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Fall '13-142 (Exam 1) > Study Guide > Flashcards

Study Guide Flashcards

1
Q

Who was Leo Kanner?

A
  • The first child psychologist

- wrote a book on child psychology

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2
Q

What descriptions did Kanner give on what we now call autism?

A
  • fundamental inability to engage with others
  • failure to communicate to convey meaning
  • obsessive desire for objects
  • astounding vocabulary
  • excellent memory & visual spatial skills
  • strong interest in letters & numbers
  • fearful of common things (egg beaters, tricycle, running water, etc.)
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3
Q

What are Kanner’s Urban Myths of ASD?

A
  • higher rate of autism with higher SES–NOT TRUE
  • No associated medical conditions -NOT TRUE(20 % of people who have autism develop seizures/epilepsy. 50% of children w/ ASD have ID)
  • Normal intelligence-NOT TRUE
  • associated with schizophrenia-NOT TRUE
  • refrigerator mothers (term coined by kanner)
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4
Q

Which DSM first published the diagnosis of autism, and what year was it?

A

DSM III, 1980

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5
Q

Who was Hans Asperger, and when he studied 4 boys, how did he describe them?

A
  • Physician from Vienna (1944)
  • “little professors”
  • lack of empathy
  • limited friendships and interests
  • clumsy movements
  • good cognitive and language skills
  • poor communication skills
  • unusual interests that interfered with learning
  • positive family history–especially fathers had similar symptoms
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6
Q

How did Asperger describe what is now considered High-funcitioning autism?

A
  • clumsy movements
  • limited friendships
  • limited interests
  • little professors with special talents
  • socially awkward
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7
Q

Who made the distinction between childhood schizophrenia and ASD and when?

A

-Rutter & Jackson (1980)

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8
Q

What is the prevalence of autism?

A
  • 1/88 children is diagnosed with Autism
  • occurs in all racial, ethnic, and socioeconomic groups
  • 5 times more common in males

(Book: autism: 2:1 boys to girls, asperger’s 5:1 boys to girls)

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9
Q

What are some possible explanations for the increase in prevalence of autism?

A
  • there are several possible explanations
  • a broader definition of ASD
  • realization that ASD may co-occur with other disorders
  • better diagnostic procedures
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10
Q

What are risk factors of ASD?

A
  • Twin studies, if one is diagnosed with ASD, the other will be affected 36-95% of the time
  • Occur more often in people who have genetic or chromosomal conditions
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11
Q

What are some causes of ASD?

A
  • genetics
  • multiple gene involvement
  • maternal antibodies
  • chromosomal abnormalities
  • environmental causes
  • neurological dysfunction
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12
Q

What is the definition of theory of mind?

A

The ability to make inferences about the beliefs and desires of others

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13
Q

What is normal theory of mind for ages 6-12 months?

A
  • joint attention, including gaze and point following and alternation of gaze between person and object
  • First words
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14
Q

What is normal theory of mind for ages 13-24 months?

A
  • recognize intentionality in others as demonstrated in word use
  • recognize that others have different desires from one’s own
  • early pretend play
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15
Q

What is normal theory of mind for ages 30-36 months?

A
  • begin to use mental state terms with truly mentalistic functions
  • increasingly sophisticated pretend play
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16
Q

What is normal theory of mind for ages 37-48 months?

A
  • increasing ability to understand how things look from another’s perspective
  • begin to understand compliments
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17
Q

What is normal theory of mind for ages 49-60 months?

A

-consistently pass false belief and appearance reality tasks

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18
Q

What test is used to test theory of mind?

A

sally ann test

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19
Q

What is information processing?

A

how the brain attaches meaning to information

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20
Q

what are the requirements for information processing?

A
  • attention
  • sensory perception-
  • visual-spatial processing
  • becomes more complex because of time constraints, simultaneous processing demands (multi-tasking) or stress & anxiety
  • shifting attention when multi tasking is a crucial skill
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21
Q

What is a hallmark deficit for information processing with children with autism?

A

inability to shift attention away from what they want to focus on

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22
Q

What have some neuroscientific studies found with children with autism?

A
  • ASD is not a localized brain disorder
  • ASD is a disorder involving multiple functioning networks
  • There is under connectivity of the neural system for children with autism
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23
Q

What does fMRI stand for?

A

-Functional magnetic resonance imaging

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24
Q

What does the fMRI do?

A

uses a powerful magnetic field to measure and observe metabolic changes that take place in an “active” brain

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25
Q

What does an fMRI determine?

A

which part of the brain is working for speech, thought, movement, and sensation

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26
Q

The fMRI is the diagnostic method of choice for learning what?

A

how a normal, diseased, or an injured brain is working

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27
Q

What was the goal of studying autism through neuroscience? and what did they find in terms of autism?

A
  • use brain imaging to distinguish between autism and other developmental disorders
  • brain differences contribute to core deficits
  • core deficits cause processing and learning differences
  • not a syndrome of intellectual disability or mental retardation, however that difficulty can coexist with autism
  • 40% of children with ASD don’t have intellectual disability
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28
Q

What were the neurobiological findings from using the MRI and fMRI?

A
  • high peripheral levels of serotonin (regulates sleep, mood, and body temperature)
  • high rates of seizure disorder
  • persistent primitive reflexes
  • increased head size and increased brain volume
  • changes within central nervous system
  • fusiform gyrus & faces (MRI studies ahve show that area of the brain responsible for recognizing faces may be less evolved than TD; for ppl with autism it may become specialized for recognizing THINGS)
  • placental abnormalities
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29
Q

For children with autism, If there are problems in the prefrontal cortex what function will it impair?

A

-social thinking

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30
Q

For children with autism, If there are problems in the hypothalamus what function will it impair?

A

motor function

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31
Q

For children with autism, If there are problems in the amygdala what function will it impair?

A

social, emotional learning

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32
Q

For children with autism, If there are problems in the fusiform gyrus what function will it impair?

A

face recognition

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33
Q

For children with autism, If there are problems in the middle temporal gyrus what function will it impair?

A

recognition of facial expression

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34
Q

For children with autism, If there are problems in the pulvinarwhat function will it impair?

A

emotional relevance

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35
Q

what is the difference between the MRI vs. the fMRI? ** couldn’t find this, but need to know it!

A

.

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36
Q

What are the three psychological theories of autism?

A
  1. Theory of Mind
  2. Central Coherence
  3. Executive Function
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37
Q

What is theory of mind? (this definition is from the book, not lecture-the other one is from lecture)

A

-the ability to understand the mental states of others and apply this understanding to their actions. Theorists believe that individuals with ASD may lack abilities in this area, resulting in “mind blindness” or the inability to make sense of others behaviors

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38
Q

What is central coherence?

A

the ability to integrate information into a meaningful whole. Theorists believe individuals with ASD have weak central coherence in that they process information by tending to focus on the parts and lose sight of the whole.

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39
Q

What is executive function?

A

the ability to properly use a group of mental processes, including organizational and planning abilities, working memory, inhibition and impulse control, time management and prioritizing, and using new strategies. It is believed that individuals with ASD have deficits in executive functioning.

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40
Q

What areas of cognition are impacted by ASD?

A
  • abstract thought
  • central coherence
  • executive functioning
  • memory
  • metacognition
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41
Q

What does memory involve?

A

storing and recall of information

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42
Q

what are the strengths and weaknesses a child with ASD has in terms of memory?

A
  • strength: superior for rote information

- weakness: difficulty accessing short term & working memory

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43
Q

What does metacognition refer to?

A

the understanding of how one thinks/learns & the understanding of one’s strengths and weaknesses?

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44
Q

How is the meta cognition of a child with ASD?

A

lack of self awareness & compromises their ability to generalize newly learned skills

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45
Q

What are the cognitive processes involved with language?

A
  • attention (orientation & reaction)
  • concept formation (encoding of information)
  • management/executive function (cognitive strategies needed for a task; monitors feedback and outcomes to shift resources if needed)
  • memory: (recall information previously learned)
  • organization (organizing incoming sensory information)
  • perception/discrimination: (identify stimuli based on relevant characteristics)
  • problem-solving & transfer (generalization of learned material in solving similar but ‘novel’ problems)
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46
Q

What is social cognition?

A

higher mental process that allows individuals to think about themselves and perceive the thoughts of others.

this supports our ability to adjust our behavior to make inferences about the beliefs and desires of others

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47
Q

What 3 elements is communication defined through?

A
  1. sender
  2. receiver
  3. medium/message
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48
Q

What is language?

A
  • it is rule governed
  • it is symbolic and arbitrary
  • it is cultural
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49
Q

What is speech?

A

the vocal production of language

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50
Q

What is social referencing?

A

chid looks at the adult to make sure they are watching

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51
Q

What is joint attention?

A
  • emerges @ 9 months and well established @ 18 months
  • child responding to other’s bid for joint attention
  • child initiating joint attention
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52
Q

What age is the perlocutionary stage?

A

0-8 months

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53
Q

What age is the illocutionary stage?

A

8-12 months

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54
Q

What age is the locutionary stage?

A

12-18 months

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55
Q

What are some social behaviors occurring in the perlocutionary stage?

A
  • cooing
  • crying
  • fussing
  • laughing
  • looking
  • smiling
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56
Q

What kind of communication skills develop in the illocutionary stage? and what are they?

A
  • INTENTIONAL communication skills
  • gaze
  • gestures/pointing
  • vocalization
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57
Q

How many communicative acts per minute are occurring in the illocutionary stage?

A

2.5 communicative acts per minute

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58
Q

What two types of functions of communication develop in the illocutionary stage?

A
  • protimperative

- protodeclarative

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59
Q

What are proto imperatives?

A

lay the basis for commands or requests

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60
Q

What are proto declaratives?

A

allow a child not to ask, but to share things, so they call the adults attention to show them something

**this lays the basis for conversation skills later on

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61
Q

During the locutionary stage what are TD child able to do?

A

-name where things are, what things are, and how they’re feeling

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62
Q

When are a TD child’s first words spoken?

A

during the locutionary stage

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63
Q

What is there a rapid increase of during the locutionary stage?

A

-spoken vocabulary

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64
Q

When are children able to comprehend words that are not typical in their routines?

A

during the locutionary stage

in video clip: understood “balance”

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65
Q

At 15 months, how many words does a child know?

A

3

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66
Q

At 18 months, how many words does a child know?

A

50-100 words (+/- 50)

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67
Q

How many communicative acts per minute does a child have in the locutionary stage?

A

3-5 acts per minute

68
Q

Do children in the locutionary stage have the same intents as protodelcaratives and protoimperatives in the illocutionary stage?

A

yes, but now instead of using gestures they’re using words

69
Q

How many words does a child speak between ages 18-24 months?

A

300 words (+/- 150)

70
Q

What kind of speech does a child have between 18-24 months/

A

telegraphic speech

71
Q

What are the pragmatic abilties of a child between 18-24 months?

A
  • answer and ask questions

- take 1 to 2 turns per topic

72
Q

What is the primary deficit for a child with ASD?

A

-communication!

73
Q

What are the levels of symbolic communication?

A
  1. awareness: no clear response & no objective in communication
  2. pre-symbolic: communicates with eye gaze, gestures, purposeful moving towards objects/sounds
  3. early symbolic (concrete): use of pictures or other symbols (sign language) to communicate–limited vocabulary
  4. symbolic (abstract): uses a significant amount of vocabulary (speaking, signs, pictures) to communicate
74
Q

TRUE/FALSE

social communication is more than just talking

A

TRUE

75
Q

What information can you give about nonverbal children with ASD?

A
  • prevalence is decreasing
  • less use of gestures
  • echolalia is actually good!
  • maladaptive beahviors
  • AAC use
76
Q

At 24 months what is a TD child’s language like?

A
  • 300 words
  • uses grammatical morphemes
  • sentences (questions, negatives, etc…)
  • 50-70% intelligibility
77
Q

By age 5, what is a TD child’s language like?

A
  • 6,000 words
  • mastered grammatical forms
  • 4-6 word sentences
  • 100% intelligible
  • speech errors may persist (/r/, /l/, etc)
78
Q

What are TD pre-k pragmatics like?

A
  • use language to accomplish social goals
  • range of functions increase (pretending, telling stories, talking about future, etc..)
  • oral narratives emerge
  • take longer turns and maintain topics for longer
  • use polite forms
79
Q

What is adolescent communication like?

A
  • complex syntax

- advanced semantics

80
Q

What is an adolescent’s pragmatics like?

A
  • narration
  • persuade/negotiate
  • sarcasm
  • slang
  • figurative language
81
Q

be able to give examples of all the verbal and communication skills kids can do at various ages.

A

….

82
Q

What is social communication?

A
  • the ability to attend, recognize, and interpret the thoughts/ideas of others based on the context, gestures, or words they use
  • use language and thinking skills to engage in a mutual exchange of attentional and mental states with others so they can act upon the perceived message
83
Q

What is the purpose of social communication?

A

exchange and express intentions

indirectly control the environment

regulate social interaction

express an emotion or interact with someone

receive and convey information and ideas

84
Q

What are ASD early communication deficits?

A
  • delayed onset of speech
  • atypical preverbal vocalizations
  • decreased rate of preverbal communication
  • restricted range of communicative behaviors
  • low responsiveness to speech
85
Q

What does early communication look like with a child who has ASD?

A
  • delayed and deviant use of gesture
  • less pretend and symbolic play
  • limited imitation skills
86
Q

what are some VERBAL difficulties with ASD?

A
  • pronoun reversals
  • idiosyncratic word use
  • immediate and delayed echolalia
  • atypical language learning
  • perseverate
  • advanced semantics
87
Q

What is adolescents communication like for someone with ASD?

A
  • topic management/termination (may use overly complex sentences, speak too formally, doesn’t adjust style depending on who they’re talking to)
  • changing and sharing of topics(have problems with this)
  • theory of mind deficits
  • sparse conversation
  • eye contact/prosody
88
Q

With a child who has ASD, what is their social communication/interpersonal relatedness like?

A
  • not always able to interpret the intensions of others
  • not always able to initiate/maintain shared focus with others
  • restricted language development and use
  • inadequate use of nonverbal skills
  • narrow interests and exceptional abilities–this limits conversational turn taking
89
Q

because pragmatics and communication deficts are core problems with ASD, what must we address?

A

language and communication

90
Q

How did the DSM IV describe the classification of ASD?

A

there were 5 subtypes of PDD

  1. autistic disorder
  2. rett’s disorder
  3. childhood disintegrative disorder
  4. pervasive developmental disorder
  5. asperger’s syndrome
91
Q

How has the classification of ASD changed in the DSM-V?

A
  • autism spectrum disorder
  • no more subtypes
  • severity levels 1, 2, 3 (1-require support, 2, require substantial suppport, 3-require VERY substantial support)
  • if cause of a gene is know then it is not ASD
  • rett’s disorder was removed
  • social pragmatic communication disorder (this is different from asd because there is no cognitive delay, no restrictive/repetitive interests–replacing pdd-nos)
  • Asperger’s now HFA
92
Q

What does DSM stand for?

A

diagnostic and statistical manual of mental disorders

93
Q

What is the DSM-5 diagnostic criteria for ASD?

A

1. deficits in social communication AND social interactions not accounted for by general developmental delays

**To receive a diagnosis in ASD, all three of criteria in #1 must be met and two of the criteria in #2 must be met.

94
Q

What are the 5 dimensions of autism?

A
  1. social dimension (relating to others, social understanding, and social maturity)
  2. communication dimension (verbal and nonverbal language usage and understanding
  3. cognitive dimension (intellectual abilities, as well as organization, memory, and time management)
  4. special interests dimension (demonstrating an extremely strong interest in an object or a part of an object, collecting objects, acquiring large amounts of information on a particular topic)
  5. Sensory dimension (response to various things that affect the senses)
95
Q

What are the 3 behavioral characteristics considered for diagnositc purposes?

A
  • social interaction: lack of understanding/use of nonverbal communication, difficulty with peer relationships; lack of reciprocity
  • communication: delay or lack of spoken language, idiosyncratic language; lack of varied, spontaneous play, impairment in initiating and sustaining conversation
  • restricted patterns of behavior: inflexibility, nonfunctional routines or rituals, preoccupation with parts of objects, repetitive motor mannerisms
96
Q

What are Early red flags of autism?

A
  • no big smiles, or other warm, joyful expressions by 6 months or thereafter
  • no back and forth sharing of sounds, smiles, or other facial expressions by 9 months or thereafter
  • no babbling by 12 months
  • no back and forth gestures, such as pointing, showing, reaching, or waving by 12 months
  • no words by 16 months
  • no 2-word meaningful phrases by 24 months
  • a loss of speech or babbling or social skills at any age
97
Q

Who are the professionals responsible for diagnosing autism?

A
  • developmental pediatrician
  • child neurologist
  • psychiatrist
  • psychologist
98
Q

What is the SLPs role in the diagnostic assessment of a child with ASD?

A
  1. Screening
  2. diagnosis
  3. assessment and intervention
  4. family partners
  5. collaboration
  6. professional development
  7. research and advocacy
99
Q

What is the first step to effective intervention?

A

-early and accurate detection

100
Q

At what ages are children screened for developmental delays, when is it done?

A
  • 9 months, 18 months, 24-30 months

- it is done during well-child doctor visits especially for children @ high risk for ASD

101
Q

Who has a higher risk for developmental delays?

A

premature birth

low birth weight

having a sibling with ASD

102
Q

What is the most common cause of concern for ASD?

A

-Speech delay

103
Q

What are the different types of assessments for Autism?

A
  • ADOS-2: Autism diagnosis observation schedule
  • ADI-R: Autism Diagnostic interview-revised
  • Childhood Autism Rating Scale (CARS)

-

104
Q

What is the gold standard for assessing for autism?

A

ADOS 2

105
Q

What kind of assessment tool is the ADOS and what does it assess?

A
  • Direct/ formal
  • evaluates a WIDE range of skills: cognition, learning/academics, developmental progress, self-help, language, social skills, behavioral functioning
106
Q

Describe direct/formal assessment procedures?

A
  • most conventional method for testing aptitude and competence level (proficiency, combination of knowledge, skill, and behavior used to perform a task)
  • information is “quantitative & standardized”
  • compare student performance to peers within some domain
107
Q

Describe informal/indirect assessment procedures?

A
  • information is “qualitative” and “non-standardized”
  • compare student’s performance to expected skills and/or abilities
  • obtain a baseline for future progress comparison
108
Q

What are some examples of informal assessment procedures?

A
  • parent observations
  • task analysis
  • portfolio assessment
109
Q

What are the 2 types of assessment measures?

A

direct/formal vs. indirect/informal

110
Q

GIve some information about developmental screenings for autism

A
  • nonspecific vs. specific

- pass/fail–easy to administer

111
Q

What are some different types of screening tools?

A
  • checklist for autism in Toddlers (CHAT) (used to identify 18 mos. old for autism; consists of parents report and interactional items)
  • Modified checklist for autism in toddlers (M-CHAT) (used standard nowadays, an extended parent report version of the CHAT.. VERY COMMON!)
  • Pervasive developmental disorders screening Test II-Stage 1 (parent completed questionnaire)
  • Screening tool for autism in two year olds (STAT) (designed to screen toddlers between 24-36 months; 12 items on it in a play-based context)
  • Social communication questionnaire (SCQ) (40 item questionnaire)
112
Q

is there currently a medical test for autism?

A

no we use the DSM-5 for criteria

113
Q

What is the goal of diagnosis?

A
  • intervention implications
  • gives professionals common language
  • gives child legal rights
  • able to capture strengths and weaknesses of child
114
Q

T/F: can schools give a diagnosis?

A

NO, but may have in IEP as “autistic like behaviors”

115
Q

Describe the ADOS-2

A
  • administered by medical professional: developmental pediatrician, neurologist, psychiatrist, psychologist
  • standardized for individuals ages 12 months to adulthood
  • each module takes 40-60 minutes to administer
  • format: standardized observation & coding
116
Q

Describe the CARS (childhood autism rating scale)

A
  • helps to identify children with autism & determine symptom severity through quantifiable ratings based on direct observation
  • ratings 1-4 (1=normal, 2=mildly abnormal, 3=moderately abnormal, 4=severely abnormal)
  • standardized for ages 2 and up
  • administration time: 5-10 minutes
  • format: two 15-item rating scales completed by the clinician; and a parent/caregiver questionnaire
117
Q

Describe the Gilliam Autism Rating Scale-3 (GARS 3)

A
  • norm referenced instrument that assists teachers, parents, and clinicians
  • standardized: individuals aged 3-22
  • administered in 5-10 minutes
  • format: objective, frequency-based ratings divided into 6 sub scales: restrictive/repetitive behaviors, social communication, social interaction, emotional responses, cognitive style, maladaptive speech
118
Q

Describe the Gilliam Asperger’s Diagnostic Scale (GADS)

A
  • norm referenced assessment designed to evaluate for asperger’s
  • standardized: individuals 3-22
  • format: observable and measurable behaviors are divided into 4 sub scales:
    • social interaction
    • restricted patterns of behavior
    • cognitive patterns
    • pragmatic skills
119
Q

When can ASD be reliably diagnosed?

A

age 2 (avg in US is between 3-6 yrs.)

120
Q

because diagnosing ASD is requires a transdisciplinary framework, who are the individuals involved?

A
  • psychologist
  • PT & OT
  • SLP
  • Pediatrician
  • neurologist
  • geneticist
121
Q

What is the common goal for assessment?

A

make diagnostic recommendations for the student with special needs

122
Q

What is the most effective procedural approach for ASD?

A

Process Oriented approach

 - measures student's performance over time
 - assessment is ongoing
 - guides goal setting and programming
 - each assessment period helps determine effectiveness of current program
123
Q

What does the Process oriented approach identify?

A

whether current objectives match students strengths, weaknesses, and learning style

124
Q

What does the Process oriented approach allow for?

A

-allows for adjustments to goals, instructional programming, and teaching strategies

125
Q

What does the process oriented approach look at?

A

performance across a wide variety of settings

126
Q

What is the purpose of a communication assessment for individuals with ASD?

A
  • critical part of overall assessment: communication deficits are main area of challenge
    1. evaluate current social skill functioning and/or social competence
    2. identify skills that will be targeted for intervention
    3. identify strengths
127
Q

What are the 5 dimensions of ASD?

A
  • social dimension
  • communication dimension
  • cognitive dimension
  • special interests dimension
  • sensory dimension
128
Q

What does social dimension include?

A

including relating to others, social understanding, and social maturity

129
Q

What does communication dimension refer to?

A

includes verbal and nonverbal language usage and understanding?

130
Q

What does cognitive dimension refer to?

A

intellectual abilities, as well as organization, memory, and time management

131
Q

What does special interests dimension refer to?

A

demonstrating an extremely strong interest in an object or part of an object, collecting objects, acquiring large amounts of information on a particular object

132
Q

What does the sensory dimension refer to?

A

response to various things that affect the senses (sight, taste, smell, sound, touch, or body awareness)

133
Q

What are the core deficits that cause processing and learning difficulties?

A

Social interaction

Communication

Restricted, repetitive patterns of behaviors, interaction, and activities

134
Q

What are some core deficits for children with ASD in terms of social interaction?

A
  • nonverbal behaviors (eye gaze, facial expression, body language)
  • peer relationships
  • social and emotional reciprocity
  • seek opportunities to interact with others
135
Q

What are the results of core deficits for children with ASD in terms of social interaction?

A
  • less likely to orient to social stimuli
  • less likely to respond to social bids of others
  • less likely to initiate interactions with others
136
Q

What are some core deficits in terms of communication for children with ASD?

A
  • language development
  • initiating and maintaining conversations
  • stereotyped and repetitive use of language
137
Q

What are the results of having core deficits in communication for a child with ASD?

A
  • nonverbal
  • awkward language (speak in 3rd person)
  • echolalic speech
  • use scripts from cartoons or movies
138
Q

What are some core deficits in terms of restricted, repetitive patterns of behaviors, interaction, and activities for children with ASD?

A
  • most obvious of behaviors (rocking, spinning, hand flapping, head banging, or other unusual movement patterns)
  • limited play skills
  • narrow interests
139
Q

What are the results of having having core deficits in restricted, repetitive patterns of behaviors, interaction, and activities?

A
  • may experience physical injury
  • play is repetition of videos and cartoons
  • lack of cooperative play
140
Q

In terms of the procedures of an assessment what are the two different methods we can use?

A
  • direct

- indirect

141
Q

What is a direct method?

A

an analysis of the student’s behavior on whether target skills have been mastered and/or achieved

142
Q

What is the indirect method of assessment?

A

an analysis of reported perceptions about the student’s mastery of a specific skill set

(can consist of teacher/parent reports, self reports by the student, and can be made by different faculty/staff)

143
Q

What are the components of a communication assessment?

