Introduction to ASD

Question 1

Autism Spectrum Disorders (ASD)

Answer 1

a lifelong developmental disability that primarily affects social communication. ASD is a neurodevelopmental disorder that includes deficits in social communication and restricted repetitive behaviors. Referred to as a “spectrum” disorder because of the wide range of abilities and needs an individual with this diagnosis may have.

Question 2

Abstract/Figurative Language

Answer 2

any vocabulary or phrases with meanings that are not clearly stated. Example- “break a leg” where the intended meaning does not match the literal meaning.

Question 3

Adaptive Skills

Answer 3

Skills that people have to complete the tasks of daily life. Also referred to as “life skills”.

Question 4

Applied Behavioral Analysis (ABA)

Answer 4

a collection of different techniques and changes in the environment to change a person’s behavior. ABA is comprised of practices such as reinforcement and promoting.

Question 5

Attention Deficit Hyperactivity Disorder (ADHD)

Answer 5

a neurodevelopmental disorder that includes challenges with attention and interfering overly active behavior or impulsivity.

Question 6

Augmentative and Alternative Communication (AAC)

Answer 6

any system of communication that is not verbal can be called AAC.

Question 7

Developmental Disability

Answer 7

Identified in early life but affects an individual across their lifetime. These disabilities can affect physical development (blindness or deafness) or mental development (intellectual disability or language disorder) or a combination of both (down syndrome)

Question 8

Echolalia

Answer 8

Repeating previously heard language. It includes echoing (immediately repeating after hearing someone) or repeating language later in the day or week. Can be echoed from a person or something from a tv show, movie or commercial or even some other form.

Question 9

Evidence-Based Practice (EBP)

Answer 9

a teaching strategy or practice that has been proven through research studies to improve skills or behaviors for a certain population.

Question 10

Executive Functioning

Answer 10

A set of skills that help set the stage for learning. The term gets used in many ways, but it often includes planning and organizing, starting, and sticking with tasks, keeping information in your mind to be able to complete a task, or monitoring your own progress or emotions.

Question 11

Fading

Answer 11

Gradually reducing the number of prompts or types of prompts to encourage more independence for the learner.

Question 12

Fidelity

Answer 12

Used to describe how well people use an evidence-based practice or strategy. When you use a practice or strategy with fidelity, it means that you are following the steps and using the practice the right way. Using a practice with fidelity is connected to more positive learner outcomes.

Question 13

Gastrointestinal Problems

Answer 13

include a wide range of issues including indigestion, acid reflux, nausea and vomiting, bloating and gas, stomach pain. In autism, some of the more common issues are constipation, diarrhea, and heartburn (also called gastric sophia gram reflux).

Question 14

Generalization

Answer 14

the ability to use a target skill or behavior across the intervention timespan or timeframe, setting and individuals. For example, when teaching a child to greet others, a teacher may initially implement the intervention when the student first enters classroom. Although the child may begin to independently greet others in the context of entering the classroom, she may not be able to do so when coming home from or entering a different room in the school. If she can greet others across settings and individuals, then she has engaged in generalization of the skill.

Question 15

Hypersensitivity

Answer 15

overly intense or exaggerated response to sensation.

Question 16

Hyposensitivity

Answer 16

Under exaggerated response to sensation.

Question 17

Idiosyncratic Language/Vocabulary

Answer 17

using language in unusual ways that may not be obvious to the communication partner. This includes using scripts from previous conversations or media applied to different contexts like saying “C is for Cookie” to express that they like something. Or “Dora loves waterfall!” to request to take a bath/shower.

Question 18

Individualized Education Plan (IEP)

Answer 18

a written document from a public school system that is developed by a team including educators and parents for all students eligible for special education.

Question 19

Intellectual Disability

Answer 19

a neurodevelopmental disorder characterized by delays, impairments, or differences in both cognitive ability and adaptive skills. Some learn at a slower rate.

Question 20

Joint Attention

Answer 20

a set of early social communication skills used to show and/or share interest about an outside object or event with a communication partner. Includes initiating joint attention where the child shifts their gaze and/or gestures toward an object with the goal of getting another person to notice it. They also include responding to gaze shifts and gestures from other people so that they can learn what others find interesting.

Question 21

Language Delay

Answer 21

a disorder in which a learner’s ability to understand and/or use language is behind what would be expected based on their age.

Question 22

Restricted Repetitive Behaviors/interests (RRBs)

Answer 22

one of the core deficit areas in ASD, restricted repetitive behaviors and interests include any intense interests or behaviors.

Question 23

Social Communication

Answer 23

one of the core deficit areas in autism spectrum disorder, social communication is a complex set of verbal and non-verbal communication skills used to engage in social interactions during daily activity.

Question 24

Social Reciprocity

Answer 24

the back and forth nature of interactions. It can include early skills, like the exchange of one-word phrases and gestures in simple conversations, later developing skills like staying on topic or even higher-level skills like noticing non-verbal communication cues (like looking at the clock might mean the person needs to leave soon).

Question 25

Time Delay

Answer 25

a promoting procedure that fades prompts during activities by having longer delays before a prompt is provided.

Question 26

Visual Cues

Answer 26

an image or symbol presented to the learner that either prompts him to complete the target behavior/skill or assists in supporting the understanding of a particular activity, instruction, or direction. Visual cues can be used as prompts or supports.

Question 27

Visual Schedules

Answer 27

A display that shows the activities of a day or steps of an activity to support the learner in moving between activities or through activities. The displays can be made from objects, pictures, photos, or written texts, and may be created for a full day, part of a day, or just the next two activities.