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Intro to Autism > Final > Flashcards

Final Flashcards

1
Q

Isolated skill that does not translate into generalized cognitive.

A

Savant Skills

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2
Q

Musical Savant

A

Able to play a piece of music by heart after one or two hearings.

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3
Q

Artist Savant

A

Being able to draw things perfectly either by memory or from a drawing or picture.

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4
Q

Where the person cannot be promoted to look at something together with an adult, nor do they point at a desired object and then look back at the adult to seek recognition.

A

Joint Attention

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5
Q

The ability to communicate to others where they can understand

A

Expressive Language

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6
Q

The ability to understand or comprehend words &I sentences that others use

A

Receptive Language

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7
Q

Immediate Echolalia

A

Repeating the other person right on the spot.

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8
Q

Delayed Echolalia

A

Repeating what is being said later after someone has asked or stated something.

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9
Q

Scripting

A

The child goes around reciting chunks of a favorite movie or program

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10
Q

Stages that one goes through based on typically developing children

A

Milestone

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11
Q

Above _____ is superior to genius

A

130

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12
Q

_____ to _____ constitutes average intelligence

A

85

115

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13
Q

Scores below _____ fall into MR area

A

70

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14
Q

Autism is diagnosed on or before age ____

A

3

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15
Q

1 in every ____ children in the U.S. has Autism

A

68

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16
Q

Autism occurs mostly in ______

A

Whites

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17
Q

List the three categories that fall under ASD

A

Pervasive Developmental Disorder-Not Otherwise Specified

Autism

Aspergers

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18
Q

Levels of Severity

A

Level 1: Requiring Support

Level 2: Requiring Substantial Support

Level 3: Requiring Very Substantial Support

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19
Q

SIB

A

Self Injurious Behavior

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20
Q

A persons genetic makeup

A

Genotype

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21
Q

The way someone looks on the outside

A

Phenotype

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22
Q

Are stereotyped or repetitive movements or posturing of the body. Mannerisms of the hands such as hand flapping, finger twisting, flicking, rubbing, or wringing hands. Mannerisms of the body such as rocking, swaying, or pacing.

A

Stimming

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23
Q

A combination of both traits

A

Broad Autism Phenotype

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24
Q

Not having a co-occurring diagnosis with Autism

A

Pure ASD

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25
Q

To run away and to not come back to the point of origination

A

Elopement

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26
Q

Where the child seems to be developing just fine and hits a great many developmental milestones but then loses the skills that were acquired.

A

Regressive Autism

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27
Q

Are hand and head movements to signal to someone else, such as reach, wave, point or handshake. They are nonverbal behaviors used to convey or exchange information or express emotions without the use of words

A

Gesturing

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28
Q

Are specific and seemingly meaningless behaviors that a child performs repeatedly in certain situations or circumstances, such as turning the lights off and on.

A

Rituals

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29
Q

A neurologically based developmental disorder encompassing atypical development in four domains: relating to others, language, repetitious behavior, and sensory processing.

A

Autism Spectrum Disorder (ASD)

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30
Q

Constituted by the realization that other people have thoughts and feelings of their own, combined with our ability to make good guess as to what someone else is thinking and feeling as we interact with them. Seeing the big picture.

