mediated by another person as the result of past social reinforcement history

A

nonverbal

87
Q

Social _________ behaviors may be shaped by past event-governed contingencies, but they may not be verbally mediated

A

nonverbal

88
Q

Social _________ behaviors are shaped by past contingencies but controlled by the immediate verbal community

A

verbal

89
Q

List critical components of social skills groups:

  • _________ criteria
  • f__________
  • ______ ratio
  • _____ group leader and ______ peer models
A
  • 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
90
Q

When implementing a social skills group:

  • use shaping, _________ and prompting
  • use a __________ schedule
  • include ___________ activities and ______ ______ activities
  • clearly define _________, _________ and ________ ________
A
  • shaping, fading and prompting
  • structured schedule
  • turn-taking and large group activities
  • define objectives, prompting, and mastery criteria
91
Q

List possible target skills for a social skills group:

  • _____ _______
  • _________ ________ for attention
  • i___________
  • r___________
  • q_________/s__________
A
  • eye contact
  • raising hand for attention
  • initiation
  • reciprocation
  • question/statement
92
Q

Social stories provide information on social ______ and appropriate social ________

A

cues, responses

93
Q

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

A

inappropriate, appropriate

94
Q

Thiemann and Goldstein (2001) found that social stories with supplemental ________ ________ were effective

A

video feedback

95
Q

If social stories alone are not sufficient, consider adding:

  • r______ ______
  • g__________
  • c__________ __________
A
  • role play
  • generalization of skills
  • correspondence training
96
Q

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

A

Correspondence training

97
Q

The two basic behavior sequences in correspondence training are _________ and _________

A

say-do and do-say

98
Q

Luciano et al (2010) suggested that ________ _______ may control variables in correspondence training

A

mediating variables (children in symbolic group were more likely to generalize skills)

99
Q

Taylor & O’Reilly (1997) analyzed the function of mediating responses in correspondence training with a ______ _________ procedure

A

self-instructional

100
Q

List steps of correspondence training:

  • identify ________ ________
  • participant ________ social story
  • __________ questions
  • _______ ________
  • g___________
  • c___________ __________
  • g___________
A
  • identify target behavior
  • participant reads social story
  • comprehension questions
  • role play
  • generalization
  • correspondence training
  • generalization
101
Q

Correspondence training promotes __________ and encourages learners to produce ________ _______

A

generalization, verbal cues

102
Q

One benefit of video modeling is the potential to accentuate certain ________ _______ and to minimize __________ features

A

stimulus features, irrelevant

103
Q

Video modeling is only effective when it is done in combination with ______ _______

A

role play

104
Q

Autoclitics do not change the ________ of primary verbal operants

A

function

105
Q

__________ autoclitics modify the strength of a verbal response

A

Descriptive

106
Q

Bondy and Frost (1992) characterized autism as an ___________ disorder

A

autoclitic

107
Q

Covers 18 assessment areas to help determine placement and level of needed support

A

VB-MAPP Transition Assessment

108
Q

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

A

3 or 4, 30+

109
Q

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
A
  • academics
  • language expansion
  • leisure skills
  • self-care skills
  • community and safety skills
  • vocational skills
  • social skills
110
Q

Social skills training for early learners should focus on:

  • m________
  • i_________
  • p______ ________
A
  • manding
  • imitation
  • play skills
111
Q

List methods for teaching social skills:

  • v_______ __________
  • s_______ _________
  • r______ _________
  • r______ _________
  • p________ _________ _________
A
  • video modeling
  • social stories
  • rule cards
  • role playing
  • Pivotal Response Training
112
Q

In social stories, __________ sentences provide factual information

A

descriptive

113
Q

In social stories, _________ sentences provide insight regarding the thoughts, feelings and bxs of others

A

perspective

114
Q

In social stories, _________ sentences are used to reassure learners

A

affirmative

115
Q

In social stories, __________ sentences tell learners what specific bxs are expected

A

directive

116
Q

In social stories, _______ sentences use analogies to explain situations

A

control

117
Q

In social stories, _________ sentences give learners information about who can help them

A

cooperative

118
Q

In social stories, _________ sentences give learners info about what will happen as a result of actions

A

consequence

119
Q

Rule cards are also known as _______ cards

A

power

120
Q

Intervention that aims to increase a child’s motivation to learn, monitoring of his own behavior, and initiations of communication

A

Pivotal Response Training

121
Q

Odom and Watts (1991) suggested that ______-mediated social reinforcers are necessary to maintain _____ social interactions

A

peer, peer

122
Q

The purpose of assessment is to clearly and accurately identify the learner’s current level of _________, _________, _________ to learning, and to guide selection of __________

A

performance, deficits, barriers to learning, selection of targets

123
Q

Lack of acquisition is often due to a program with lack of _______ and lack of effective ________
_________

A

intensity, teaching methodology

124
Q

A legal document which defines a student’s educational needs and specific objectives of skills to acquire in the next 6-12 months

A

IEP

125
Q

List 7 criteria for appropriate treatments (Lovaas 1996):

  • a ________ emphasis
  • ________ participation
  • 1:1 ____________
  • integration with ________ __________
  • c_____________
  • i____________
  • _____________ programming
A
  • a behavioral emphasis
  • family participation
  • 1:1 intervention
  • integration with typical peers
  • comprehensiveness
  • intensity
  • individualized programming
126
Q

List the parts of an IEP:

  • N_______
  • S_______
  • R________
  • S_________ _______
A
  • Needs (present levels of performance)
  • Services
  • Reevaluation
  • Supplementary Aids

SAFMEDS 2020 (13 decks)

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