Chapter 2 Flashcards
Dawson et al. (2007) How do we define intelligence? Multiple intelligences? How do we measure intelligence? Weschler intelligence tests Ravens Progressive Matrices Intelligence in autism Discrepancy between overall IQ (potentially low IQ/MR) and certain cognitive strengths (e.g., memory) Savants
Dawson et al. (2007) How do we define intelligence? Multiple intelligences? How do we measure intelligence? Weschler intelligence tests Ravens Progressive Matrices Intelligence in autism Discrepancy between overall IQ (potentially low IQ/MR) and certain cognitive strengths (e.g., memory) Savants
Weschler-based intelligence tests
How do children with autism typically perform on the WISC?
What can be said about strengths and weaknesses of children with autism that are seen on the WISC?
How do children with autism typically perform on the WISC?
What can be said about strengths and weaknesses of children with autism that are seen on the WISC?
Aims/purpose? Hypotheses? Participants? Materials? Procedure? Results? Discussion?
Aims/Purpose? See if they perform better on the Raven vs. the WISC.
Ravens=WISC (equally respected in reliability and validity).
How much they are respected.
Hypothesis? Children with ASD would preform better on the Ravens.
Participants? Children with ASD, children without ASD (typically developing), Adults with ASD, Adults without ASD (typically developing).
No other etiologies (neurological disorders, psychiatric disorders, etc.)
Materials? WISC and the RAVENS
Procedure? Administered the tests. Administered by a neuropsychologist who blind to the purposes of the study.
Results? Comparing the WISC and RAVENS percentile scores. Percentile points were much higher on the RAVENS. Preforming on the low average range on the WISC and on the average range on the RAVENS.
There was not a difference between the WISC and RAVENS for the control groups.
Discussion?
P. 661
We don’t need to be testing general intelligence for people with autism using the WISC.
The best way to manage challenging behavior you may encounter working with individuals with ASD is to ____it
The best way to manage challenging behavior you may encounter working with individuals with ASD is to understand it
Behavior
The way a person ____as a direct result of the ___in their ____
- ____- response to current ____and must be ____by others
- ____response to environment where it was first learned- routine learning
- Brain’s way of keeping itself ____or in equilibrium- ____behaviors help maintain/cope
- ____expression of an ____state- verbalizing inner state may be difficult for people with ASD
Difficulty communicating ____, ____, ____, etc.
Difference between mood and affect
____– emotion that you feel. States of being that can change depending on the situation.
____– outward expression of emotion
They’re not always congruent with one another.
Ex. Beauty Queen – Someone who gets second place in a pageant (affect – happy they won second place, mood – I can’t believe I didn’t win)
Behavior
The way a person acts as a direct result of the stimuli in their environment
- Communication- response to current conditions and must be interpreted by others
- Logical response to environment where it was first learned- routine learning
- Brain’s way of keeping itself stimulated or in equilibrium- stereotypic behaviors help maintain/cope
- Outward expression of an inner state- verbalizing inner state may be difficult for people with ASD
Difficulty communicating states, moods, needs, etc.
Difference between mood and affect
Mood - emotion that you feel. States of being that can change depending on the situation.
Affect - outward expression of emotion
They’re not always congruent with one another.
Ex. Beauty Queen – Someone who gets second place in a pageant (affect – happy they won second place, mood – I can’t believe I didn’t win)
SLP should be familiar with individual ____and ____(Fig. 2-1 on p. 24)
Restricted, ____, ____behaviors; ____
Difficulty accepting ____to environment, ____or ____thinking
Goal: Help teach strategies to use when ____events happen in order to cope with a constantly ____world.
SLP should be familiar with individual strengths and weaknesses (Fig. 2-1 on p. 24)
Restricted, repetitive, stereotyped behaviors; perseverating
Difficulty accepting change to environment, rigid or inflexible thinking
Goal: Help teach strategies to use when unexpected events happen in order to cope with a constantly changing world.
The role of stress in behavior
____- body’s response to ____made upon it
____
____
Eustress – ____stress (nervous excitement) Ex. Wedding day, graduation day ) (positive events)
Distress – ____stress (detrimental stress) Ex. Dread, anxiety, fear (in a negative way)
Fight-or-flight
don’t die
Now, it is produced by social stress
The role of stress in behavior
Stress- body’s response to demands made upon it
Eustress
Distress
Eustress – Positive stress (nervous excitement) Ex. Wedding day, graduation day ) (positive events)
Distress – Negative stress (detrimental stress) Ex. Dread, anxiety, fear (in a negative way)
Fight-or-flight
don’t die
Now, it is produced by social stress
____level of ____for performance
____-____hypothesis- for typical individuals:
Optimal level of arousal for performance
Inverted-U hypothesis- for typical individuals:
Individuals with ____- ____window of optimal arousal
Individuals with autism- smaller window of optimal arousal
What are YOUR personal warning signs that accompany distress?
How are these different from someone with ASD?
Know the warning signs of distress for the client with ASD
Someone with ASD has more intense levels.
How do you know they’re on the way of acting out?
Figure 2-3 on p. 26
Homeostasis
Fight-or-flight
*
____ ____ ____(PBS)- research-based strategies used to ____quality of life and ____problem behavior by teaching new ____and making ____to a person’s environment
_ ____ ____ ____(FBA)
_ ____, ____, ____(ABC)
_ Sample data tracking charts available at www.pbis.org
_ Helps answer the question, “Why is he/she doing that?”
_ Creates and teaches acceptable ____behaviors that serve the same ____as the challenging behavior
Positive Behavior Support (PBS)- research-based strategies used to increase quality of life and decrease problem behavior by teaching new skills and making changes to a person’s environment
Functional behavior assessment (FBA)
Antecedent, behavior, consequence (ABC)
Sample data tracking charts available at www.pbis.org
Helps answer the question, “Why is he/she doing that?”
Creates and teaches acceptable replacement behaviors that serve the same function as the challenging behavior
ABC
Focusing on the “____, ”- ____,
What happened right ____, the behavior occurred?
Must keep characteristics of ASD in mind and the effect stress has on behavior
Fig. 2-4 on p. 26
Note: Interventions involving antecedent alterations and the use of PBS are established evidence-based practices.
**Start with the ____, **
ABC
Focusing on the “A”- antecedent
What happened right before the behavior occurred?
Must keep characteristics of ASD in mind and the effect stress has on behavior
Fig. 2-4 on p. 26
Note: Interventions involving antecedent alterations and the use of PBS are established evidence-based practices.
Start with the B
\_\_\_\_schedules \_\_\_\_reduction through Increased \_\_\_\_ Increased \_\_\_\_ Can be used as a form of \_\_\_\_ First/Then boards- Fig. 2-6 on p. 30 \_\_\_\_Principle
Visual schedules Anxiety reduction through Increased understanding Increased predictability Can be used as a form of priming First/Then boards- Fig. 2-6 on p. 30 Premack Principle
____boards
Both ____and skill-____
Fig. 2-7 on p. 31
Client can help create the visuals for the board
Increasing ____
____, ____praise
____economy system of ____reinforcement with ____tokens (i.e., utilizing special interest areas)
Fig. 2-8 on p. 32
Choice boards
Both functional and skill-boosting
Fig. 2-7 on p. 31
Client can help create the visuals for the board
Increasing motivation
Specific, positive praise
Token economy system of positive reinforcement with MEANINGFUL tokens (i.e., utilizing special interest areas)
Fig. 2-8 on p. 32
