Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Autism > Midterm > Flashcards

Midterm Flashcards

1
Q

What is autism

A

A different way of learning

Learn differently through neuro differences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

3 severities of Autism

A

Severe
Moderate
Mild

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Severe autism

A 
Non verbal 
Varying intellectual abilities 
Self harming or stemming behaviours 
Appear aggressive 
Sensory impairments
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Moderate autism

A 
Delayed language 
Limited vocabulary 
Poor social interactions 
Favoured interests 
Cabin time and intellectual abilities vary
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Mild autism

A 
Poor social skills
Literal interpretation of language 
Sensory impairments vary in intensity 
Focused interests
Often seen as atypical neuro typical learner
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

ASD

A

Autism spectrum disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

ASD

A

Complex neuro development disorder characterized by abnormalities in social behaviour, language, and communication skills
Unusual behaviours and interests

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

How many are on the ASD

A

1 in 68

4x more common in boys

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Age of onset for diagnosis

A

2-3 years old

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

3 factors contribute to the spectrum nature of autism

A

1- may differ in level of intellectual ability
2- vary in the severity of language problems
3- behaviour changes with age

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Core deficits of ASD

A

Social emotional development
Cognitive development
Language development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Communication and ASD

A

Use protoimperative or instrumental gestures but not protodeclarative or expressive gestures
About 50% do not develop any verbal language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Instrumental and expressive gestures

A

Instrumental- “stop” hand up

Expressive- sad face

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Children with ASD may use

A

Instrumental gestures to get others to do things but not expressive gestures to convey feelings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Communications impairments

Qualitative language impairments

A

Pronoun reversals
Echolalia
Perseverative speech
Impairments in pragmatics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

TOM

A

Theory of mind

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Theory of mind

A

Don’t understand or engage in pretend play
Difficulty in situations that require social understanding difficult understanding others perspectives their own mental states

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Sensory impairments

A

Over or under stimulated from sensory outputs (lights,sounds,tones,texture)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Medical conditions

A

About 10% of children with ASD have coexisting medical conditions
Sleep disturbances occur in 65%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

DSM5

A

Diagnostic tool
Used by psychologists
Diagnostic and statistical manual of mental disorders

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Pragmatics

A

Students with ASD often experience difficulties in social situations
Examples, advice, apologies, blame, condolence, greeting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Dsm5 diagnostic criteria

A

Social norms
Different audiences
Turn taking
Making inferences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Social norm

A

A social norm is what is considered socially acceptable in a given situation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Unwritten and unspoken communication rules

A

Tone and volume of voice
Feeling and emotions
Choices of words
Body language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Strategies for supporting individuals

A

Board maker
Constant check for understanding
Role play
Small group instruction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What is Executive functioning

A

The prefrontal cortex of the brain processing executive functioning skills
Allows you to think before you act

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What Executive functioning skills allow

A

For information to be held in the short term memory

Without these we can’t function on a daily basis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

5 executive functioning skills

A 
Planning 
Organization 
Time management 
Working memory 
Check ins
29
Q

7 key traits executive functioning skills

A 
1-impulse control 
2-attention issues 
3-switching focus 
4-planning and problem solving 
5-Organization skills 
6-memory skills 
7-self monitoring skills
30
Q

7 key traits: impulse control

A

Often impulse without thinking through consequences

Example interrupting

31
Q

7 key traits: attention issues

A

Problems filtering out important and not important information
Hyper focused or difficulty focusing

32
Q

7 key traits: switching focus

A

Problems with unexpected changes or transitions

Difficult changing mindset

33
Q

7 key traits: planning and solving

A

Challenges in following steps in order

Only see a few solutions

34
Q

7 key traits: organization skills

A

Problems organizing materials providing communication to and from school
Often forgetful and messy

35
Q

7 key traits: memory skills

A

Often forgets a task once directions are provided

Can’t hold information to recall when working on task

36
Q

7 key traits: self monitoring

A

Challenges to monitor and check to ensure on the right track or process is complete

37
Q

Executive functioning common issues with ASD

A

Complete but forget to hand in
Trouble managing anxiety and feelings
Easily distracted
Respond without thinking

