Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Non-Symbolic communication > Test 2 > Flashcards

Test 2 Flashcards

0
Q

4 things that the IIP describes:

A

Supports
Adaptions
Instruction
Data collection

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
1
Q

What does IIP stand for?

A

Individual Instructional Plan

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is. Anon-conventional presymbolic behavior

A

Used to intentionally communicate, body movement, not socially aceptional

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Why are instructional routines important

A

Structure and routine are good for language learning

Tells exactly how a routine should be exhibited, step by step

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

When would you conduct a functional behavior analysis on a client

A

Anytime that. Client is showing behaviors that need to be shaped to become more communicative or less dangerous to their personal life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Name 3 naturally occuring contexts that you could embed goals and objectives

A

Play
Mealtime
School playground

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What are some ways to facilitate language in young children

A

Use objects that the client enjoys

Play with them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

How do you conduct a language sample for a non symbolic minimally symbolic individual

A

Record them to look at non verbal communication

Form and function

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is the purpose of FBA

A

Focuses on understanding the purpose of problem behavior with the goal of increasing the quality of life for the individual

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What does a FBA. Include

A

Behavior is analyzed which generates predictions

Where did the problem start, when does it happen

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Building of adding to, provides a place and structure for conversation

A

Scaffolding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

When a child is used to a certain routine and the order is interrupted

A

Interrupted routines

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Assesses how well the client performs a task

A

Task analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What theory of learning is systematic instruction based in

A

ABA, strucutred ways to help individuals learn

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

To aid in the process of changing a routine to allow the client to be more communicative

A

Shaping

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Stimulus prompting

A

Visual and verbal cues

R

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

How should you write treatment goals for infans and toddlers

A

Make them attainable

Involve the parents and the decision of the treatment goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Who is the major agent f change in early intervention

A

Parents and caregivers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Set the language table

A

Preparing for Lagrange learning
Provide them with tools to be successful learners
Turn taking, environment, natural, interesting
Silly mistakes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Team does the evaluation together

A

Transdisciolinary

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Each discipline plans their own intervention

A

Multidisciplinary

21
Q

Age range of IFSO

A

0-3

22
Q

Family friendly routine

A

Includes family

Allows child to learn lag surge as well as bond with the family during routines

23
Q

Behavioral support plan

A

Schedule, location, social context, sleep and eating cycles, allergies
What purpose is the behavior serving
Where are we going to work on it
Alternate responses to be taught

24
Q

Prompt dependency

A

Child cannot respond unless prompted

25
Q

Ecologica assessment questions

A 
What is his history
What is your dream
What is your nightmare
Who is he
What are his greatest strengths
Greatest needs and challenges 
What would ideal day be like
26
Q

Which part of idea authorizes programs for infants and toddlers with special needs

A

Section c. Ky is 0-3

27
Q

Related service

A

Supplementary aid, supports tag make it possible to remain in typically developing classroom

28
Q

Items that are required in an IFSP

A

Present level of functioning in Cognitive, physical, communication, social, emotional, adaptive domains
Family concerns and priorities
Intervention outcomes, criteria, procedures, time line
Frequency, intensity, and method of intervention services
Natural environments where service will be provided
Projected dates for initiation and duration
Service coordinator
Transition planning and procedures

29
Q

IEP requirements

A

Current level of functioning, how it affects academics
Measurable annual goals and objectives
Modification supports
Assessment modifications
Date for starting, place, frequency, duration
Transition plans for after high school
Progress and how it is measured and reported
Write the plan and find person to implement them

30
Q

Describe a family accessible report

A

Easily understood, useful, accurate, helps understand full picture
Includes goals, objectives, recommendations, summary, care principles
Always focus on the family

31
Q

Provides IEP goals

A

EASIC

32
Q

Provides IFSP goals and objectives

A

Commxunication and Symbolic language scale

33
Q

Pre speech goals for intervention of infants and toddlers

A

Establish eye contact
Establish whole body imitation and turn taking
Establish fine motor imitation
Increase vocalization
Establish consistent pairing of sound and meaning for communication

34
Q

Can be done by the parent but is often done by the slp, important too follow the child’s lead

A

Floor time therapy

35
Q

Loosely structured, naturalistic occuring teaching opportunities and method; focuses on behaviors that are central to a wide area of functioning; same principles as ABA

A

Pivotal response treatment

36
Q

Describes responses to situations, for students on the autism spectrum, allows a person to select a behavior and describe it

A

Social stories

37
Q

Behavior management, increases desired skills, changes methods of bad behavior

A

Applied behavior analysis

38
Q

Includes 6 phases from single picture to formulating responses using pictures

A

PECS picture exchange communication system

39
Q

Age 8mos-10 years developmentally, profile of strengths and emotional regulation

A

Social communication, emotional regulation, transactional support SCERTS

40
Q

Structured teaching for ASD, keeps the person involved throughout their life

A

Teaching expanding appreciating collaborating cooperating holistic TEACCH

41
Q

Infant-6 years; principles, guidelines, and suggestions for play based fun activites in a child’s life, format for developing plans of intervention

A

Trains disciplinary play based intervention

42
Q

For those over age 2, uses a behavior rating scale to identify children with autism and disguise them from developmentally delaye children who are not autistic

A

Childhood autism rating scale

43
Q

Birth 0-36 months, rapidly identifies those with delayed speech and language

A

Early language milestone scale

44
Q

For those within the cognitive level of 3months-6years, assesses communication skills, used in creating IEP, gives goals and objectives

A

EASIC evaluating acquired skills in communication

45
Q

Yields an inventory of the individuals communication abilities, mode of communicate, and degree of dependence, for there with mild to profound deficits,

A

Functional communication profile

46
Q

Age 3-22, screening for assessment of those who have severe behavior problems that may be indicative of autism

A

Gilliam autism rating scale

47
Q

Identifies preverbal and verbal language develpment problems using observation, elicitation, and direct reports to determine mastery, age 0-3

A

Rossetti

48
Q

8-24 months, surveys communication skills and symbolic development, examines social, communication, affective, and symbolic abilities of children, aids in IFSP develpment

A

Communication and symbolic behavior rating scale

49
Q

Age 8-37 months,targets current and emerging develpment behaviors, relies on recognition memory for specific conformation

A

MacArthur bates communicative develop,ent inventories

Non-Symbolic communication (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions