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SPAA 371 > Unit 2 > Flashcards

Unit 2 Flashcards

1
Q

Intellectual disability IQ requirement

A

IQ below 70

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2
Q

language ability should be equivalent to

A

mental age

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3
Q

those with intellectual disability go through the same

A

language acquisition and in TD children, only slower

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4
Q

any language irregularities are due to

A

environmental experiences

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5
Q

Mental Retardation

A

the less politically correct term for intellectual disability

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6
Q

AAMR

A

American Association on Mental Retardation
(an old organization)
now called American Association on Intellectual and Developmental disabilities

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7
Q

Intellectual disabilities

A

problems in:
intellectual funcitoning (IQ)
adaptive behavior
***no just raised on IQ
occurs in developmental period up to 18 years of age
heterogeneous population- language characteristics will vary

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8
Q

adaptive behavior

A

particular tasks and behavior you would expect developmentally
-being able to care for yourself

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9
Q

Vineland Adaptive behavior Scales II

A

measures adaptive behavior, norm-referenced instruments
receptive and expressive language, written communication, daily living skills, domestic, personal and community living skills, socialization, play, leisure, coping skills, fine and gross motor skills, maladaptive behaviors
information gained from parent or caregiver interaction.
birth to 90 years

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10
Q

developmental disability

A

describes mental or physical disabilities that occur before 22 years of age
terms used by federal government

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11
Q

standford binet intelligence scale 5th edition

A

IQ test

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12
Q

welcher intelligente teste for children

A

school age kids IQ tests

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13
Q

Haley Scales of Infant and Toddler Development

A

Measures IQ in infants and young children

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14
Q

Leiter international performance scale

A

nonspeaking or nonverbal individuals

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15
Q

table 6.1 on page 232 in book

A

labels that we use for ID

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16
Q

Mild intellectual disabilities (educable)

A

50/55-70 IQ

89% of those with intellectual disabilities (the most common form of ID)

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17
Q

Moderate intellectual disability (trainable)

A

35/40-50/55 IQ

7% of the population with ID

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18
Q

Severe Intellectual disability (custodial)

A

20/25-35/40 IQ

3%of the population with ID

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19
Q

Profound (Life-support)

A

below 20/25

1% of the population with ID

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20
Q

intermittent support

A

short term supports such as during an acute medical crisis
short term, but effects life
Kristin’s surgery

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21
Q

limited support

A

regular but brief support

an employ needing assistance to remediated a job- related skill deficit

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22
Q

extensive support

A

ongoing and regular assistance such as ongoing home living support

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23
Q

pervasive support

A

life sustaining support
skilled medical care
help taking medication

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24
Q

cause of ID: organic

A 
something you can actually see in the central nervous system
i.e. genetic, chromosomal cause
*** a known cause
IQ below 50
found across SES
accompanied by health problems 
physical abnormalities (i.e. cleft lip/ palate)
die earlier than general population
dependent on care of others
less likely to marry
atypical patterns of development.
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25
Q

Cause of ID: familial

A

IQ rarely below 50
more predominant in low SES
relate to IQ of siblings/parents
normal health
normal appearance
mortality rate similar to GP
with minimal support, lead independent lives
likely to marry and have low IQ children
more likely to experience neglect in homes
*** these individuals have slower rate of grow but typical language acquisition patterns

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26
Q

table 6.3 pg 235 and 6.5 pg 242

A

the different syndromes associated with ID

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27
Q

mental capacity

A 
the measure of intelligence:
reasoning
planning
solving problems
abstract thinking
comprehending
the ability to learn
learning from experiences
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28
Q

significant ID

A

significant speech language and communication problems

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29
Q

improvement, prognosis, and learning of speech and language with ID clients

A

slow and inconsistent

can do a worksheet one day, but then not understand it on day two

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30
Q

SLPs purpose with ID

A

increase a person’s participation in the environment
increasing a person’s quality of life (going to church, getting a job, having friends, etc.)
developing a sense of community

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31
Q

augmentative/alternative communication

A

helping a person become more involved in the participation of their environment

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32
Q

language characteristics of ID

pragmatic problems

A

poor presuppositional capabilities (see other’s perspective, modifying conversation)– related to theory of mind
telegraphic speech (2-3 word phrasal repetition)
limited repair strategies
frequent communication breakdowns
passive communicators
-easier answering questions than initiating
poor peer interactions
poor conv. turn-taking

