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Peds Eval > Week 12 - Social Participation > Flashcards

Week 12 - Social Participation Flashcards

1
Q

social participation includes engagement in which 3 things?

A
  • activities
  • interpersonal interactions
  • relationships
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2
Q

approaches or initiates interaction with the social partner in a manner that is socially appropriate

A

approaches/starts

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3
Q

effectively terminates the conversation or social interaction, brings closure to the topic under discussion and disengages or says good-bye

A

concludes/disengages

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4
Q

produces spoken, signed, or augmentative (ex: computer-generated) messages that are audible and clearly articulated

A

produces speech

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5
Q

use socially appropriate gestures to communicate/support a message

A

gesticulates

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6
Q

speaks in a fluent and continuous manner, with an even pace (not too fast, not too slow) and without pauses or delays during the message being sent

A

speaks fluently

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7
Q

actively positions or turns the body and face toward the social partner or person who is speaking

A

turns towards

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8
Q

makes eye contact with the social partner

A

looks

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9
Q

positions self at an appropriate distance from the social partner during the social interaction

A

places self

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10
Q

responds to and uses touch or bodily contact with the social partner in a manner that is socially appropriate

A

touches

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11
Q

does not demonstrate irrelevant, repetitive, or impulsive behaviors that are not part of social interaction

A

regulates

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12
Q

requests relevant facts and information and asks questions that support the intended purpose of the social interaction

A

questions

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13
Q

keeps conversation going by replying appropriately to questions and comments

A

replies

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14
Q

reveals opinions, feelings, and private information about self or others in a manner that is socially appropriate

A

discloses

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15
Q

displays affect and emotions in a way that is socially appropriate

A

expresses emotion

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16
Q

expresses differences of opinion in a socially appropriate manner

A

disagrees

17
Q

uses appropriate words and gestures to acknowledge receipt of services, gifts or compliments

A

thanks

18
Q

handles transitions in the conversation smoothly or changes the topic without disrupting the ongoing conversation

A

transitions

19
Q

replies to social messages without delay or hesitation and without interrupting the social partner

A

times response

20
Q

speaks for reasonable periods given the complexity of the message sent

A

times

21
Q

takes his or her turn and gives the social partner the freedom to take his or her turn

A

takes turn

22
Q

uses a tone of voice, dialect, and level of language that are socially appropriate and matched to the social partner’s abilities and level of understanding

A

matches language

23
Q

responds to gestures or verbal messages signaling that the social partner does not comprehend or understand a message and ensures that the social partner is following the conversation.

A

clarifies

24
Q

acknowledges receipt of messages, encourages the social partner to continue interaction, and encourages all social partners to participate in social interaction.

A

acknowledges and encourages

25
Q

expresses a supportive attitude toward the social partner by agreeing with, empathizing with, or expressing understanding of the social partner’s feelings and experiences

A

empathizes

26
Q

uses goal-directed social interactions focused on carrying out and completing the intended purpose of the social interaction

A

heeds

27
Q

prevents ineffective or socially inappropriate social interaction

A

accommodates

28
Q

prevents problems with ineffective or socially inappropriate social interaction from recurring or persisting.

A

benefits

29
Q

much more structured, requires certification, focuses on helping parents play the role of teaching different social interaction skills, helps them develop metacognitive strategies

A

RDI (Relationship Development Intervention)

30
Q

based on ABA principles, involves teaching procedures, emphasis on teaching relationship development

A

Early Start Denver Model

31
Q

parent-assisted program, has a CBT foundation

A

PEERS

32
Q

developed by OTs, self-regulation program, identifies and helps children build their overall awareness of regulation level and associates it with different times of the day and activities during the day

A

The Alert Program

33
Q

helps with emotional control, tied together with social thinking curriculum

A

zones of regulation

34
Q

apps, virtual reality, robotics, computers, etc.; tend to be particularly successful with kids on the spectrum

A

robotics

Peds Eval (22 decks)

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