Group 13 Flashcards
Self-Regulatory 5 step process
Self observation |Self assessment |Self recording |Self-determination or reinforcement |Self administration of reinforcement
4 dimensions of behavior common to behavioral or emotional disorders
Frequency|Intensity|Duration |Age-Appropriateness
Data collection sheet
Used to document student behavior that may be a sign of an emotional or behavioral disorder
Clinically derived classification systems
Group behavior into categories with information on symptoms, severity, and other info to make a diagnosis ||Ex. Diagnostic and Statistical Manual of Mental Disorders
Statistically derived classification system
Statistic categories of behavior that appear to be common in children with emotional or behavioral disorders
undercontrolled
Non compliant behaviors, aggressiveness, Acting out
overcontrolled
shy, quiet, anxious, withdraw from conflict
Dyslexia
A serious difficulty learning to read in the usual way
cerebral palsy
A congenital disorder of movement, muscle tone, or posture.
spina bifida
congenital defect in the vertebral column caused by the failure of the vertebral arch to close
muscular dystrophy
group of inherited muscle disorders that cause muscle weakness without affecting the nervous system
gifted children
those who display exceptional intellectual strengths
receptive language
ability to comprehend speech
Articulation
The physical production of particular speech sounds
fluency
smoothness of speech
Comorbidity
The simultaneous presence of two chronic diseases or conditions in a patient
Autism
A serious developmental disorder that impairs the ability to communicate and interact.
Severity levels of autism
- Requiring support |2. Requiring substantial support|3. Requiring very substantial support
Level 1 autism
Requiring support: without support deficits are noticeable. Inflexibility of behavior, difficulty switching between activities, problems of organization and independence
Level 2 Autism
Requiring substantial support. Marked deficits in verbal, nonverbal, social even with supports. Inflexibility appear frequently and interfere in a variety of contexts. Distress changing focus.
Level 3 autism
Requiring very substantial support. Severe deficits, very limited social interactions, minimal response. Extreme difficulty coping Skyhawks change, great distress changing focus.
Hallmark traits indicative of autism
Lack of speech and delays in communication development
Asperger’s syndrome
mild autistic disorder characterized by awkwardness in social situations
Characteristics of autism
Concentration and attention |Anxiety disorders|Affective disorders |Learning difficulties |Social skills |Repetitive behavior |Communication deficits
joint attention
the ability to make eye contact with others and to look in the same direction as someone else
2 steps to diagnose autism
Developmental screening and surveillance |Multidisciplinary comprehensive evaluation
Assessments for autism
Gold standards of assessments: autism diagnostic observation schedule and autism diagnostic interview-refused ||Additional: ||Modified checklist for autism in toddlers |Educational observations |Caregiver interviews|Developmental histories |Psychological testing |Speech-language assessments |(Neurological and genetic testing)
Testing for aspergers
Autism spectrum screening questionnaire |Childhood asperger syndrome test
applied behavioral analysis (ABA)
an intensive treatment for autism, based on operant conditioning.
Discrete Trial Training (DTT)
Tasks are broken down into short, simple trials.
Pivotal Response Training (PRI)
home-based intervention used with autism. Similar to “Floor Time”.