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33
Q

language characteristics of ID- semantic problems

A 
nouns and vocabulary words are easier
abstract adjectives and verbs are worse
understand talking about the now rather than yesterday or tomorrow
clauses 
take idioms literally
only include key content words (telegraphic speech)
word order 
using morpheme
longer utterances
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34
Q

language characteristics of ID- phonology

A

over 70% of ID will have problems with speech sound productions related to phonological problems

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35
Q

down syndrome stats

A

1 in 733 live births there can be a diagnosis of downs
results from extra genetic material on chromosome 21
some literature argues that women over 35 have a higher risk of having a child with downs, but this is highly debated
4:1-5:1 male female comparison
15% meet the criteria of children with Autism Spectrum Disorders
multiple diagnoses in 1 individual

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36
Q

down syndrome ID problems

A

lack of communication abilities- theory of the mind

mild to moderate cognitive deficits

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37
Q

down syndrome physical appearance

A 
short in stature
small nose and chin
chronic protraction of tongue
large young
small oral cavity
excessive skin on the back of the neck
small ears- possible absence of ear lobs
hypotonic muscle tone (flaccid)
obesity
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38
Q

down syndrome medical issues

A

chronic hearing issues- conductive, sensorineural, or mixed (middle ear problems)
-unilateral or bilateral; mild to profound
mouth breathing
sleep apnea
thyroid disease
vision disorders
Alzheimer’s disease and dementia increase
happy and willing, enjoy engagement and participation
meaningful relationships- will often get married

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39
Q

down syndrome language components

A

unintelligible- phonological in nature
receptive language is stronger than expressive language
combination of phonetic (articulators) and phonemic (knowing the parts of words) issues
dysarthria- may have difficulty with rate, range, and motion of articulators
may have childhood apraxia of speech- problems sequencing of sounds (the sequencing of saying sounds)
initiation, elaboration, and linguistic aspects of narratives
short and less com[ed sentence structure
slow and delayed vocabulary acquisition
between 3-6 there is a regression of syntactic development

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40
Q

between 3-6 years of age

A

expressive language decreases

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41
Q

down syndrome is also referred to as

A

Trisomy 21

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42
Q

young children with down syndrome

A

will be unintelligible

AAC can be introduced as early as 18 months of age

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43
Q

greater severity of DS=

A

more severe speech ad language deficits

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44
Q

common characteristics from 6.5 table

A

receptive typically better than expressive language, difficulty with morphology + syntax
phonology awareness+auditory verbal memory deficits, difficulty with abstract language, limited vocab, reduced use of grammatical morphemes
chronic otitis media
65-80% have some type of hearing loss
conductive hearing loss 21-58%
sensorineural/mixed hearing loss 4-40%

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45
Q

William’s syndrome physical features

A 
small up-turned nose
long philtrum
wide- mouth with full lips
puffiness around the eyes
blue or green eye-color
white starburst pattern of the iris of eyes
small widely spaced teeth
shortening of jaw
WS presented at birth
large amigdlia in the brain
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46
Q

what causes william’s syndrome?

A

some genetic material present on chromosome 7

can be confirmed by blood test- 96% diagnosed with some degree of intellectual disability

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47
Q

William’s syndrome personality

A

hyper-social

“cocktail” speech- superficial conversation

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48
Q

prevalence of William’s syndrome

A

1 in 20,000 births males and females equally affected

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49
Q

Developmental problems

A 
feeding problems- due to low muscle tone
severe gag reflex when food enters oral cavity
tactile defensiveness (pull back when you bring spoon to them)
poor sucking ability
talking, walking, and toiling delays
excessive worrying
difficulty modulating emotions
aversion to loud noises
difficulty with visuo-spacial tasks
cardiovascular difficulties
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50
Q

strengths of William’s syndrome

A 
long term memory 
auditory memory
speech is articulate/ intelligible
less chance of high blood pressure
good syntax
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51
Q

language problems for William’s Syndrome

A 
receptive language skills cannot support expressive language- sometimes they may not understand what they are saying
incessant chatter with syntactically complex sentences
long words with sophisticated vocabulary
stereotype phrases
word finding difficulties
some with hoarse vocal quality
excessive echolalia
meaning of words compromised
circo locution
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52
Q

