Uniquely Human Flashcards
person-first language
People-first language (PFL),[1] also called person-first language (PFL), is a type of linguistic prescription which puts a person before a diagnosis, describing what a person “has” rather than asserting what a person “is.” It is intended to avoid marginalization or dehumanization (either consciously or subconsciously) when discussing people with a chronic illness or disability. It can be seen as a type of disability etiquette but person-first language can also be more generally applied to any group that would otherwise be defined or mentally categorized by a condition or trait (for example, race, age, or appearance). IN this book I have chosen to employ what is known as person-first language. Instead of referring to “an autistic person” or “an autistic”—which makes autism a person’s defining quality—I generally use phrases such as “person with autism,” “child who has autism,” or “adult on the autism spectrum.” Loc 75
Why people with autism might reject person-first language.
It implies that autism is inherently bad. I am also aware that others, in particular some adults with autism, prefer the label “autistic,” feeling that autism is indeed a defining characteristic and is essential to their identity and that person-first language implies that autism is inherently bad. (In the same way, you wouldn’t call someone “a person with maleness” but rather “male” or “a male.”) While I fully understand and respect that opinion, I have chosen otherwise for this book. I am a male proud, I am a person with maleness
Asperger’s syndrome
Although Asperger’s syndrome was dropped as a formal diagnosis in its most recent edition (known as the DSM-5), the term continues to be used commonly to describe people with average or higher cognitive and language ability paired with challenges in the social realm as well as other challenges common in autism. MD - 1. using ass burgers is out of vogue now it’s been dropped from the DSM-5. 2. The high level of fat in the burgers though feeds the brain so people who eat it have higher cognitive and language ability but the same challenges in the social realm as well as other challenges common in autism.
non speaking vs. nonverbal
referring to individuals who do not (or do not yet) communicate by speaking, I use the term “nonspeaking” and similar language. Others commonly refer to such people as “nonverbal,” but many such people use words and other symbolic means to communicate through sign language, iPads, and other alternative means. MD verbum - word, people can still use words and other symbolic means to communicate through sign language, Ipads and other alternative means. show a pic of someone with mouth tape, they are not able to speak but they still can use words and other symbolic means ipad button “hellow” sign language “hello”.
terms for people who do not have autism
typical, typically developing, and neurotypical.
“I use the terms “typical,” “typically developing,” and “neurotypical” to refer to people who do not have autism.”
MD - so typical of you Todd Baynes. Todd Baynes represents the typical male. Nothing deviant.
developmental psycholinguistics
Study of how child and adult learners acquire language from a cognitive perspective.
study of how child and adult learners acquire language from a cognitive perspective and a topic that has direct relevance both to theoretical accounts of language learning and to language education. That initial experience inspired me to study developmental psycholinguistics, and then speech and language pathology and child development, and eventually to go on to earn a doctorate in communication disorders and sciences.
MD
- developmental -
- psycho - mental
- linguisitc - relating to langauge
badger
to harass or annoy persistently. BADGER implies pestering so as to drive a person to confusion or frenzy. badgered her father for a car His teachers and parents routinely badgered Michael to dissuade him: “Michael, put your hands down. . . . Michael, stop looking at your hands!” But he
MD - think of the honey badger - it harrasses the beehive. It’s one of the few animals that is able to break into a beehive enduring the stings of the african bees.
linguistic prescription
the attempt to establish preferred or correct use of language. They may also include judgments on socially proper and politically correct language use.