A

Theory of Mind

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31
Q

Sight

A

Visual

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32
Q

Hearing

A

Auditory

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33
Q

Taste

A

Gustatory

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34
Q

Smell

A

Olfactory

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35
Q

Touch

A

Tactile

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36
Q

Autism is

A

Developmental disability

Life long

Varies in intensity

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37
Q

Autism is not

A

Curable

Diagnosed through medical procedures

Mental illness

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38
Q

Two characteristics of ASD under the DSM 5

A

Social Communication Domain

Fixated Interest and Repetitious Behavior

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39
Q

ASD

A

Autism Spectrum Disorder

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40
Q

ADD

A

Attention Deficit Disorder

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41
Q

PDD-NOS

A

Pervasive Developmental Disorder-Not Otherwise Specified

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42
Q

MR

A

Mental Retardation

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43
Q

ABA

A

Applied Behavior Analysis

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44
Q

DTT

A

Discrete Trial Training

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45
Q

NOS

A

Not Otherwise Specified

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46
Q

DSM

A

Diagnostic & Statistical Manuel of Mental Disorders

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47
Q

IDD

A

Intellectual Developmental Disability

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48
Q

IDEA

A

Individuals with Disabilities Education Act

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49
Q

OT

A

Occupational Therapists

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50
Q

Three forms of Echolalia

A

Immediate

Delayed

Scripting

51
Q

_____ are _____ times more likely than ____ to have autism.

A

Boys

5

Girls

52
Q

List 5 possible causes of ASD

A

Genetic factors

Abnormal biology and chemistry in the brain

Diet

Vaccine sensitivity

The body’s inability to properly use vitamins & minerals

53
Q

Two types of repetitious behaviors and give two examples of each

A

Mental- difficultly with transition & stereotyped play

Physical- hand flapping, spinning

54
Q

In 1943, the first person labeled a child psychologist, of John Hopkins Hospital, was the first person to use the word autism in a diagnosis.

A

Leo Kanner

55
Q

In 1911, a psychiatrist from Switzerland came up with the term “autism”. Before this, all those with similar characteristics were diagnosed as schizophrenia

A

Eugene Bleuler

56
Q

Calendar Savant

A

Able to tell the days of the week for last and future dates.

57
Q

Rocking, spinning, jumping, pacing

A

Vestibular

58
Q

Antecedents and consequences are systematically manipulated to increase or decrease the rate of occurrence of specified behaviors

A

Shaping

59
Q

Prompts are verbal or physical clues that increase the chance that the child will produce the desired behavior

A

Promoting & Fading

60
Q

Involves breaking down a complex task into smaller units that can be shaped more easily

A

Chaining & Reverse Chaining

61
Q

A task isn’t fully learned until the child can perform it regardless of the setting or the condition

A

Generalization

62
Q

This includes clearly defined interactions between trainer and subject that follow a typical pattern: The trainer presents a stimulus (a request, task, or behavior to be imitated), the subject responds, and the trainer delivers a consequence

A

Discrete Trial Training (DTT)

63
Q

Providing a desirable consequence

A

Positive reinforcement

64
Q

Based directly on input from the senses

A

Bottom-up

65
Q

Refers to reasoning, making judgements, or planning. Usually found in the cerebral cortex.

A

Top-Down

66
Q

Is the method behaviorists use to describe and manipulate behavior; attempts to eliminate unwanted behaviors (SI) and to promote desired behaviors, including language, adaptive skills, and at least the outward forms of social behavior.

A

ABA

67
Q

These two people were essentially staking out the bottom-up approach to psychology

A

Thorndike & Watson

68
Q

This person laid claim to top-down approach

A

William James

69
Q

DSM Axis

A
  1. Clinical
  2. Personality disorders and Mental Retardation (MR)
  3. Medical condition
  4. Psychosocial & Environmental
  5. Global Assessment of Functioning (GAF)
70
Q

Autism is on Axis __

A

1

71
Q

MR is on Axis __

A

2

72
Q

The speed at which the subject completes tasks

A

Processing Speed

73
Q

Portion of an IQ test taps abilities such as vocabulary, verbal analogies, and so on

A

Verbal

74
Q

Portion measures arithmetic, geometry, and other forms of nonverbal ability

A

Nonverbal

75
Q

Refers to put store of memorized facts, either verbal or nonverbal

A

Crystallized

76
Q

Refers to our ability to recognize patterns or relationships either verbal or nonverbal

A

Fluid Intelligence

77
Q

Is the ability to read printed matter with little or no understanding of the text

A

Hyperlexia

78
Q

Have poor social skills and subtle difficulty with pragmatic language, physical coordination, and right-left discrimination

A

Nonverbal Learning Disability (NLD)

79
Q

List the 5 core deficits in ASD

A

Cognitive Rigidity

Abnormal regulation of sleep

Abnormal regulation of arousal

Abnormal regulation of attention

Sensory processing

80
Q

Two setting between abnormal sensory processing

A

Sensory seeking

Sensory avoiding

81
Q

Things that help with ASD

A 
PECS (Picture ExchangeCommunication System) 
Visual Schedule 
Social Stories 
Physical Activity 
Medication
82
Q