FISH test

A

used to identify William’s syndrome

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53
Q

Fetal Alcohol Syndrome (Fetal Alcohol Spectrum disorders) prevalence

A

CDC- estimates over 2 million people in the US have some form of FAS
1 for every 1000 to 1 in 2,400
many times the features go unnoticed until they are school aged

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54
Q

what causes FAS symptoms

A

low brain development

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55
Q

FAS physical problems

A 
retardation of physical growth
could have cranial-facial abnormalities
-velopharyngeal insufficient (VPI)
chronic otitis media
sensorineural hearing losses 
underdeveloped jaw
small teeth, malocclusion 
problems with vision, heart, kidney, and bone
-global developmental issues
hearing loss attributed to alcohol impairing the developing brain sane of infant
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56
Q

FAS mental developmental problems

A

Executive funcitoning

memory

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57
Q

FAS Personality components

A

could be seen as noncomplient

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58
Q

FAS language difficluties

A

deficits in vocabulary and pragmatics
reduced MLU
poor conversational and narrative skills

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59
Q

FAS language difficulties

A

deficits in vocabulary and pragmatics
reduced MLU
poor conversational and narrative skills
language problems attributed got lack of theory of mind
problems with mental state verbs (i.e. think)
articulation problems- due to craniofacial abnormalities + phonological disorders/ problems with sound acquisition
apraxia

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60
Q

angleman syndrome

A

severe cognitive-intellectual impairments with seizures

non-progressive genetic neurological disorder

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61
Q

angleman syndrome causes

A

at least 50% is due to a piece of chromosome 15 missing
- attributed to mother’s chromosome
this results in brain development and lacking in motor movement and language

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62
Q

angleman syndrome prevalence

A

1 in 10,000 to 1 in 25,000

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63
Q

angleman physical attributes

A 
spaced teeth
jaw protrusion
deep-set eyes
fair complexion
stiff-legged gate
jerky movements of extremities
-hand flapping
normal hearing
-some otitis media
will hold objects in mouth
poor joint attention
-eye contact
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64
Q

angleman speech and language

A

speech and langauge do not develop
-non speaking
(AAC suitable)
communication through gestures

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65
Q

angleman diagnosis

A

unrecognized at birth

diagnosed through FISH test

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66
Q

FISH test

A

florescent in situ hubidization

67
Q

angleman personality/ other symptoms

A

80% will demonstrate seizures

typically happy and affectionate

68
Q

Fragile X diagnosis

A

hereditary- X lined through mother
long are on X Chromosome
identified through blood test

69
Q

Fragile X prevalence

A

high in prevalence causing ID
males more effected 1 in 1,000
severity if in female, is much higher 1 in 2,000

70
Q

Fragile X physical attributes

A 
long face/ears
droopy eyelids
flate nasal bridge
small hands
low muscle tone
flat feet
blink rapidly
hyperextended finger/ other joints
-poor coordination
mitral valve prolaps
vision difficulties
71
Q

Fragile X personality/ other characteristics

A

hyperactivity
sensory integration
tactile defensive

72
Q

Fragile X speech/language

A 
echolalia- Hallmark of these children
perseverate (persistent with one word)
false start/frequent syllable repetition
poor sequencing/organizing
-sytax abilities
-pragmatics
speech unintelligible
73
Q

Rossetti

A

infant toddler test

“can I hold your child”

74
Q

Augmentative Alternative Communication (AAC)

A

area of of clinical practice that attempts to compensate (temporarily or permanently) for impairments or disabilities
For people with severe expressive communication disorders
E.g. speech generated devices for communication only
For people with severe expressive communication disorders
Mobile devices sign language
It can also be used for augmented input i.e receptive
-Using some sort of visual aid input
-like how mom uses a sheet with pictures to tell her so that’s what she wanted them to do or where they are going

75
Q

Number one parent concern with AAC

A

That it will stop the child from talking
AAC actually facilitates expressive communication
You are still prompting any unaided speech and nonverbal communication

76
Q

AAC can be used with

A

Stroke, TBI trach/laryngectomy, Parkinson’s, apraxia, aphasia, ALS – Lou Garricks disease

77
Q

Dave Bukelman

A

“father of AAC”

University of Nebraska

78
Q

Lyle Lloyd

A

Purdue

79
Q

Janice Light and Krista Wilkinson

A

Penn State

80
Q

Goal of AAC

A

Not to find a technological solution but help people engage in a variety of interaction

81
Q

Communication purpose

A

Communicate wants, information transfer, social closeness, social etiquette, internal dialogue

82
Q

Multimodal communication

A

Use AAC with speaking and gestures

83
Q

unaided communication

A

Communication with body gestures, facial expression, sign

84
Q

Aided communication

A

Anything outside of your body

85
Q

AAC for children that are not illiterate or too young

A

Visual graphic symbols, photographs, line drawings, pictures

86
Q

Problems with AAC

A

Time-consuming for programming
physical access issues
typical AAC speaker can only say 7 to 13 words per minute

87
Q

AAC videos

A

-anything other than speech used to communicate
SGD- speech generating devices
Can be mounted on the wheel chair

88
Q

How can I support the use of AAC?

A

Provide lots of opportunities for communications
Model the use of AAC
Wait and allow time for the child to communicate
Respond to the child’s attempts to communicate
Have fun

89
Q

Visual scene displays

A

being able to scan a picture into the AAC system and then the child can click on the parts of the photo for different responses

90
Q

Autism Spectrum disorders used to mean

A

there are different severities to characterize disorder

91
Q

DSM 5

A

refined some of the subtypes of ASD in 2012

92
Q

ASD is now

A

used as a global term- does not differentiate different severity levels

93
Q

Leo Kanner 1943 Psychologist description of autism

A 
the first to define autism 
aloof
withdrawn from social interaction
echolalia
fascination with objects
intolerable to change
normal or near normal intelligence
everyone he worked with had normal intellegance
94
Q

Asperger Syndrome

A

subtype of the ASD spectrum in DSM 4
dropped in DSM 5
but many still recognize it

95
Q

Asperger’s S characteristics

A

considered high functioning
schedule oriented
primarily a disorder of pragmatic
semantic deficits
often get in trouble for using words atypically
most likely a lot of undiagnosed people with Asperger’s
typically strong visual memory
servant abilities (super natural abilities) i.e. music
not aware/unsure of their social behaviors

96
Q

Autism Diagnosis

A

occurs frequently in families
can occur before, during, or after birth
ASD can be diagnosed by 18 months- trying to diagnose during 1st year
neurodevelopmental disorder

97
Q

prevalence of ASD

A

1 in 68

more predominant in males

98
Q

DSM 4- pervasive developmental disorder not otherwise specified (PDD-NOS)

A

children that met some of the criteria for ASD, but not all
delays in development and social communication
ruled out any type of psychiatric disorders

99
Q

infantile autism (DSM-4)

A

autism before 30 months of age

100
Q

Autistic disorder (DSM-4)

A

type of Autism that is most severe

101
Q

Heller Syndrome (childhood disintegrative disorder)

A

progressive disorder
normal developmental until age 2
after 2, begin to lose abilities until age 10 (social, emotional, cognitive, motor)
Associated with severe intellectual disabilities, dementia
Normal life expectancy

102
Q

Retts syndrome

A

Progressive neurological disorder (not fit under autism spectrum)
Shares some symptoms that can present as autism
Pervasive developmental disorder
Everything appears intact for the first 5 months of life
Then you see deficits in social, motor, and cognitive abilities
Impaired language development
neurological problems: seizures
Sudden cardiac death
Many will survive into adulthood
Hand flapping
Apraxia
Metalinguistic deficits
Major oral- motor and feeding issues

103
Q

ASD Characteristics personality

A

Primary deficits: social, emotional, communication skills
Social- pragmatics/interaction
Emotional- difficulty with regulating emotion
Communication- deficits in reciprocity
Gestural communication impaired
Problems with joint attention (precursors to comm. Development)
No interest in others
Eye contact avoidance
Want to be left alone
Deficits in ToM (theory of the Mind)-
difficulty understanding other people
Difficulty talking about own feelings
Stanley Greenspan- University of North Carolina- intervention focused upon emotions
Aloof- doesn’t seem to care for closeness unless on their terms
Imaginative play deficits
Difficulty with pretend play
Actions are repeated over and over again
-Speech and movements
Difficulty adapting to routine changes
Unusual reactions to taste, smell, sight, or sound
Sensory system deficits
Show aspects of normal development and then regress at one time
Poor proximity
Better with construction play (like Legos)

104
Q

ASD Characteristics language

A

Unaware when people talk to them
Language abilities parallel with their IQ (cognitive abilities)
Echolalia
Immediate
Mitigated
Delayed
Speech intelligibility is fine
Monotone- No rhythm, stress or intonation (suprasegmentally)
Some use idiosyncratic language- a phrase or an utterance that they use that is unique to them
Sound prolongation
Avoid social interaction
Trouble with pronouns
Him for he you for themselves I for others