A
  • formal aspects of language (receptive & expressive language)
  • atypical features of language (pronoun reversals, scripted language, echolalia, prosody, inflection, volume, register)
  • nonverbal forms of communication (eye contact gestures)
  • language use for social purposes
144
Q

What are the 5 senses?

A
  • movement
  • touch
  • sight
  • sound
  • smell/taste
145
Q

What is sensory processing?

A
  • the brain’s ability to make sense of different information received through our senses
  • information from receptors is sent to the brain, which it interprets as either eing pleasant or unpleasant
146
Q

What is sensory integration?

A
  • information from senses is sorted and organized
  • it’s used to respond to certain situations
  • when the functions of the brain are whole and balanced, body movements are highly adaptive, learning is easy, and good behaviors is a natural outcome
  • threshold is the point where the system responds
147
Q

What are the functional implications of the vestibular system?

A
  • spatial understanding
  • increased anxiety
  • excessive clumsiness
  • timing sequencing rhythm
  • sene of direction
  • avoid transition
  • auditory language
148
Q

Describe the Tactile system

A
  • sensation of touch
  • skin receptors

information received: explore environment, motor planning skills, gross and fine motor coordination

149
Q

What are the functional implications of the tactile system?

A
  • picky eating
  • aggression/defensive mode
  • fine motor, low registration
  • touch craver
150
Q

Describe the proprioceptive system?

A

awareness of sensation in muscles and joints

tells us where and how our body is moving without vision

sense of body position in space

151
Q

What are the functional implications of the proprioceptive system?

A
  • nonverbal language
  • body awareness
  • eyes guide body movements
  • pressure-touch
  • self-help skills
  • motor planning and sequencing
152
Q

What are the functional implications of the visual system?

A
  • responding to visual information
  • understanding distances
  • visual processing
  • tracking and scanning
  • writing and copying
  • reading comprehension
153
Q

Describe the visual system

A

sensations through the eyes

environmental information: color, size, motion, shape, distance, visual skills, may have heavy reliance on this system!

154
Q

Who are the professionals involved with sensory assessment? and what are their roles?

A
  • occupational therapist (fine motor, self care, sensory and regulatory capacities, adaptive skills, eye-hand coordination, spatial awareness, muslce tone, sensory integration abilities, strong focus on functional skills)
  • physical therapist
  • speech therapist
  • dietician
155
Q

What are the 4 patterns of sensory processing?

A
  • registration
  • seeking
  • sensitivity
  • avoiding
156
Q

Give some strategies for the four patterns of sensory processing.

A

low registration: provide them with more intense sensory experience to assist w/ paying attention

seeking: provide more opportunities for sensory input
sensitivity: b/c they notice everything be structured
avoiding: reduce sensory input, and introduce new sensory experiences gradually, provide a quiet environment

157
Q

What are the 3 components of a communicative act?

A
  • gesture, vocalization, or verbal production
  • directed toward another person
  • interpretable as a message
158
Q

If a child is nonverbal, what do we assess?

A
  • analyze strengths and needs
  • introduce an AAC
  • how do they interact with others/have control over their environment
  • aided vs. unaided
  • complete a needs assessment
159
Q

What are the 8 areas assessed in prelinguistic communication?

A
  • depressed rate of preverbal communicative acts
  • delayed development of pointing gestures
  • use of nonconventional means of communicating
  • reduced responsiveness to speech and to hearing their name called
  • restricted range of communicative behaviors
  • atypical preverbal vocalization
  • deficits in play
  • limited ability to imitate
160
Q

What is the content/form of language?

A

expressive and receptive language

161
Q

What is the functional use of language?

A

language use for social purposes (it’s difficult for kids with ASD to understand non-literal language/sarcasm)

162
Q

At 12 months how many acts per minute should a child have?

A

2 acts per minute

163
Q

At 24 months how many acts per minute should a child have?

A

7 acts/minute

164
Q

At s function of communication be?

A
  • regulatory
  • comments: calling attention to objects of interest to establish joint attention
  • social interaction
165
Q

What are core deficits that affect social interaction, give examples of each

A

Theory of mind: not being able to infer that a person is upset by looking at their face

joint attention: looking past a person or anywhere except their face when talking to them

play and symbol use: instead of playing with a box and stacking it on top of things, they just inspect it

imitation: has inability to imitate a person’s actions, especially with make believe play

Fall '13-142 (Exam 1) (7 decks)

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