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Child Language > Quiz 1 > Flashcards

Quiz 1 Flashcards

1
Q

Features of Autism (DSM-V)

A
  • repetitive restrictive behaviours
  • deficits in social communication
  • symptoms present in early development
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2
Q

Features of Social Communication Disorder (DSM-V)

A
  • deficits in social communication
  • results in functional limitations
  • early development
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3
Q

Naturalistic Interventions for Autism

A
  • in context of daily life
  • parent training
  • child motivation
  • ex: Hanen more than words, Pivotal response training
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4
Q

Hanen Stages of Communication

A
  1. Own agenda stage
  2. Requester stage
  3. Early communicator stage
  4. Partner stage
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5
Q

Hanen More Than Words: Goals

A
  • alter parent responsiveness
  • responding immediately, show interest
  • follow child’s lead
  • improve social use, understanding, interactions with language
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6
Q

Pivotal Response Treatment

A
  • Based on ABA
  • key principle: motivation
  • reinforcer surveys
  • maintenance tasks
  • rewarding any attempt
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7
Q

Linguistic Concept of Language

A
  • meaning of words, understanding
  • syntactic structure of words
  • expressive and receptive
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8
Q

Behavioural Concepts of Language

A
  • verbal operants
  • ABC contingency - motivating operations
  • speaker and listener behaviour
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9
Q

Verbal Behaviour

A
  • behaviour reinforced through another person

- vocal and non-vocal behaviour

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10
Q

A Word…

A
  • based on function, not on form

- has different functions

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11
Q

6 Elementary Verbal Operants

A
  1. Mand
  2. Tact
  3. Echoic
  4. Intraverbal
  5. Textual
  6. Transcription
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12
Q

Satiation

A
  • has had too much of a reinforcer, not motivating anymore
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13
Q

Deprivation

A
  • in need of reinforcer, very motivating at the time
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14
Q

Aversive

A
  • do not want, very motivated to avoid
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15
Q

Manding

A
  • only operant that directly benefits the speaker
  • allows to request reinforcers
  • if no manding repertoire, problem behaviours
  • mand under the functional control of the MO
  • identify reinforcing items
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16
Q

Pure Mand

A
  • when object is not in sight
17
Q

Teaching Manding

A
  • 4-5 enticing items
  • give small freebie
  • child will show he wants more
  • say item name 3 times - echoic prompt
  • if he repeats, give item
  • if he doen’t, give item
18
Q

Fading Manding Prompts

A 
Antecedent = item in sight, MO, echoic prompt
Then: Fade echoic prompt so that 
Antecedent = item in sight, MO
Then: Fade the item, so that 
Antecedent is only MO
19
Q

Tacts

A
  • naming the thing you come in contact with
  • when teaching tacts, stim is not given as reinforcement
  • echoic prompts used while teaching tacts, eventually faded
20
Q

Echoics

A
  • verbal imitation
  • antecedent = clinicians utterance
  • picture may be used as prompt
21
Q

Alternative to Echoic

A
  • motor imitation

- AAC

22
Q

Intraverbal

A
  • when one verbal behaviour evokes another
  • No point-to-point correspondence between what is heard and what is said
  • Talk about something that you don’t see, answering questions
  • Important for conversation
  • 50 mands or tacts
23
Q

Teaching Intraverbal

A
  • once child has 50 mands or tacts
  • start with fill ins
  • Multiple stimuli: item present (tact), MO (reinforcing topic/item/activity), echoic prompt
  • fade prompts quickly
24
Q

Key Principles of Verbal Behaviour

A

Identify reinforcers
Pairing with reinforcement
Initial target: Mands
Additional operants taught: tacts, intraverbals, echoics
Errorless teaching
Behavioural momentum: Intersperse new with old (acquired) targets
May use alternative methods of communication

25
Q

Pairing with reinforcers

A

Give reinforcers to child without placing any demands on child whatsoever
At first clinician approaches child to give reinforcer, then gradually moves away so eventually child moves towards clinician to get his reinforcer
- when child is approaching clinician willingly and staying at table, introduce demands (should not feel like work!)

26
Q

Errorless Teaching

A
  • not allowing child to be incorrect and develop bad habits
  • giving prompt immediately after stimulus in cases where child might not know - new trials
  • most to least prompt hierarchy
27
Q

Error Correction

A
  1. immediately reissue the SD with echoic prompt
  2. reissue same question with partial prompt
  3. present 1-3 mastered tasks
  4. reissue SD with partial prompt
    - if mistakes continue, use full prompt every time
    - nightmare pile
28
Q

Behavioural Momemtum

A
  • hard:easy ratio = 20:80

Child Language (3 decks)

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