Social Stories do 3 things:

A

Describe a situation
Describe a concept
Describe a social skill

83
Q

Social Stories have 5 formats:

A 
Directive 
Perspective 
Descriptive 
Affirmative 
Cooperative
84
Q

Skinner divided verbal behavior into 4 categories:

A

Mending
Tacting
Echoic
Intraverbal

85
Q

List the 3 forms of therapy

A

Natural Environment Therapy
Developmental Relationship (floor time)
Pivotal Response Therapy

86
Q

The goals of the 3 forms of therapies

A 
Mobilize attention
Engagement 
Interaction 
Communication 
Thinking
87
Q

Engagement Strengths (list 3)

A

Communication skills
Social skills
Motor skills

88
Q

PECS

A

Picture Exchange Communication System

89
Q

Requesting demanding

A

Manding

90
Q

Labeling

A

Tacting

91
Q

Keeping or limiting something causing the desire to increase

A

Deprivation

92
Q

Giving something without limits causing a decrease in the desire

A

Satiation

93
Q

Repeating what is heard

A

Echolalia

94
Q

Exchange of words between two individuals in which the exchanged words do not match

A

Intraverbals

95
Q

No special training; simply one method; emphasized the use of intrinsically motivating materials, teaching in natural contexts, and focusing on the child’s immediate interests to guide language instruction. Is usually conducted in the child’s typical daily environment.

A

Natural Environment Therapy (NET)

96
Q

Commonly referred to as “floor time” because much of the intervention takes place in play on the floor.

A

Development individual relationship (DIR)

97
Q

Is a specific form of behaviorally based therapy. It concentrates on areas of a child’s development that includes motivation, response to multiple cues, self management, and the initiation of social interaction.

A

Pivotal Response Therapy (PRT)

98
Q

For there to be a behavior, there has to be two things:

A

Observable & measurable

99
Q

List the ABC’s of PBS:

A

Antecedent
Behavior
Consequence

100
Q

Consequences _______ the probability of the behavior.

A

Increase

101
Q

Punishment consequences ________ the probability of the behavior.

A

Decreases.

102
Q

Positive reinforcement ________ behavior by the _______ of a desirable event when the behavior occurs.

A

Increases

Adding

103
Q

Types of reinforcers

A

Edibles
Money
Praise

104
Q

Negative reinforcement _______ behavior by the ______ of an aversive event when the behavior occurs.

A

Increases

Removal

105
Q

Types of punishers

A

Planned ignoring
Time out
Suspension from work

106
Q

Components of a BSP

A 
Target Behaviors 
Functions Assessment 
Data Collection 
Preventive measures 
Intervention Strategies 
Replacement Behavior Training
107
Q

Behaviors that we wish to reduce or eliminate

A

Physical aggression
Verbal aggression
Spitting

108
Q

CA

A

Chronological Age

109
Q

ASL

A

American Sign Language

110
Q

FA

A

Functional Assessment or Functional analysis

111
Q

FAPE

A

Free Appropriate Public Education

112
Q

IEP

A

Individual Education Plan

113
Q

IFSP

A

Individualized Family Service Plan

114
Q

PBS

A

Positive Behavioral Support

115
Q

OCD

A

Obsessive Compulsive Disorder

116
Q

LRE

A

Least Restrictive Environment

117
Q

ODD

A

Oppositional Defiant Disorder

118
Q

PT

A

Physical Therapy

119
Q

SLP

A

Speech Language Pathologist

120
Q

SI

A

Sensory Integration

121
Q

TEACCH

A

Treatment and Education of Autistic and related Communication handicapped CHildren

122
Q

Positive punishment ______ behavior by the ______ of an adverse event when the behavior occurs.

A

Decreases

Addition

123
Q

Negative Punishment ______ behavior by _______ a desirable event.

A

Decreases

Removing

124
Q

Punishment always ______ the behavior.

A

decreases

Intro to Autism (2 decks)

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