midterm Flashcards
Eugen Bleuler
said autism is a form of schizophrenia (“escape from reality”)
Leo Kanner
coined infantile autism
Hans Asperger
coined autistic personality disorder/autistic psychopathy (“little professors”)
Bruno Bettelheim
refrigerator mother theory
Bernard Rimland
suspected a biological/genetic explantion
Micheal Rutter
twin and family studies reveal genetic explanation
Lorna Wing
advocated for it to be considered a spectrum disorder
Ivar Lovaas
applied behaviorism to ASD
DSM-5 diagnostic criteria
1) persistent deficits in social communication and social interaction across contexts
2) restricted, repetitive patterns of behavior, interests, or activities
severity levels in the dsm
level 3 (very substantial support needed) level 2 (substantial support) level 1 (support)
central coherence theory
difficulty seeing the “big picture”
sally-anne task
where would she look for the marble etc
theory of mind
“mindblindness”, unable to understand/imagine others’ perspectives
rates of asd
1 in 59 kids (2018)
classifications on IEPs (6)
autism (AU) speech-language impaired (SI) learning disabled (LD) emotionally disturbed (ED) other health impaired (OHI) multiple disabilities (MD)
temporal lobe functions
language
amygdala functions
social orientation, response to reinforcing stimuli
frontal lobe functions
emotion expression, planning, organization, self-monitoring, inhibition of impulsivity, flexibility, working memory, executive functioning, information processing
CNVs
copy number variants - submicroscopic insertions and deletions in genome
concordance rate in monozygotic twins
60-90%
concordance rate in dizygotic twins
0-24%
concordance rate in siblings
risk of ASD diagnosis 15-20% higher than general population
brain volume differences
precocious growth in early postnatal life (18 months - 4 years) and then deceleration of growth in childhood and adolescence
white matter vs gray matter
white matter = nerve fibers + myelin
gray matter = nerve cells
environmental toxins which may increase risk (4)
exposure to pesticides
toxic metal exposure
certain pharmaceuticals
air pollutants
medications for asd
only medications used to treat symptoms (mood, anxiety, behavior, etc)
components of a diagnostic assessment
parent interview
observations in structured and unstructured play
gold standard asd assessment tools
assessment of adaptive functioning
gold standard protocols
autism diagnostic interview - revised (ADI-R)
autism diagnostic observation schedule (ADOS)
sensitivity in screening/diagnostic tools
probability that the measure will correctly identify those with developmental delays/disorders
specificity in screening/diagnostic tools
probability that the measure will correctly identify those developing normally
Brown vs BOE
ended separate but equal
Penn ARC vs Commonwealth of PA
free public education appropriate to child’s capacity (first “right to education” suit)
rehabilitation act
exclusion based on disability is discrimination (included section 504)
education of all handicapped children act (EAHCA)
required appropriate educational services for all children - IEPs mandatory, instruction in least restrictive environment possible
no child left behind
required research-based instruction, and highly trained staff with minimum of a bachelors degree
IDEIA
required IEPs to be a collaborative effort with measurable and tracked goals, and in the school as close to home as possible
combatting autism act
increase public awareness and early screenings
every student succeeds act
replaced and updated NCLB, require challenging yet feasible academic content standards
components of IEP goals
1) performance (what is the behavior)
2) conditions (when is it expected)
3) criterion (level of mastery required)
gold standard of evidence based practices
randomized control trials (double blind placebo controlled designs)
IDEA
replaced and updated EAHCA, focus on individuals and on transition programs to prepare students for employment and independent living
requirements for implementation of evidence based practices
coaching on-site ongoing supervision performance evaluations program evaluations facilitative administrative practices
positivism movement
claims the only knowledge that is observable is valid, only looks at behavior and not at the motivations and thoughts behind behavior
darwin
linked animal and human behavior, identified general laws that hold true across species
john watson
behaviorism (observable phenomena) vs psychodynamic approach (mind/emotions)
b.f. skinner
founder of aba principles, respondent behavior based on antecedents and operant behavior based on consequences
three-term contingency
A (S^D) > B (operant response) > C (reinforcer or punisher)
positive reinforcement
addition of a stimulus that increases future frequency of a response
negative reinforcement
removal of a stimulus that increases future frequency of a response
factors effecting reinforcement
timing (how soon after) consistency (how often it is applied) amount (how much of the reinforcer) quality (how desirable) novelty (always earning the same thing vs smth new) schedule (continuous vs intermittent)
positive punishment
addition of a stimulus that decreases future frequency of a response
negative punishment
removal of a stimulus that decreases future frequency of a response
rules for using punishment
respond immediately
remain calm
must be accompanied by a plan for reinforcement
must be consistent
prompting
extra cues to increase correct responses
abolishing operation
reduces reinforcing effect
establishing operation
increases reinforcing effect
discrete trial training
based on 3-term contingency (request>response>consequence>pause>repeat)
most-to-least prompting
start with very involved and then slowly let them do it on their own
least-to-most prompting
start with as little involvement as possible and increase if necessary
overprompting
risk of prompt dependency
pivotal response training
uses child’s own motivation, follows child’s lead (child wants to use markers, practice naming colors first)
token economy
reinforcers of tokens that can be exchanged at a later date for other reinforcers (response cost system)
continuous schedule of reinforcement
reinforcement after each time
intermittent schedule of reinforcement
reinforcement after some of the times
delayed schedule of reinforcement
reinforcement after an additional task is completed
DRI
differential reinforcement with incompatible behavior (ex rewarded for staying in seat, problem behavior is getting out of seat)
DRA
differential reinforcement with alternative behavior (ex rewarded for raising hand to speak, problem behavior is shouting out answers)
DRO
differential reinforcement with other behavior (reinforcement for the absence of problem behavior at all)
