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142 - Autism > Treatment Methods > Flashcards

Treatment Methods Flashcards

1
Q

What are the 10 treatment methods we went over?

A
  1. AAC
  2. PECS (Picture exchange communication)
  3. DIR (Developmental, Individual-Difference Relationship-based)
  4. Discrete Trial Instruction
  5. Functional Communication Training
  6. Joint Attention Intervention
  7. Peer Mediation
  8. PRT (Pivotal Response)
  9. Social Stories
  10. Video Modeling
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2
Q

Of these 10, which are established?

A
  1. DIR
  2. FCT
  3. Joint Attention
  4. Peer Mediation
  5. PRT
  6. Social Stories
  7. Video Modeling
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3
Q

Which are emerging?

A
  1. AAC
  2. PECS
  3. Discrete Trial Instruction
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4
Q

AAC - what system and age range?

A

Pragmatics

Toddler-adult

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5
Q

AAC method

A
  • system and target vocab
  • responsive partners
  • natural environment
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6
Q

AAC targets

A
  • enhancement of existing skills
  • expanding language
  • structure to support language development
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7
Q

AAC Strengths

A
  • socializing with diff. partners
  • support for diff. characteristics
  • multiple modalities – find best fit
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8
Q

AAC Weaknesses

A
  • time and labor intense
  • can be expensive
  • lots of support needed
  • vocab plan needs to be selected ahead of time
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9
Q

AAC Components

A
  • Select system
  • select vocab and plan for expansion
  • Identify strategies
  • train partners
  • continuous monitoring and adapting
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10
Q

PECS system and age range

A

Behavioral

3-17

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11
Q

PECS method

A
  • visual
  • direct, natural reinforcement
  • shaping and modeling
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12
Q

PECS targets

A
  • spontaneous initiation of requests

* rejection of undesired and affirming for desired

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13
Q

PECS Strengths

A
  • decrease in problem behaviors (yelling, tantrums) • teaches initiation
  • easy to implement in a variety of settings
  • can be used by a wide range of developmental and language levels
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14
Q

PECS Weaknesses

A
  • No focus on pragmatics, only expressive language ???
  • time consuming
  • can be complex
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15
Q

PECS components

A
  • communication partner
  • helper/assistant
  • High interest or motivating item/activity
  • 6 phases
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16
Q

DIR system and age range

A

Development

18m - 9y

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17
Q

DIR method

A
  • family based
  • child directed
  • interpersonal relationships
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18
Q

DIR targets

A
  • shared attention and regulation
  • two-way intentional communication
  • complex problem solving
  • emotional thinking
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19
Q

DIR Strengths

A
  • nonverbal language improvements in gaze, turn taking, joint attention
  • individualized approach
  • emphasizes foundations of relating, communicating and thinking
  • addresses behaviors, self-stimulation, self-absorption
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20
Q

DIR Weaknesses

A
  • time consuming
  • child directed (child has to engage in behaviors)
  • considerable effort and skill by teacher or therapist
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21
Q

DIR Components

A
  • keep child in same general area
  • let child take initiative
  • connect with joint attention
  • talk during entire activity
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22
Q

Discrete Trial system and ages

A

Behavioral

3-21 years

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23
Q

DT method

A
  • adult directed
  • individualized one on one instruction
  • predetermined correct responses
  • operant conditioning
  • contingent or differential reinforcement
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24
Q

DT Targets

A
  • communication, social, and adaptive skills

* use of verbal operants (mands, tacts, echoics, intraverbals)

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25
Q

DT Strengths

A
  • teaches specific behaviors
  • can be applied to different backgrounds
  • short trials keep child focused
  • immediate reinforcement helps motivation
  • starts at child’s skill level
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26
Q

DT Weaknesses

A
  • difficult to generalize/transfer
  • lack of peer interactions
  • isolated skills with one on one prompt dependency
27
Q

DT Components

A
  • identify appropriate treatment goals
  • 4 essential components (discriminative stimulus, response, consequence, intertrial interval)
  • decisions about learning strategies (errorless or trial and error), how to present materials and trials
  • plan for generalization
28
Q

Functional Communication system and ages

A

Behavioral

3-21 years

29
Q

FC methods

A
  • functional behavior assessment
  • selection of an alternative behavior
  • fading prompts
  • clinician directed
30
Q

FC targets

A

Replacement of aggression, self-injury, and inappropriate sexual behavior with functional communication

31
Q

FC Strengths

A
  • designed for a variety of clients
  • can also be effective for people who don’t have ASD
  • extensive research
  • easily taught
32
Q

FC Weaknesses

A
  • substituted behavior must be easy enough to be reinforced every time
  • substituted behaviors must be culturally appropriate and acceptable
33
Q

FC Components

A

assess function of behavior → select communication modality → create teaching situations → prompt communication → fade prompts → teach new communicative responses → modify environment

34
Q

Joint Attention system and ages

A

Behavioral and Developmental

3-5 years

35
Q

JA methods

A
  • directed instruction
  • individualized
  • intensive
  • social teaching
  • parent and clinician implemented
36
Q

JA Targets

A

Response to and spontaneous initiation of joint attention

37
Q

JA Strengths

A
  • joint attn. more natural with client directed
  • functional for daily living skills
  • facilitated through play
  • increases social skills
38
Q

JA Weaknesses

A
  • child needs to be engaged

* child could become fixated and may not transition

39
Q

JA Components

A
  • developmentally appropriate toys
  • follow child’s lead
  • visual and verbal prompt
40
Q

Peer Mediation system and age

A

Behavioral

3-14 years

41
Q

PM methods

A
  • peer interaction training
  • opportunities to interact within and outside of instructional settings
  • adult coaching and support
  • instructional arrangements (cooperative groups, peer support)
42
Q

PM targets

A
  • initiating and maintaining conversations
  • exchanging compliments
  • turn taking
  • collaboration
  • conversation
43
Q

PM Strengths

A
  • generalization
  • sense of belonging
  • good for both children (teamwork and self-competence)
  • academic engagement
  • fosters awareness of disabilities
44
Q

PM Weaknesses

A
  • not proven effective for middle school to adulthood
  • unclear if language is targeted
  • lengthy process of peer selection and implementation
  • confusion regarding peer relationships
45
Q

PM components

A
  1. selecting peers
  2. Training and supporting peer
  3. Peer & focal child interaction in structured setting
  4. Implementing in class/clinic setting
  5. Extend initiations throughout the day
46
Q

Pivotal Response Treatment system and ages

A

Behavior and Development

3-9 years

47
Q

PRT methods

A
  • play, family, and routine based
  • child choice
  • taking turns
  • shared control of teaching opportunities
  • direct and natural reinforcement
48
Q

PRT targets

A
  • first words
  • basic social skills
  • sophisticated language
  • pivotal behaviors (motivation, responsivity to cues, self-management)
49
Q

PRT Strengths

A
  • shared control b/t client and clinician increases motivation
  • flexible
  • natural environment
  • any moment is teachable
  • natural reinforcement – easier generalization
50
Q

PRT Weaknesses

A
  • no standardized test available
  • assessments can take a lot of time (not cost effective)
  • hard to gather data
  • needs more research
51
Q

PRT Components

A
  • clear, concise instructions
  • establishing shared control
  • maintenance tasks
  • addressing responsivity
  • immediate reinforcement
52
Q

Social Stories system and age

A

Social-pragmatic

6-14 years

53
Q

SS methods

A
  • visually based
  • situation specific
  • individualized strategies (determine topic, gather info, develop story, generalization, maintenance)
54
Q

SS targets

A
  • reduction of disruptive behaviors
  • establish routines
  • understanding of new events
  • social skills
  • communication
55
Q

SS Strengths

A
  • individualized
  • uses TOM
  • flexible and cost efficient
56
Q

SS Weaknesses

A
  • time and research

* weak central coherence limits individuals access to social knowledge

57
Q

SS Components

A
  1. determine topic
  2. Gather individualized information
  3. Develop the social story
  4. Consider additional supports
  5. Review and share the story
  6. Introduce the story
  7. Provide comprehension checks and revision
  8. Generalization training
58
Q

Video Modeling system and age

A

Behavior and Development

3-18 years

59
Q

VM methods

A
  • visually based
  • viewing positive models
  • adult and peer modeling
  • self modeling
60
Q

VM Targets

A
  • teach new skills or improve existing skills (self-help, dressing)
  • cognitive, social, and language skills (play, prosody, turn taking, question asking and answering)
61
Q

VM Strengths

A
  • once video is made, its there to use
  • many children attend more readily to video
  • Models: animation - popular format for kids; pov - real-life depictions; adult/peer - easily staged; self - can boost confidence
62
Q

VM Weaknesses

A
  • can be time consuming initially
  • child must attend to video
  • Models: animation - can lack relevance; pov – limited range of behaviors; adult/peer – may not hold interest of child; self – difficult to stage
63
Q

VM Components

A
  • Model
  • address wide variety of skills (development, cognitive, social, language, behavioral)
  • equipment (camera, computer, video editing, hard drive storage)
  • therapy props, learning cards, co-models, daily usage items (beds, toothbrush, pots and pans)

142 - Autism (8 decks)

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