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psy 312 > midterm > Flashcards

midterm Flashcards

1
Q

Eugen Bleuler

A

said autism is a form of schizophrenia (“escape from reality”)

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2
Q

Leo Kanner

A

coined infantile autism

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3
Q

Hans Asperger

A

coined autistic personality disorder/autistic psychopathy (“little professors”)

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4
Q

Bruno Bettelheim

A

refrigerator mother theory

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5
Q

Bernard Rimland

A

suspected a biological/genetic explantion

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6
Q

Micheal Rutter

A

twin and family studies reveal genetic explanation

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7
Q

Lorna Wing

A

advocated for it to be considered a spectrum disorder

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8
Q

Ivar Lovaas

A

applied behaviorism to ASD

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9
Q

DSM-5 diagnostic criteria

A

1) persistent deficits in social communication and social interaction across contexts
2) restricted, repetitive patterns of behavior, interests, or activities

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10
Q

severity levels in the dsm

A 
level 3 (very substantial support needed)
level 2 (substantial support)
level 1 (support)
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11
Q

central coherence theory

A

difficulty seeing the “big picture”

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12
Q

sally-anne task

A

where would she look for the marble etc

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13
Q

theory of mind

A

“mindblindness”, unable to understand/imagine others’ perspectives

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14
Q

rates of asd

A

1 in 59 kids (2018)

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15
Q

classifications on IEPs (6)

A 
autism (AU)
speech-language impaired (SI)
learning disabled (LD)
emotionally disturbed (ED)
other health impaired (OHI)
multiple disabilities (MD)
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16
Q

temporal lobe functions

A

language

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17
Q

amygdala functions

A

social orientation, response to reinforcing stimuli

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18
Q

frontal lobe functions

A

emotion expression, planning, organization, self-monitoring, inhibition of impulsivity, flexibility, working memory, executive functioning, information processing

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19
Q

CNVs

A

copy number variants - submicroscopic insertions and deletions in genome

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20
Q

concordance rate in monozygotic twins

A

60-90%

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21
Q

concordance rate in dizygotic twins

A

0-24%

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22
Q

concordance rate in siblings

A

risk of ASD diagnosis 15-20% higher than general population

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23
Q

brain volume differences

A

precocious growth in early postnatal life (18 months - 4 years) and then deceleration of growth in childhood and adolescence

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24
Q

white matter vs gray matter

A

white matter = nerve fibers + myelin

gray matter = nerve cells

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25
environmental toxins which may increase risk (4)
exposure to pesticides toxic metal exposure certain pharmaceuticals air pollutants
26
medications for asd
only medications used to treat symptoms (mood, anxiety, behavior, etc)
27
components of a diagnostic assessment
parent interview observations in structured and unstructured play gold standard asd assessment tools assessment of adaptive functioning
28
gold standard protocols
autism diagnostic interview - revised (ADI-R) | autism diagnostic observation schedule (ADOS)
29
sensitivity in screening/diagnostic tools
probability that the measure will correctly identify those with developmental delays/disorders
30
specificity in screening/diagnostic tools
probability that the measure will correctly identify those developing normally
31
Brown vs BOE
ended separate but equal
32
Penn ARC vs Commonwealth of PA
free public education appropriate to child's capacity (first "right to education" suit)
33
rehabilitation act
exclusion based on disability is discrimination (included section 504)
34
education of all handicapped children act (EAHCA)
required appropriate educational services for all children - IEPs mandatory, instruction in least restrictive environment possible
35
no child left behind
required research-based instruction, and highly trained staff with minimum of a bachelors degree
36
IDEIA
required IEPs to be a collaborative effort with measurable and tracked goals, and in the school as close to home as possible
37
combatting autism act
increase public awareness and early screenings
38
every student succeeds act
replaced and updated NCLB, require challenging yet feasible academic content standards
39
components of IEP goals
1) performance (what is the behavior) 2) conditions (when is it expected) 3) criterion (level of mastery required)
40
gold standard of evidence based practices
randomized control trials (double blind placebo controlled designs)
41
IDEA
replaced and updated EAHCA, focus on individuals and on transition programs to prepare students for employment and independent living
42
requirements for implementation of evidence based practices
``` coaching on-site ongoing supervision performance evaluations program evaluations facilitative administrative practices ```
43
positivism movement
claims the only knowledge that is observable is valid, only looks at behavior and not at the motivations and thoughts behind behavior
44
darwin
linked animal and human behavior, identified general laws that hold true across species
45
john watson
behaviorism (observable phenomena) vs psychodynamic approach (mind/emotions)
46
b.f. skinner
founder of aba principles, respondent behavior based on antecedents and operant behavior based on consequences
47
three-term contingency
A (S^D) > B (operant response) > C (reinforcer or punisher)
48
positive reinforcement
addition of a stimulus that increases future frequency of a response
49
negative reinforcement
removal of a stimulus that increases future frequency of a response
50
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) ```
51
positive punishment
addition of a stimulus that decreases future frequency of a response
52
negative punishment
removal of a stimulus that decreases future frequency of a response
53
rules for using punishment
respond immediately remain calm must be accompanied by a plan for reinforcement must be consistent
54
prompting
extra cues to increase correct responses
55
abolishing operation
reduces reinforcing effect
56
establishing operation
increases reinforcing effect
57
discrete trial training
based on 3-term contingency (request>response>consequence>pause>repeat)
58
most-to-least prompting
start with very involved and then slowly let them do it on their own
59
least-to-most prompting
start with as little involvement as possible and increase if necessary
60
overprompting
risk of prompt dependency
61
pivotal response training
uses child's own motivation, follows child's lead (child wants to use markers, practice naming colors first)
62
token economy
reinforcers of tokens that can be exchanged at a later date for other reinforcers (response cost system)
63
continuous schedule of reinforcement
reinforcement after each time
64
intermittent schedule of reinforcement
reinforcement after some of the times
65
delayed schedule of reinforcement
reinforcement after an additional task is completed
66
DRI
differential reinforcement with incompatible behavior (ex rewarded for staying in seat, problem behavior is getting out of seat)
67
DRA
differential reinforcement with alternative behavior (ex rewarded for raising hand to speak, problem behavior is shouting out answers)
68
DRO
differential reinforcement with other behavior (reinforcement for the absence of problem behavior at all)

psy 312 (1 decks)

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