MD - the person is being handed a prescription that has the proper language use. better than I not me - preferred or correct. and
Linguistic prescription, or prescriptive grammar, is the attempt to establish rules defining preferred or “correct” use of language.[1][2] These rules may address such linguistic aspects as spelling, pronunciation, vocabulary, syntax, and semantics. Sometimes informed by linguistic purism,[3] such normative practices may suggest that some usages are incorrect, illogical, lack communicative effect, or are of low aesthetic value.[4][5] They may also include judgments on socially proper and politically correct language use.[6]
cognitive
involving conscious intellectual activity (such as thinking, reasoning, or remembering) Cognitive skills and knowledge involve the ability to acquire factual information, often the kind of knowledge that can easily be tested. So cognition should be distinguished from social, emotional, and creative development and ability. Cognitive science is a growing field of study that deals with human perception, thinking, and learning. etymology - borrowed from Medieval Latin cognitīvus “concerned with knowing,” from Latin cognitus, past participle of cognōscere “to get to know, acquire knowledge of” + -īvus -IVE — more at COGNITION
developmental disability
any of various conditions (such as autism spectrum disorder, cerebral palsy, intellectual disability, blindness, or fragile X syndrome) that usually become apparent during infancy or childhood and are marked by delayed development or functional limitations especially in learning, language, communication, cognition, behavior, socialization, or mobility MD - 1. Various conditions (abcif) 2. when development happens - infancy and childhood development is growth and acquisition of knowledge. MD - 2 picture an umbrella developing, it’s in it’s infancy/childhood stage and represents a term for any of various conditions.
cognition
the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses.
MD -
1a. think of a car, and ignition C-ignition and a Cog being in that car and it’s trying to do the mental action or process of acquring knowledge - how to turn on a car.
1b. thought - a Cog wants to drive a car, it has the key and has to think about where to put it.
2. experience - once it putis it in the ignition and turns it expreiences the car turning on.
3. it hears the car
1. thought 2. experience 3. the senses
intellectual disability
Intellectual Disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior, and manifested during the developmental period, that adversely affects a child’s educational performance
- from CALPADS Primary Disability Category Codes
“Intellectual disability (intellectual developmental disorder) is characterized by deficits in general mental abilities, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience. The deficits result in impairments of adaptive functioning, such that the individual fails to meet standards of personal independence and social responsibility in one or more aspects of daily life, including communication, social participation, academic or occupational functioning, and personal independence at home or in community settings.” (DSM) “Intellectual disability (intellectual developmental disorder) is a disorder with onset during the developmental period that includes both intellectual and adaptive functioning deficits in conceptual, social, and practical domains. The following three criteria must be met: A. Deficits in intellectual functions, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience, confirmed by both clinical assessment and individualized, standardized intelligence testing. B. Deficits in adaptive functioning that result in failure to meet developmental and sociocultural standards for personal independence and social responsibility. Without ongoing support, the adaptive deficits limit functioning in one or more activities of daily life, such as communication, social participation, and independent living, across multiple environments, such as home, school, work, and community. C. Onset of intellectual and adaptive deficits during the developmental period” (DSM)
global developmental delay
Global developmental delay is an umbrella term used when children are significantly delayed in their cognitive and physical development. It can be diagnosed when a child is delayed in one or more milestones, categorized into motor skills, speech, cognitive skills, and social and emotional development. “The range of developmental deficits varies from very specific limitations of learning or control of executive functions to global impairments of social skills or intelligence. MD - us a picture of the globe and all kids on the globe and then 2 kids off the globe one crawling and not knowing what 1 + 1 is because they are significantly delayed in their cognitive or physical development.
difference between developmental disability and intellectual disability
“Developmental Disabilities” is an umbrella term that includes intellectual disability but also includes other disabilities that are apparent during infancy or childhood like autism, blindness, cerebral palsy, etc. Developmental disabilities are severe chronic disabilities that can be cognitive or physical or both.
MD - Developing umbrella having intellectual disability on it.
fragile x syndrome
Fragile X syndrome (FXS) is a genetic disorder characterized by mild-to-moderate intellectual disability. The average IQ in males is under 55, while about two thirds of females are intellectually disabled. Physical features may include a long and narrow face, large ears, flexible fingers, and large testicles. MD 1. Think of mild to moderate intellectual disability think of someone how has fragile taste buds 2. physical features think of x and how its long and narrow with large ears, x as fingers flexible fingers, and xy as sex cells so larger testicles.
functional limitations
the restriction or lack of ability to perform an action or activity in the manner or within the range considered normal that results from impairment.”
MD - 1. a fan without a cord has the restrictions
- Fan with a cord, but it spins in the wrong direction, hasn’t learned yet how to spin clockwise - lack of ability
- spinning fan - perform an action or actity in the manner considered normal that results from impairment (lack of a cord)
adaptive functioning
Adaptive functioning refers to those skills that are necessary for us to navigate through the demands that are placed on us by our environments in a way that is effective. It includes such skills as our ability to communicate with one another. for example, being able to express your thoughts to others, comprehend what others say to us and deal with written material. These important skills enable us to live in a safe and socially responsible manner. These skills are collectively referred to as adaptive functioning. 1. conceptual skills - This includes reading, numbers, money, time, and communication skills. 2. social skills - These skills help us to get along well with others. These skills include understanding and following social rules and customs; obeying laws; and detecting the motivations of others in order to avoid victimization and deception. 3. practical life skills - These are the skills needed to perform the activities of daily living. This includes feeding, bathing, dressing, occupational skills, and navigational skills. “The deficits result in impairments of adaptive functioning, such that the individual fails to meet standards of personal independence and social responsibility in one or more aspects of daily life, including communication, social participation, academic or occupational functioning, and personal independence at home or in community settings.” (DSM) MD - adaptive functioning - for a giraffe. Adaptive functioning refers to those skills (using long neck, assessing an opponent, knowing when to fight and when not to fight) that are necessary for us to navigate through the demands that are placed on us by our environments in a way that is effective (needing to eat, needing to compete for food and mating)).
SCERTS Model
The underlying philosophy, values, and practices I share in this book are consistent with and in some cases derived from the SCERTS® Model (2006), an educational and treatment framework developed with my colleagues. The SCERTS Model prioritizes social communication, emotional regulation, and transactional support as the most important domains to focus on with individuals with autism. Schools and school districts across the United States and in more than a dozen countries have implemented SCERTS.
Autism isn’t an ___________. It’s a different way of being __________. Children with autism aren’t ____________; they are progressing through developmental stages as we all do. To help them, we don’t need to change them or ____________ them. We need to work to understand them, and then change what _________ do.
Autism isn’t an illness. It’s a different way of being human. Children with autism aren’t sick; they are progressing through developmental stages as we all do. To help them, we don’t need to change them or fix them. We need to work to understand them, and then change what we do.
Influenced by some professionals, they see certain behaviors as “autistic” and undesirable and perceive their goal as eliminating these behaviors and somehow fixing the child. I have come to believe that this is a flawed understanding—and the wrong approach. Here is my central message: The behavior of people with autism isn’t random, deviant, or bizarre, as many professionals have called it for decades. These children don’t come from Mars. The things they say aren’t—as many professionals still maintain—meaningless or “nonfunctional.” Autism isn’t an illness. It’s a different way of being human. Children with autism aren’t sick; they are progressing through developmental stages as we all do. To help them, we don’t need to change them or fix them. We need to work to understand them, and then change what we do.
Too often the ultimate goal of professionals and parents is to reduce or eliminate these behaviors—to stop the spinning, stop the arm flapping, stop the repeating—without asking, “________?”
Why?
Concerned parents share the same kinds of questions: Why does he rock his body? Why won’t he stop talking about trains? Why does she repeat lines from movies over and over? Why does he obsessively adjust the miniblinds? Why is he terrified of butterflies? Why does she stare at the ceiling fan? Some professionals simply categorize these as “autistic behaviors.” Too often the ultimate goal of professionals and parents is to reduce or eliminate these behaviors—to stop the spinning, stop the arm flapping, stop the repeating—without asking, “Why?”
It’s not helpful to dismiss what children do as “autistic behavior” or “aberrant behavior” or “noncompliant behavior” (a phrase used by many therapists). Instead of dismissing it, it’s better to ask: What is __________ it? What ___________ does it serve? Does it actually _____________ the person, even though it looks different?
Good Question to ask.
