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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
Q

environmental toxins which may increase risk (4)

A

exposure to pesticides
toxic metal exposure
certain pharmaceuticals
air pollutants

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26
Q

medications for asd

A

only medications used to treat symptoms (mood, anxiety, behavior, etc)

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27
Q

components of a diagnostic assessment

A

parent interview
observations in structured and unstructured play
gold standard asd assessment tools
assessment of adaptive functioning

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28
Q

gold standard protocols

A

autism diagnostic interview - revised (ADI-R)

autism diagnostic observation schedule (ADOS)

29
Q

sensitivity in screening/diagnostic tools

A

probability that the measure will correctly identify those with developmental delays/disorders

30
Q

specificity in screening/diagnostic tools

A

probability that the measure will correctly identify those developing normally

31
Q

Brown vs BOE

A

ended separate but equal

32
Q

Penn ARC vs Commonwealth of PA

A

free public education appropriate to child’s capacity (first “right to education” suit)

33
Q

rehabilitation act

A

exclusion based on disability is discrimination (included section 504)

34
Q

education of all handicapped children act (EAHCA)

A

required appropriate educational services for all children - IEPs mandatory, instruction in least restrictive environment possible

35
Q

no child left behind

A

required research-based instruction, and highly trained staff with minimum of a bachelors degree

36
Q

IDEIA

A

required IEPs to be a collaborative effort with measurable and tracked goals, and in the school as close to home as possible

37
Q

combatting autism act

A

increase public awareness and early screenings

38
Q

every student succeeds act

A

replaced and updated NCLB, require challenging yet feasible academic content standards

39
Q

components of IEP goals

A

1) performance (what is the behavior)
2) conditions (when is it expected)
3) criterion (level of mastery required)

40
Q

gold standard of evidence based practices

A

randomized control trials (double blind placebo controlled designs)

41
Q

IDEA

A

replaced and updated EAHCA, focus on individuals and on transition programs to prepare students for employment and independent living

42
Q

requirements for implementation of evidence based practices

A 
coaching on-site
ongoing supervision
performance evaluations
program evaluations
facilitative administrative practices
43
Q

positivism movement

A

claims the only knowledge that is observable is valid, only looks at behavior and not at the motivations and thoughts behind behavior

44
Q

darwin

A

linked animal and human behavior, identified general laws that hold true across species

45
Q

john watson

A

behaviorism (observable phenomena) vs psychodynamic approach (mind/emotions)

46
Q

b.f. skinner

A

founder of aba principles, respondent behavior based on antecedents and operant behavior based on consequences

47
Q

three-term contingency

A

A (S^D) > B (operant response) > C (reinforcer or punisher)

48
Q

positive reinforcement

A

addition of a stimulus that increases future frequency of a response

49
Q

negative reinforcement

A

removal of a stimulus that increases future frequency of a response

50
Q

factors effecting reinforcement

A 
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
Q

positive punishment

A

addition of a stimulus that decreases future frequency of a response

52
Q

negative punishment

A

removal of a stimulus that decreases future frequency of a response

53
Q

rules for using punishment

A

respond immediately
remain calm
must be accompanied by a plan for reinforcement
must be consistent

54
Q

prompting

A

extra cues to increase correct responses

55
Q

abolishing operation

A

reduces reinforcing effect

56
Q

establishing operation

A

increases reinforcing effect

57
Q

discrete trial training

A

based on 3-term contingency (request>response>consequence>pause>repeat)

58
Q

most-to-least prompting

A

start with very involved and then slowly let them do it on their own

59
Q

least-to-most prompting

A

start with as little involvement as possible and increase if necessary

60
Q

overprompting

A

risk of prompt dependency

61
Q

pivotal response training

A

uses child’s own motivation, follows child’s lead (child wants to use markers, practice naming colors first)

62
Q

token economy

A

reinforcers of tokens that can be exchanged at a later date for other reinforcers (response cost system)

63
Q

continuous schedule of reinforcement

A

reinforcement after each time

64
Q

intermittent schedule of reinforcement

A

reinforcement after some of the times

65
Q

delayed schedule of reinforcement

A

reinforcement after an additional task is completed

66
Q

DRI

A

differential reinforcement with incompatible behavior (ex rewarded for staying in seat, problem behavior is getting out of seat)

67
Q

DRA

A

differential reinforcement with alternative behavior (ex rewarded for raising hand to speak, problem behavior is shouting out answers)

68
Q

DRO

A

differential reinforcement with other behavior (reinforcement for the absence of problem behavior at all)

psy 312 (1 decks)

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