105
Q

echolalia

A

a person will hear something and then they will repeat it back

106
Q

immediate echolalia

A

preserves the exact utterance they heard and then repeats it back immediately

107
Q

mitigated echolalia

A

parts of the utterance are preserved and repeated

108
Q

delayed echolalia

A

child will repeat what they heard at a later date and time

109
Q

ASD diagnosing

A

Challenging to administer a standardized test to this population
Parent-interview often used as means of assessment
SLPs so not diagnose ASD- group of professionals collaborate to make it

110
Q

Causes and risk factors of ASD

A

There are multiple causes
There is an environmental contribution
Biological contribution (brain development)
Genetic factors – higher risk if sibling has ASD
ASD occurs more frequently with Fragile X syndrome
Children born to older parents have higher risk for ASD
Can occur before, during or immediately after birth
Prescription drugs: valproicacid, thalidomide

111
Q

SCERTS model

A

Barry Prizant
Social Communication, emotional regulation, transactional support
Helping them participate in the world
At a high risk for emotional difficulties
A team of multiple disciplines makes a plan with the family
Behavior is secondary to primary communication
**is trying to understand the behavior before trying to provide remediation what is causing the behavior

112
Q

Social communication

A

Focus on joint attention
Using symbol use with them
**we are trying to provide more traditional and conventional ways to communicate with their environment
importance of developing symbolic play

113
Q

Emotional regulation

A 
Self-regulatory skills
-impact on communication
-we all need language where we use an internal dialogue to 
Mutual regulation
-teachers and SLPS can help them regulate
-holding a child's hand
-What others do to help us regulate
Recovery from dysregulation
114
Q

Transactional support

A

dynamic and on going
Interpersonal support
-How do others include them, how do we support them
Learning or educational supports
-Visual strategies- visual learning is a strength for ASD
Support to families
-Educational support, what do you need to teach the parents to help the children learn
-Emotional support
Support among professionals

115
Q

berry prizant

A

brown university

116
Q

amy wetherby

A

florid state university

117
Q

increase in ASD

A

700% in 10 years

118
Q

ASD and seizures

A

15%

119
Q

ASD and gastrointestinal problems

A

40%

120
Q

symbolic play and ASD

A

if a child has symbolic play than they will be able to understand speech because language is symbolic as well

121
Q

DSM-5

A

2013

used for diagnosis/labels- needed for repayment of services from insurance companies

122
Q

DSM-5 changes for autism

A

no longer uses aspergers or PDD-NOD, childhood disintegrative disorder, or autistic disorder
broad term of ASD now used
diagnostic # 299.00

123
Q

backlash from change

A

people are still using old labels, especially children already diagnosed

124
Q

Criteria for ASD persistent deficits in social communication and interaction

A

across multiple contexts

  1. deficits in social/emotional reciprocity
    - abnormal social approach, failure of normal back and for conversation, reduced interest, emotion, or affect
  2. deficits in nonverbal communicative behaviors used for social interaction
  3. deficits in developing, maintaining, and understanding relationships
    - difficulty adjusting behavior, imaginative play, making fiends, disinterest in others
125
Q

Criteria for ASD restricted repetitive patterns of behavior, interest, or activities

A

must have at least two of the following:

  • stereotyped or repetitive motor movements with objects or speech
  • insistance on sameness (inflexible adherence to routine)
  • highly restricted/ fixated interests that are abnormal in intensity or focus
  • hyperactivity to sensory input (indifference to pain and temperature adverse response to specific sounds or textures, fascination with lights and movement)
126
Q

other criteria of ASD

A
  • symptoms must be present in early developmental period
  • symptoms must cause cynically significant impairment in social, occupation, or other important areas of current functioning
  • deficits not explained by ID or global development delay- however can co-occur
  • social communication should be below that of general developmental level
127
Q

severity of ASD level 3

A

“requiring very substantial support”

severe deficits in verbal and nonverbal social communication skills restricted, repetitive behaviors

128
Q

severity of ASD level 2

A

“providing sustained support”
social impairments apparent
marked deficits in verbal and nonverbal communication

129
Q

severity of ASD Level 1

A

“requiring support”
noticeable impairments, deficits in social communication cause noticeable impairments
-difficulty initiating social interactions
-a person who si able to speak in full sentences and engage in communication but whose to and fora conversation with others fail
inflexibilities causes interference with functioning

130
Q

screening

A
  • eye case
  • response to name
  • lack of pointing
  • lack of pretend play
  • reduced language development
  • lack on NV communication
131
Q

evaluation process

A

relevant case history
medical evaluation
medical and mental health history of family
administer speech and language assessment
genetic testing
metabolic testing

132
Q

relevant case history includes

A

health
development
behavioral history
medical status

133
Q

medical evaluation includes

A

physical
neurodevelopment evaluation
testing of hearing

134
Q

instruments for ASD diagnosis

A

standardized test
parent/teacher/self report measures
systematic observation (naturalistic observation)
criterion referenced assessment

135
Q

assessments tests us

A

recommendations
diagnosis of and
severity level, referrals

136
Q

assessment always considered

A

ongoing

137
Q

audiological evaluation necessary

A

may be challenging to obtain valid results

138
Q

Autism screening instrument for educational planning- 3 (ASIEP-3)

A

for children 2-13.11
autism behavioral check list
sample of vocal behavior (spontaneous speech)
interaction assessments
educational assessment
functional levels (can child say in seat)
prognosis of learning rate

139
Q

Child Autism Rating Scale- 3rd edition (CARS-3)

A 
ages 2+
15 item rating scale to id autism from developmental disabilities 
through direct behavioral observation
looks at behaviors:
-relating to people
-emotional expression
-body use
-object use
-restricted interested
-adaptation to change
-taste, smell, touch
- anxiety
-fear or nervousness
140
Q

autism spectrum rating scale

A

2.5-6.18
5 point likerst scale
measures:
-socialization, communication, unusual behaviors, sensory sensitivity, self regulation, behavioral rigidity

141
Q

Gillam Asperger Disorder Scale (GADS)

A

3-22
competed by parents or professionals
help with developing behavioral objectives/goals for IEPs
normed on 371 participants

142
Q

what to look for with ASD diagnosis

A

social and pragmatic behavior!!

143
Q

dynamic assessment

A

test, train, retest

successful model for children with ASD

144
Q

most assessments are

A

criterion referenced

145
Q

functional assessment

A

looking at how communication can be enhanced, participation that is relevant to client’s life

146
Q

vertical goals are more appropriate for ASD

A

because they are focused on one goal and less intensive

147
Q

horizontal goals

A

2, 3, or 4 goals that are complimentary of each other and worked on at the same time too cognitive demanding for ID clients

148
Q

Autism and Intervention

A

social skills training/intervention
gentle touching
-natural, supportive interactions
AAC

149
Q

social skills training

A

taking turns

150
Q

AAC for intervention

A
  • ideas and concepts related to the topic displayed in pictures
  • Picture Exchange Communication System (PECS)
151
Q

PECS

A

initially designed for communication with turn-taking
become more of an AAC program
for those with little to no communication abilities
scientifically accepted and proven
fondation skills in operant conditioning

152
Q

6 phases of PECS

A
  1. child learns to communicate
  2. increasing distance between them and the comm. partner
  3. add more pictures to the board that you create, they learn to discriminate between pictures
  4. learns to produce simple sentences
  5. answering questions
  6. commenting
    - 1985 Andrew Bondy, Laurie Frost
153
Q

Oliver Wendt

A

Speak all- Purdue
-newer version of PECS that uses iPad
symbols moved to the speak window to create a communication
behavioral program

154
Q

ABA

A

can work best with beginning communicators

more naturalistic approach should be used for higher-level language

155
Q

contemporary ABA

A

using natural environment + behavioral techniques

156
Q

Autism is a disorder of

A

Theory of the Mind

157
Q

social stories

A

fits under the concept of theory of the mind
models different perspective for child with autism
something that is function that is relative to the child’s life can be represented through animation/a story that you come up
so they can understand the feelings of others

158
Q

comic strips

A

teach child about specific concepts

similar to social stories

159
Q

lack of understanding emotions

A

therapy target could be to understand and express emotion

160
Q

board maker

A

Picture Communication System

161
Q

DSM-5

A

category for social-pragmatic disorder

162
Q

Mand

A

for of prompt to elicit communication

“say I want a cookie”

163
Q

Parallel talk

A

providing naturalistic interactions

SPAA 371 (11 decks)

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