It’s not helpful to dismiss what children do as “autistic behavior” or “aberrant behavior” or “noncompliant behavior” (a phrase used by many therapists). Instead of dismissing it, it’s better to ask: What is motivating it? What purpose does it serve? Does it actually help the person, even though it looks different?
MD Alex Mari rocking
echolalia
the often pathological repetition of what is said by other people as if echoing them
We say a child has autism if he displays a combination of traits and behaviors that are deemed to be problematic: difficulty in communicating, trouble developing relationships, and a restricted repertoire of interests and behaviors, including repetitive speech—known as echolalia—and actions, such as rocking, arm flapping, and spinning. Professionals observe these “autistic behaviors” and then assess the people who display them by using a sort of circular reasoning: Why does Rachel flap her hands? Because she has autism. Why has she been diagnosed with autism? Because she flaps.
MD - Think of Eric Clapton echoing Laila….it’s often pathological because often he can’t stop thinking about her, it’s often patholgical for his fans becasue they often can’t stop repeating what he says as if echoing him. The tendency to re
begging the question a form of circular reasoning
Essentially, one makes a claim based on evidence that requires one to already accept that the claim is true.
Why does Rachel flap her hands? Because she has autism. Why has she been diagnosed with autism? Because she flaps.
More literally, this should have been translated as “assuming the initial point” or “assuming the conclusion.”
More literally, this should have been translated as “assuming the initial point” or “assuming the conclusion.” The term was subsequently translated to English some time in the 16th century as “begging the question.”
Technically speaking, to beg the question is not a logical fallacy. This is because it is logically valid, in the strictest sense, but it is utterly unpersuasive. The thing that you are trying to prove is already assumed to be true, so you are not actually adding anything to the argument. It would be like saying a product is the most expensive because it has the highest price.
A
We say a child has autism if he displays a combination of traits and behaviors that are deemed to be problematic: difficulty in communicating, trouble developing relationships, and a restricted repertoire of interests and behaviors, including repetitive speech—known as echolalia—and actions, such as rocking, arm flapping, and spinning. Professionals observe these “autistic behaviors” and then assess the people who display them by using a sort of circular reasoning: Why does Rachel flap her hands? Because she has autism. Why has she been diagnosed with autism? Because she flaps.
emotional dysregulation
Dysregulation, also known as emotional dysregulation, refers to a poor ability to manage emotional responses or to keep them within an acceptable range of typical emotional reactions. This can refer to a wide range of emotions including sadness, anger, irritability, and frustration.
While emotional dysregulation is typically thought of as a childhood problem that usually resolves itself as a child learns proper emotional regulation skills and strategies, emotional dysregulation may continue into adulthood.
“Usually the answer is that the person is experiencing some degree of emotional dysregulation. When we are well regulated emotionally, we are most available for learning and engaging with others. We all strive to be alert, focused, and prepared to participate in activities in our daily lives.”
MD - regulation is someone’s ability to control. Picture regula who is being dissed by his subjects. they are ignoring him. this creates anger and the ruler has no coping mechanism, he reacts violently becasue he has a poor ability to manage emotional responses or keep them within the range of typical emotional reactions. he cuts somebody’s head off, the swigning ax flies outside the range of typical emotional reactions. sigh, feelings of sadness, betrayal etc.
Our neurological systems help by filtering out excessive stimulation, telling us when we’re hungry or tired or when to protect ourselves from danger. People with autism, primarily due to underlying neurology (the way the brain’s wiring works), are unusually vulnerable to everyday emotional and physiological challenges. So they experience more feelings of discomfort, anxiety, and ________________ than others. They also have more difficulty learning how to ________________ with these feelings and challenges.
Our neurological systems help by filtering out excessive stimulation, telling us when we’re hungry or tired or when to protect ourselves from danger. People with autism, primarily due to underlying neurology (the way the brain’s wiring works), are unusually vulnerable to everyday emotional and physiological challenges. So they experience more feelings of discomfort, anxiety, and confusion than others. They also have more difficulty learning how to cope with these feelings and challenges.
