Exam 1 Part 6

Question 1

Play model that facilitates growth in social-emotional, cognitive, and language, naturalistic ABA therapy, and deep parental involvement

Answer 1

Early Start Denver model

Question 2

Treatment that takes place in the natural environment: home, with peers, and in school, family involvement, coordination of treatments across all environments, treatment is focused on pivotal areas

Answer 2

Pivotal response training

Question 3

What are the goals of the pivotal response training?

Answer 3

Advance children’s communication and language skills, foster social relationships/friendships, reduce disruptive behaviors, improve performance in school

Question 4

Type of treatment that children learn social communication through affect-laden interactions with responsive caregivers, help to improve parents as communication teachers, uses ABA strategies

Answer 4

Project IMPACT

Question 5

Composed of interpersonal synchrony, communication, cognitive development, and scope and sequence of instruction

Answer 5

Early Achievements

Question 6

Early Achievements is similar to what type of therapy model?

Answer 6

NDBI

Question 7

Structuring the environment and activities in ways that are understandable to the individual, using individuals’ relative strengths in visual skills and interest in visual details to supplement relatively weaker skills

Answer 7

Treatment and Education of Autistic and related Communication handicapped Children (TEACCH)

Question 8

Part of Hanen’s model strategies that observe, wait and listen; follow the child’s lead by including his interests: comment or join in; be face to face.

Answer 8

Child-oriented strategies

Question 9

Part of Hanen’s model strategies that encourage turn-taking within routines; cue or prompt your child to take a turn; intrude to get an interaction going and then follow your child’s lead.

Answer 9

Interaction promoting strategies

Question 10

Part of Hanen’s model strategies that interpret your child’s actions; say less (simplify, shorten sentences), stress (highlight important words), go slow and show (use visual aids); repeat; expand (Sussman, 2012).

Answer 10

Language modeling strategies

Question 11

The child’s ability to regulate his or her attention and behavior while being interested in the full range of sensations (sights, sounds, smells, their own movement patterns, etc.). The child’s ability to enter into a state of shared attention with another person. This is a child’s ability to process their environment, filter out distractions, engage with others, and attend to play or tasks (ex. pay attention in the classroom).

Answer 11

Shared attention/Regulation and interest in the world

Question 12

The child’s ability to engage in relationships, including the depth and range of his/her pleasure and warmth. The related feelings, such as assertiveness or sadness, can be incorporated into the quality of engagement and the stability of the child’s engagement (ex. does he/she withdraw or become aimless when under stress?).

Answer 12

Engagement/forming relationships

Question 13

The child’s ability to enter into two-way purposeful communication. At its most basic level, this involves helping a child open and close circles of communication. This is a child’s ability to be intentional in interactions and activities. For example, a child is able to initiate with another person to keep activities going for desired objects or activities, etc.

Answer 13

Two-way purposeful interactions with gestures/intentional two-way communication

Question 14

The ability to string together many circles of communication and problem solving into a larger pattern (ten or twenty). This is necessary for negotiating many of the most important emotional needs in life (being close to others, exploring and being assertive, limiting aggression, negotiation safety, etc.). This is the stage where the child begins to develop a sense of self/self-esteem/independence (“I did it!” or “Look what I did!”), using affect, gestures and words, if verbal.

Answer 14

Level 4: Two-Way, Purposeful Problem-Solving Interactions/Development of Complex Sense of Self

Question 15

The child’s ability to create mental representations. The ability to do pretend play or use words, phrases or sentences to convey some emotional intention (“What is that?,” ”Look at this fish!,” or “I’m angry!,” etc.). The child begins to have his own ideas and share them with the people around him. This is the ability to share ideas with others and represent ideas and real life through play or activities.

Answer 15

Level 5: Elaborating Ideas/Representational Capacity and Elaboration of Symbolic Thinking

Question 16

The child’s ability to make connections between different internal representations or emotional ideas (“I’m mad because you’re mean.”). This capacity is a foundation for higher level thinking, problem solving and such capacities as separating fantasy from reality, modulating impulses and mood, and learning to concentrate and plan.

Answer 16

Level 6: Building Bridges Between Ideas/Emotional Thinking

Question 17

The child is able to explore multiple reasons for a feeling, comparing feelings, and understanding triadic interactions among feeling states (ex. “I feel left out when Susie likes Janet better than me.”). Finding an indirect road to problem solve (ex. “John wants to be Sara’s friend.”) During this stage the child becomes more interested in his/her body and sexual relations. These feelings may cause the child to be fearful.

Answer 17

Level 7: Multi-Cause, Comparative, and Triangular Thinking (Grade School Children)

Question 18

The ability to describe degrees of feelings about anger, love, excitement, disappointment, etc. (ex. “I feel a little annoyed.”). The child begins to know where they fall on the social ladder. They begin to define themselves by how accepted they are by their peer group. He/she begins to see the “shades of gray” and becomes a better problem solver. He/she can also see consequences of their behavior. The child is able to give you a range of emotions (ex. “I’m a little mad, very mad, etc.” or “I’m the best, Jo is second best, and John is the worst.”).

Answer 18

Level 8: Emotionally Differentiated Gray-Area Thinking (Grade School Children)

Question 19

Reflecting on feelings in a relationship to an internalized sense of self (“It’s not like me to feel so angry.” or “I shouldn’t feel this jealous.”). The child begins to internalize values and develops a greater sense of self that can’t be broken down by lack of acceptance by a peer group (ex. “Sally was mean to me because she was having a bad day, but I am still a good person.”).

Answer 19

Level 9: Intermittent Reflective Thinking, a Stable Sense of Self, and an Internal Standard (Grade School Children)