Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
105 Cards in this Set
- Front
- Back
Prematureand misleading to claim that any one __________ is better than another for ASD |
treatment |
|
Intervention should be individualized to match a child's... (2) |
o Currentdevelopment level o Profileof learning strengths and weaknesses (from assessment) |
|
Intervention should directly address these 3 core characteristics of ASD |
o Communication o Socialinteraction o Restrictedpattern of interest |
|
Approaches should be derived from a variety of sources (2) |
o Clinicaland educational practice o Empiricalresearch |
|
Most interventions fit into the following categories (2) |
1. Traditional Behavioral Interventions 2. Social-Pragmatic Developmental Interventions |
|
Traditional Behavioral Interventions are very... |
structured |
|
Pros of Traditional behavioral interventions (4) |
· Cleargoal in mind · Easydata collection/predetermined outcome · Easy toteach skill · Parentsappreciate ABA for a while |
|
Cons of Traditional behavioral interventions (4) |
· Contextdriven · Limiting(you can only look for prescribed thing) · May behard for language/social skills · Kids endup looking like robots |
|
Social-Pragmatic Developmental Interventions are less... |
structured |
|
Social Prag Dev intervention follow... |
child's lead |
|
Pros of Social-Pragmatic Developmental interventions (2) |
· Betterfor language skills · Can be usedafter traditional behavioral therapy |
|
Cons of Social-Pragmatic Developmental interventions (6) |
· Subjectiveright/wrong responses · Hard towrite goals around pragmatics· Followingchild’s lead requires the child to do something/can get out of control · Learnedhelplessness · Doesn’tlook like therapy · Requireslots of skills to naturally integrate goal |
|
AAC (in general) |
An areaof clinical practice that attempts to compensate either temporarily orpermanently for the impairment and disability patterns of individuals withsevere and expressive communication disorders |
|
AAC is used with client who... |
have complexcommunication needs (multiple handicaps) |
|
AAC system is... |
o Anintegrated group of 4 components including symbols, aids, strategies, andtechniques o Used byindividuals to enhance communication |
|
Effective communication is multi... |
modal |
|
AAC is not used to replace communication, but to... |
supplement current communication |
|
Low tech |
o Non-electrical o Communicationboards/books o Scheduleboards o Eye gazeboards o Containssome form of symbols |
|
High tech |
o Electronicor battery required o Usuallyhas voice output o May haveprint output o Containssome type of symbols |
|
VOCA |
voice outputcommunication aid>Ji$r |
|
SGD |
speech generatingdevice |
|
o iPad vs.Dedicated Speech Device |
§ iPad pros/cons = looks normal, affordable,easier to make changes, uses multiple apps, distractibility with games,insurance will not cover costs, good for screener, no research to support § DSD pros/cons = compatible with technology,grow with communication level and child, you design it for what you want, longprocess to get |
|
______% of kids with ASD are non-verbal |
50 |
|
3 goals should be the focus for AAC and ASD |
1. Teachthe child to become a better communication partner 2. Createan environment that lessens the child’s communication, behavioral, and socialdifficulties 3. Developskills that support participation |
|
AAC - Teachthe child to become a better communication partner (4) |
- Pragmatic challenge (don’t understand conceptof communication partner) - Initiate, maintain and end conversations - Include pauses, eye contact, prosody deficits - Focus on visual strengths (always use visualrepresentations in breakdowns) |
|
AAC - Createan environment that lessens the child’s communication, behavioral, and socialdifficulties (2) |
- Much like hearing impairment – what iseffective forum? - The more predictable you can make theenvironment, the better |
|
AAC - Develop skills thatsupport participation (1) |
- Use of big mack or pictures to participate instory time |
|
Goals of AAC Assessment (3) |
o Identifythe current unmet communication needs of the individual o Identifyand predict the future unmet communication needs of an individual o Come up with plan to address those needs |
|
Iconcity - 3 levels |
Level 1= transparent (easily distinguished between symbol and referent) Level 2= translucent (not as easily recognizable but still somewhat close to referent) Level 3= Opaque (even with explanation, difficult to see how symbol stands forreferent) |
|
Advantages of Manual signs (4) |
- Iconic-signs typically “look like” what theystand for - Easy to teach and prompt (ease of modeling, notcomprehension) - Takes advantages of visual strengths (eliminates frustration with auditory) - No aid for the child to keep up with |
|
Disadvantages of Manual signs (3) |
- Requires solid imitation skills (usually not astrength with this population) - Everyone doesn’t know signs (limitscommunication partners) - Requires pretty good gross and fine motorskills (not a strength- clumsy) |
|
Practical Application of Manual Signs (5) |
· Modelthe target sign consistently · Use handover hand modeling when needed · Reinforcethe behavior · Uselanguage bombardment just like you would with spoken language · How longdo we teach single words vs word combinations? |
|
Advantages of Graphic Symbols (3) |
- Visually processed - Can easily adapt symbols - Iconicity for user and partner (does not limitconversation partners) |
|
Disadvantages of Graphic Symbols (2) |
- Can become cumbersome (too many to organize) - Iconicity for partner and user |
|
Practical application of Graphic Symbols (5) |
- Use symbols for schedule boards - Communication notebooks - Choice making – most frequent use of graphicsymbols - Input and output - Consider the language skills to determinesingle words vs word combinations |
|
Advantages of Speech Generating Devices (4) |
- Provides a voice - Technological abilities - No longer requires good motor skills to access(can even set latency for touch) - Environmental controls (lights, MP3, TV channels) |
|
Disadvantages of Speech Generating Devices (4) |
- Requires extensive training for user and family(intimidating) - Technology doesn’t always work for when we needit (tech support) - Often not adequate in noisy situations - Cost |
|
Practical Application of Speech Generating Devices (6) |
- Begin by pairing device with known reinforcers during meaningful interactions - Model the target icon consistently - Use hand over had modeling when needed - Reinforce the behavior - Use language bombardment just like you wouldwith spoken language - Use for input and output |
|
Gesture dictionary |
Documentstraditional and untraditional gestures of an individual |
|
Gesture dictionary good for anyone with... |
severespeech/language issues |
|
Why CLD considerations with AAC? |
- Differentcultures view individuals with disabilities differently - Differentcultures view technology differently - Symbolsneeded may not be adequate for bilingual individuals - Somecultures may see pictures as offensive |
|
Behavior Learning Theories - Focus |
how the environmentimpacts an individual’s behavior and how that individual responds to stimuli inthe environment (you are a blank slate that the environment impacts) |
|
General Assumptions of Behaviorist Theories (6) |
· Principlesof learning imply equally to different behaviors and to different species ofanimals (learning is universal) · Learningprocesses can be studied most objectively when the focus of the study is onstimuli and responses (outward behaviors)· Internalcognitive processes are largely excluded from scientific study · Organismsare born as blank slates · Learningis largely the result of environmental events · Aculturally universal theory |
|
General Implications of Behaviorist Theories |
· Emphasis on behavior - Individuals are active respondents that aremost likely to learn when they have a chance to behave (you can’t learn withoutopportunities to show you’ve learned) · Only measurable behavior changes can confirmlearning has taken place · Drill and practice - Repetition of stimulus-response habitsstrengthen those habits · Breaking habits - Satiation vs. extinction = Satiation breaks reinforcement of habit (notmotivated anymore) · Rewards - Important to reinforce learning |
|
Contingencies |
the relationshipbetween a behavior and the preceding and following environmental events thatinfluence a behavior |
|
Basic Components of Behavioral Contingencies |
- Antecedent = the stimulus that precedes thebehavior - Behavior = the behavior emitted in response tothe stimulus - Consequence = the positive or negativeconsequence of the behavior |
|
Four possible functions of behavior: (EATS) |
o Escape o Attention (good or bad) o Tangible seeking o Sensory seeking |
|
DiscreteTrial Training (DTT) commonly used within... |
Applied Behavior Analysis (ABA) |
|
ABA is... |
a discipline devotedto using principles of learning theory to address socially important problems |
|
In the beginning stages of ABA, DTT is the mainintervention procedures (4) |
- One to one interaction in a distraction-freeenvironment (allows them to focus) - Clear and concise instructions - Highly specific procedures for prompting andfading - Immediate reinforcement |
|
Targets of DTT (4) |
- Learning skills - Language skills - Social skills - Cognitive skills |
|
Steps of DTT (5) |
1. Antecedent 2. Prompt (verbal, gestural, etc.) 3. Response (behavior of child) 4. Consequence for a correct response/incorrectresponse (reinforcement) 5. Inter-trail interval (break) |
|
DTT is common treatment for... |
for individualsimpacted by severe ASD who display self-injury and aggressions |
|
DTT - Types of Trials |
o Full Gestural Trials (most intrusive) - Teacher places one red and one blue card on thetable and says “point to red” (antecedent) - Teacher then immediately points to the red card(full gestural prompt) - Child responds by pointing to red (response) - Teacher says “That’s right! Good Job!”(consequence) - There would be a very short pause before a newDTT would begin o Partial Gestural Trials - Same as above, but teacher gestures halfwaytoward the red card o Independent Trials - No prompts given |
|
Benefits of DTT (8) |
o Scientifically based instruction o Can be individually tailored (motivators,breakdown of steps, etc.) o Increases functional behavioral responseo Decreases nonfunctional behavioral response o Repetitive instruction builds up individual’sbehavioral and skill repertoire o Gives predictable structure to the learningenvironment o Creates a large number of learningopportunities o Can be conducted in many different settings |
|
Disadvantages of DTT (5) |
o Time commitment - EBP = 60 hrs per week o Very expensive (need ABA specialist) o Lack of resources/availability o Contrived treatment situation (notnaturalistic) o Generalization to other environmental contextsmore difficult to achieve |
|
Shaping |
- Reinforcement of successive approximation tobehaviors - Primary reinforcers then social reinforcers |
|
PivotalResponse Treatment (PRT) |
· Another behavioral treatment intervention basedon the principles of ABA (not part of ABA, just influenced by it) · Provides a guideline for teaching skills andhas been most successful for language, play, and social interaction skills inchildren with ASD |
|
PRT is loosely... |
structured andnaturalistic |
|
What are pivotalbehaviors? |
o Behaviorsthat are central to a wide range of a child’s functioning, and when supported,are believed to produce improvement in many targeted and non-targeted behaviors |
|
4 pivotal behaviors |
- Motivation - Responsivity to multiple cues - Self-management - Child self-initiations |
|
PRT Steps for Implementation (4) |
- Motivation - Respondingto multiple cues - Self-Managementto increase positive behaviors - Promotingself-initiations |
|
Main components of PRT (6) |
- Choice Shared control to increase motivation - Clear and uninterrupted instructions or opportunities Help sustain attention - Reinforcement of approximations/attempts - Reinforcement has a specific relationship to the desired behavior is through natural reinforcement - Instruction should be developmentally appropriate, sometimes challenging the child and sometimes asking for something the child understands - Include multiple components when appropriate Using two different objects that may elicit same verbal response |
|
Benefits of PRT (2) |
- Children who are less impaired can have benefit - PRT can continue to be relevant acrossdevelopmental trajectories (can be tailored easily) |
|
Similaritiesof DTT and PRT(6) |
Both treatments - Are rooted in behavioral theory - Can be individualized - Focus on individual’s response to theenvironment - Require specialized, skilled trainers - Are expensive and time consuming - Are very challenging approaches |
|
Behaviors targeted with Social Stories (3) |
- Any behavior that requires an increasedknowledge of social expectations - Reducing disruptive behaviors such as tantrums,aggression, echolalia, and self-injury - Increasing social behaviors such as initiatingbehaviors, engagement with peers, appropriate play |
|
3 parts of social story |
· Title · Intro that explicitly identifies the targetbehavior · Conclusion that summarizes and reinforces theidea |
|
Sentence types (6) |
1.Descriptive = gives basic or background information 2.Directive = gives the child direction (gives another way) 3.Perspective = provides insight to others’ feelings and reactions 4.Affirmative = expresses commonly shared beliefs (generally speaking, ex.“people nod when they talk”) 5.Control = help the student recall information (reminders) 6.Cooperative = identify how others will help |
|
Sentence Ratio |
BasicRatio = 2-5 descriptive, perspective, and/or affirmative for every 0-1directive CompleteRatio = 2-5 descriptive, perspective, and/or cooperative for every 0-1directive or control |
|
Advantages of social stories (6) |
- Developed specifically to address ASD socialdeficits - Tailored to individual and specific needs - Is time and cost efficient/flexible - Plays to the child’s visual strengths - Less invasive than other interventions - Said to address deficit in theory of mind |
|
Concerns with social stories (2) |
- Supportive data is anecdotal rather thanempirical § Limitations of studies due to individualization - Benefit depends on skill of writer and writer’sunderstanding of ASD, as well as the writer’s ability to take an autisticperspective |
|
Social stories - errors to avoid (5) |
- Including too many directive sentences inproportion to perspective and descriptive sentences - Stating directive sentences in inflexible terms(use “I will try to”) - Writing above the person’s cognitive/developmental age - Not being thorough enough in describing eitherthe situation or the desired behavioral response - Too many behaviors in story |
|
Sexual Education - Social stories |
- Sex ed lacks concrete teaching methods andusually uses abstract talking - Must be planned and systematic for ASD - Necessary to help prevent sexual abuse, STDs,and unwanted pregnancies |
|
3 Major components sex ed |
- Health and hygiene (every day and sexual) - Relationships(feelings and expressions, friendship and intimacy) - Self-protection/advocacy (personal rights,protection against abuse) |
|
Cartooning/comic stripping - colors |
Green = happy Red = anger Blue = sad Purple = proud |