38
Q

Executive strategies for the EA

A

Provide clear instruction
Have predictable routine
Frequent check ins

39
Q

5 Senses

A 
Hearing-auditory 
Taste- gustatory 
Touch- tactile 
Sight- visual 
Smell- olfactory
40
Q

2 hidden senses

A

Vestibular- movement (sense of balance) ex, jump high three times
Proprioception- body positions (sense of body space)

41
Q

What is sensory processing

A

Ability to receive sensory input organize and process the information and respond in a way that is meaningful and appropriate

42
Q

Sensory overload (TAPE)

A

Terror
Annoyance
Pain
Exhaustion

43
Q

Hypersensitive sensory processing typical characteristics

A

Easily overwhelmed
Strong awareness
Strong reaction to light
Plug nose when smell bothers them

44
Q

Hyposensitive sensory processing typical characteristics

A

Slow processing speed
Unaware of sounds may speak to Loud to soft
Seeks movement to self soothe constant movement
Doesn’t like touch

45
Q

Behaviour is

A

Observable and measurable

46
Q

Motor planning

A

Improves as we face physical challenges like climbing stairs
Success with motor planning allows these skills to be applied to new situations

47
Q

Motor planning avoidances

A

Occur when a skill doesn’t develop naturally the individual may avoid it such as swimming or riding a bike

48
Q

Problems with sensory processing may affect

A

Focus attention on tasks
Complete daily self care tasks
Developing maintaining relationships

49
Q

Sensory diet

A

A personalized plan to provide desired sensory input a person needs to stay focused and organized through a day
Ex, chewing gum weighted blanket

50
Q

Outcome of focused support

A

Increase participation
Improve attention and alertness
Increase fine motor skills
Improve balance

51
Q

3 P’s

A

Plan -talk with other staff
predict - allow student to observe activity prior to joining
prepare -talk to student ahead of time

52
Q

3 goals

A

1- model what to do when anxious or overwhelmed
2- reinforce using known strategies to calm down
3- fade support over time

53
Q

Understanding emotions

A

Direct instruction teach students to recognize different facial expressions
Important to model

54
Q

Organized play

A

Children with ASD play better in organized well structured environments
Do better with a group with similar interests
Group must be understanding and predictable

55
Q

Peer strategies

A

Provide prompt for all help initiate conversation

Ask questions that will give a response rather then a comment

56
Q

Peer method

A 
Show video 
Ask questions 
Let student dictate their response 
Rephrase student summary 
Allow student to practice skill
57
Q

Hidden rules

A

Rules that are assumed

Rules that aren’t taught they are learned through experience

58
Q

Autism characteristics 3 challenges

A

1- difficulty interacting with others
2- difficulty communicating and understanding
3- restricted and or repetitive behaviours

59
Q

Autism impacts

A

Social interaction
Communication
Behaviour

60
Q

Language impairments

A

People with ASD typically have challenges processing aspects of language
Take things literal
Turn taking In speech

61
Q

Shaping

A

Method to teach behaviour or skill
Praise efforts and acknowledge small growth
Reward all attempts

62
Q

Chaining

A

Method to teach complex skills
Steps are taught in order
Taught in isolation till each step is mastered

63
Q

Theory of mind

A

Being able to interpret other people’s emotional or mental state and relate
(Put yourself in their shoes)

64
Q

Implications for TOM

A

Organizational skills
Reading comprehension
Following direction
Building peer relationships

65
Q

You can help to support TOM development

A

Tutoring
Prompts
Reinforcements

66
Q

Proximity

A

Pairing student with ASD with peer who has strong social skills and can help direct play without training
Outcome- student will be engaged stereotyped behaviours reduced

67
Q

Interventions

A

Place socially capable peers or staff with student to play interact and reinforce positive responses
Outcome- connections can be made

68
Q

4 Steps to support interventions

A 
Introduce skill
Show skill
Rehearse skill with corrections made to reinforce positive response 
Practice skill 
Taught over time to teach new skills

Autism (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions