Exam 1 Part 5 Flashcards
Who is able to make a medical diagnosis of ASD?
Licensed psychologist or physician
What assessment might be required to diagnose ASD?
Autism Diagnostic Observation Scale (ADOS)
T/F: School eligibility does count for an ASD diagnosis
False; does not
What EBP treatments are available?
ABA, pharmacy, psychiatry, psychology, therapy (SLP, OT)
What are some early childhood outcomes (goals) for children with ASD?
Integrate with peers in EC setting, skills to meaningfully access social and education experiences, optimal physical and behavioral health, family functions well to support child
What are some goals for children with ASD?
Integration with peers in schools and community, meaningful educational participation, skills to support an individual’s post-secondary goals, engaged family support
What are some goals for adults with ASD?
Integration and inclusion with preferred community, maximum independence that promotes self-advocacy, self determination, and self management, employment, education, housing meets the needs from individual
How does a child meet and education-based diagnosis of ASD?
Must meet MARSE eligibility criteria, adversely affect the student’s performance in academics, behavioral, or social domains, impact must require/necessitate special education services/programs
To meet an education-based diagnosis of ASD, what must the child display?
Qualitative impairments in reciprocal social interactions, communication, and restricted range of interests or repetitive behavior.
What social interaction criteria must a child meet to get an education-based diagnosis?
At least 2:
(i) Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body
postures, and gestures to regulate social interaction.
(ii) Failure to develop peer relationships appropriate to developmental level.
(iii) Marked impairment in spontaneous seeking to share enjoyment, interests, or achievements with other people, for example, by a lack of showing, bringing, or pointing out objects of interest.
(iv) Marked impairment in the areas of social or emotional reciprocity.
What communication criteria must a child meet to get an education-based diagnosis?
At least 1:
Delay in, or total lack of, the development of spoken language not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime. Marked impairment in pragmatics or in the ability to initiate, sustain, or engage in reciprocal conversation with others. Stereotyped and repetitive use of language or idiosyncratic language. Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level.
What restrictive, repetitive behavior criteria must a child meet to get an education-based diagnosis?
At least 1:
Encompassing preoccupation with 1 or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus. Inflexible adherence to specific, nonfunctional routines or rituals. Stereotyped and repetitive motor mannerisms, for example, hand or finger flapping or twisting, or complex whole-body movements.
Persistent preoccupation with parts of objects.
For an education-based ASD diagnosis, what 3 areas must it affect in school?
Academics, behavioral, social
Type of ASD treatment that is child-initiated, uses natural reinforcements and prompting/prompt fading, balanced turns, modeling, adult imitation of child, and broadening the attentional focus of the child
Naturalistic Developmental Behavioral Intervention (NDBI)
What are examples of NDBIs?
IT, EMT, SCERTS, RIT, JASPER, ESDM, PRT
Type of treatment that involves setting up the environment for a child, restricting access to an object in some way, waiting for the child to ask for the object, prompting the child to elaborate, waiting until the child responds, and rewarding the child by giving the child the object
Incidental teaching
Treatment model that helps with modeling and teaching joint attention skills directly, increases ability to coordinate attention, flexibility in play skills, functional play, higher levels of symbolic play, emotional/behavioral regulation, decrease self-stimulatory behaviors
JASPER
Part of the JASPER model that includes choosing toys and materials, how to sit and arrange objects at child’s eye level
Environmental arrangements
Follow child’s led, imitate child’s actions
Mirrored pacing
Imitate child’s language and expand
Communication