|
6 Phases of PECS |
- Phase I: Teaching the Physically Assisted Exchange - Phase II: Expandingspontaneity - Phase III: Simultaneous Discrimination - Phase IV: Building Sentence Structure - Phase V: Responding to “what do you want?” - Phase VI: Commenting in response to questions |
|
PictureExchange Communication (PECS) |
ABA based system that teaches children toinitiate communication and respond to the communication of others |
|
Goals of PECS |
- Helps the child spontaneously initiatecommunicative interaction (picture exchanges usually focus on responses) - Helps the child understand the function ofcommunication (everyone has a role) - Develops communicative competency (not justresponse, but initiation and commenting) |
|
Advantages of PECS (6) |
- Helps to jump start language - Addresses both the communicative and socialdeficits of ASD - Well-suited for pre-verbal and non-verbalchildren (different language levels) - Semantics of PECS more like spoken languagethan signing - There is a picture for each word - Iconic/easily understandable |
|
Errors to avoid for PECS (3) |
- Failing to strictly adhere to the teachingprinciples in phase I (requires lots of patience/persistence) - Tendency to rush through phase I - Inconsistent implementation in classroom and athome |
|
VideoModeling |
Predetermined skill or behavior is developed asa result of watching images of someone demonstrate the skill/behavior |
|
Characteristics - Video Modeling (4) |
1. Peer, adult, character as model (self-modelingindividual serves as model) 2. Behaviors demonstrated always positive - Not everyone agrees (benefits also in showingnegative behavior) 3. Evidence to support its use across all agesabove 2 ½ and all severity levels 4. May not be as effective for severe cognitivedelays |
|
3 main types of video modeling |
1. Adult/peer 2. Self-modeling 3. Point of view modeling |
|
Adult/peer VM |
§ Adults and age matched peers or siblings asmodels § Models demonstrate a desired skill/behavior § Strong research for evidence of peer modeling § Adults provide more appropriate model, but canrelate to peers more § Not always, but usually social situation (eyecontact, non-verbal communication, etc.) § Easier to demonstrate social skills (definitestart/end) § Demonstrated via natural interaction orscripted role play |
|
Self-modeling VM |
§ Observer is the model § Child must be demonstrating appropriatebehavior, which often requires editing (for younger ones) § Can be obtained by scripted role play § Often scripts and preparation are needed § Can be demonstration of new skill or refiningold skill |
|
Point of view modeling VM |
§ Video instructions given from perspective ofthe viewer § Camera held at eye level of the viewer § Doesn’t require editing or preparing anyone tobe filmed |
|
How to do video modeling |
- Behavior must first be identified - Type of modeling that will be used isidentified - Depending on type of modeling, preparationsmust be made to shoot the video - The video is then edited if needed - The clinician and the child view the video |
|
crucial element invideo modeling |
teachingwhile/after viewing the video (talk about antecedent, behavior, consequence)-left |
|
Important for ASD children to... (3 main things) |
o Gain independence o Become his own thinking o Make connections and associations |
|
· We know that ASD children tend to be (3) |
o Reliant on others o Responders o Lacking in imitation skills |
|
· Operant conditioning |
Theuse of consequences to modify the occurrence and form of behavior - Intentionally set up environment foropportunity to initiate - Reinforcement increases the likelihood of thebehavior occurring again |
|
NoBiggie |
§ Don’t sweat the small stuff or the stuff youcan live with § Is it actually important right now? |
|
Yeses |
§ The more the merrier § “Yes, you can XX, as soon as you finish these 3things” |
|
Choices |
Alwaysmake your choice legitimate |
|
Choicesfor turn |
· You pick one book, I’ll pick one- |
|
Choicesfor order |
· Which do you want to do first? |
|
Choicesthat are irrelevant to you |
· Do you want red or blue? |
|
Choicesto look like he’s getting something special |
· Do you want Thomas or paper? |
|
Choicesfor quantity |
· Do you want to do 6 or 10? |
|
Link memory with... |
emotion |
|
Organization is... |
key |
|
ASD kids and environment (4) |
- Need interest and novelty - Something to talk about - Work areas need to be cleared of excess - Time to go |
|
Sometimes you need to stick your ground |
- When a child really wants something - When it’s a reasonable task - When it’s the step to the new skill - When it’s part of a specific behavioral plan |
|
Your plan won’t work every time |
- Step one: keep your eyes open - Step two: start with a wait - Step three: plan the “out |
|
How to plan the out - possibilities |
- Maybe provide a choice ( so you’ve modeled) - Maybe play the guessing game (you’ve reducedthe skill needed) - Maybe give permission (I need you to take thisone) - Maybe hand over hand (but do it fast, and thankthe child for the good work) - Maybe get something out of his system (so youcan both move on) |