Quiz 2 Flashcards
What are some things families might say about social behaviors?
“It’s hard to get his attention”, “He seems to be in his own world”, “Everything he does is on his own terms”
What are some things families might say about communication behaviors?
“He gets things by himself”, “He can’t tell me what he wants”, “He takes my hand and pulls me to whatever it is he wants”, “He repeats lines and songs but TV and videos but doesn’t use words to ask for things”
What might parents say about behaviors/restricted activities?
“He plays with all of his toys by lining them up”, “He studies things very carefully”, “He plays by dumping his blocks and then putting them back again - over and over”
What is the difference between a diagnosis and a label?
Diagnosis = in the medical field, typically from private setting, DSMV, determined by individual or team;
Label = based on federal law (IDEA), broad disability category, only used in public school system, must be determined by a team
Do you need a medical diagnosis to get educational services?
No
Is there one way to get an ASD diagnosis?
No, right now, there’s no simple medical test or procedure to make an ASD diagnosis; includes health, developmental, and behavioral histories; physical exam; developmental evaluation; assessment tool; etc
What entails a multidisciplinary evaluation?
-multiple pieces of data (interviews, direct & indirect, standardized measures)
-multiple assessments
-multiple informants (speech, psych, academic, OT, PT)
-want a holistic look at the child
Cognitive assessment
Considers skills and determine appropriate measure (verbal/nonverbal)
Administered by school psychologist
Wechsler (WISC), Woodcock-Johnson
Academic achievement assessment
-Traditionally done by the special education teacher
-WISC, Woodcock-Johnson
-ABLLS (Assessment of Basic Language and Learning Skills) - looks at a variety of skills to see what they have in terms of readiness for school, self-care, motor skills, social
Speech/language assessment
-Administered by SLP
-Look at language skills (receptive and expressive, social-pragmatic, narrative language, inferential thinking, word-finding, vocabulary)
Social/adaptive skills assessment
-Functional skills
-ADL - activity of daily living
-Social motivation, cognition, interest
-Ex: Assessment of Functional Living Skills (AFLS)
Social-emotional/behavior assessment
-Psychologist or BCBA
-If behavior is challenging, it would be prudent to conduct an FBA
OT/PT assessment
fine motor skills, gross motor skills
Depends on child’s skills and weaknesses
Vocational assessment
ex: AFLS
Autism Diagnostic Observation Schedule (ADOS-2)
-Standardized observation of behavior and play
-Looks at… behavior, social/conversation, play
-Given by a psychologist
-Can be lengthy to administer
-Play-based
-Sometimes a team approach (one practitioner playing with the child, one taking notes)
What is Theory of Mind (Social Perception-NEPSY-2)?
-Ability to take another’s perspective
-Understanding someone else’s feelings, beliefs, and desires
Indirect measures: Diagnostic rating scales
Autism Spectrum Rating Scale (ASRS)
-Medical diagnosis of ASD
-DSM
Social Responsiveness Scale (SRS-2)
-Social motivation, social cognition, social -awareness, restrictive behaviors, and repetitive behaviors
Indirect measures: Adaptive rating scales
Adaptive Behavior Assessment (ABAS-2)
-Takes less time
-Communication, community use, functional academics, health and safety, leisure, self care, self direction, social and work functioning
Vineland-3
-Lengthy (about 20-30 mins to complete)
-Looks at a lot of different domains
-Daily living, socialization, motor skills, maladaptive behaviors, etc.
Social Skills Improvement System (SSIS)
-Caregivers and teachers
-Social skills, problem behaviors, academic confidence
Family communication (especially when it comes to eligiblity)
-Be compassionate
-Think about the way you present the information
-Stop and check in to see how they are doing
-Offer support
-Forming a collaborative relationship with the family
-Build trust
-You want them to feel that you have their child’s best interests at heart
What do you think your experience as a parent might be with a newly diagnosed child?
Overwhelmed
Lost
Don’t know what’s actually going to help
So many results when you google “autism treatment”
What does it mean to for practices to be ‘evidence-based’?
-Practices or treatments that have been found to be effective by rigorous and replicated research
-Gone through extreme/rigorous research, replicated many (e.g., 500) times
-Direct and controlled analyses
-Highest level
-Acceptable research design: single subject, group designs (experimental)
-Examples: ABA, Floortime
What does it mean for practices to be ‘scientifically-based’?
-Refers to “cause and effect” research related to using observable and measurable outcomes
-Replication (Hasn’t been replicated as much as EBPs)
-Approval of peer-reviewed journals
-Not quite the level of EBPs - does not have the magnitude of studies as EBPs
-Doesn’t have the strength of EBPs
What does it mean for practices to be ‘research-based’?
-Programs or practices that have been studied but not necessarily replicated, controlled, or peer-reviewed
-Less rigorous designs
-Small “N” - small sample size (e.g., 10 versus 100; 50 versus 500)
-Provide preliminary data for effectiveness
-Little evidence of generalizability
-At the beginning stages
Why might research for treatment for children with ASD be challenging?
-Because every child with autism is so different
-Could be effective for one child, but not at all effective for another
-Needing a large sample size
What is the bottom line when it comes to implementing certain practices?
-There is a lot of confusion among the terms evidence-based, research-based, and scientifically-based
-Teachers needs to be implementing practices that have been shown to improve outcomes for students with ASD and that have wide consensus among researchers on the effectiveness of the approach
-Not everything you’re going to do as an educator is going to be EBP
-That’s ok as long as it works for the student(s) you are working with
-Think about the individual and what works for each individual
What is Behavioral theory?
-Sees autism as the presentation of behavioral deficits that are biologically-based but are able to be changed by interactions with the environment
-Grounded in the science of behavioral analysis
-Everything that a child does is a behavior for a reason (every behavior has a function)
-Prompting, shaping, reinforcement
Behavioral theory: What is prompting?
What do i have to do to get you started
Ex: hand gesture, saying certain things
Behavioral theory: What is shaping?
Changing behavior in a positive way
Behavioral theory: What is reinforcement?
Ex: high five, praise, toy
What are examples of behavioral theory?
DTT, PRT, Incidental Teaching
What is developmental theory?
-Neurological differences lead to delays in development (language, cognitive, social, self-help, motor, etc.)
-Pretty much the opposite of behavioral theory
-More naturalistic (natural environment) than other approaches
-Child driven choices, novel materials, student-directed
-Child is more in charge of what is happening
-Reciprocal and functional communication
