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169 Cards in this Set
- Front
- Back
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Who is best qualified to perform a diagnosis of autism?
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Licensed and experienced professional, such as neurologist, psychologist, developmental pediatrician (Chap 2)
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Educators are responsible for:
a. giving a diagnosis of ASD b. conducting assessments for educational treatment planning c. qualifiying a student for special education d. developing educational goals and objectives in assessed area of need e. helping parents advocate for regional center services f. helping the parents advocate for medical services |
b. assessments for ed treatment
c.qualifiying student d. developing goals and objectives (Chap 2) |
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When methodology is a dispute, typically the __________ is given deference on selecting educational intervention to use.
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educator/professional
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According to the NRC and recent case law, ______ hours per week has been shown to be adequate intensity to result in educational benefit.
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25-27 hours
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When a parent presents information from an independent evaluation, the IEP team:
a. can chose to ignore the information b. must consider the information c. must do what is suggested in the evaluation |
b. must CONSIDER the information
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According to the DSM IV TR, the 3 main areas of impairment in ASD are ___, ___, and ____.
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>communication
>social reciprocity and relatedness >abnormal or stereotypic patterns of behavior or routines (Chapter 1) |
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The average age of diagnosis for Autistic disorder is ____, and for Asperger Syndrome it is_____.
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Autistic Disorder: 3 yrs
Asperger syndrome: 8-12 yrs (Chapter 1) |
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Data from the Centers for Disease Control in 2007 indicate autism affects 1 in every _____ children.
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150
(Chapter 1) |
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It is estimated that ____% of children with autism have cognitive impairment.
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70%
(Chapter 1) |
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Which of the following has more strict criteria?
a. DSM IV Medical Diagnosis b. Educational Qualifying Disability using Ed Code description of Autistic Like |
a. DSM IV
(Chapter 1) |
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Which of the following are possible causal factors of ASD according to current viable medical research findings?
a. genetics b. environmental agents c. MMR vaccine d. neurological defects e. maternal stress during pregnancy f. paternal smoking or alcohol use |
a. genetics
b. environmental agents d. neurological defects (Chapter 1) |
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In the 1987 Lovaas Study ____% of the treatment group had a "Best Outcome."
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48%
(Chapter 1) |
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In the 1993 Smith replication of the Lovaas Study ___% of the treatment group had a "Best Outcome".
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13%
(Chapter 1) |
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Smith found the BEST predictor of "Best Outcome" in a treatment group was which of the following?
a. pretreatment IQ b. Rate of learning once intervention had begun c. ability to play with toys d. willingness to stay in the proximity of others |
b. rate of learning
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In the Eikseth comparison study, what were some of the missing components that may have resulted in greater success of ABA over eclectic?
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>parent training
>fidelity and supervision >manualized treatment targets >communication between team members (Chapter 1) |
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Johnny has an overreation to touch and often says it feels like someone is burning him. This can BEST be described as:
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tactile defensiveness
(Chapter 3) |
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Sydney often becomes agitated and upset when she is picked up or asked to sit in a chair that is too big for her. She appears to have trouble with her ____ system.
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vestibular
(Chapter 3) |
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Owen protests his work when he has to write. He often breaks his pencil lead and tears his paper when he erases. He appears to have trouble with his _____ system.
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proprioceptive
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_______ is the ability to control responses to emotional states in a socially acceptable manner and regain composure quickly.
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Emotional regulation
(Note: with support, it is called "mediated regulation".) (Chapter 3) |
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List the order of the development of "Emotional Regulation" from earliest strategies to most advanced.
B______ L______ M______ |
Behavioral regulation
Language Metacognitive (Note: persons with ASD get stuck, exhibit behaviors 1/3 to 1/2 actual age.) (Chapter 3) |
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What is Theory of Mind?
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the knowledge that other people have thoughts or feelings that are different than your own
(Chapter 3) |
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What does it mean to have a delay in ToM?
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inability to understand that other people may have thoughts or feelings that are different than your own. (A 3-yr-old is usually developing ToM.)
(Chapter 3) |
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What is Central Coherence?
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the ability to draw together diverse information to construct higher level meaning in context.
(Chapter 3) |
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What does it mean when we say people with ASD lack Central Coherence?
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Persons with ASD may experience a fragmented perceptual input which is characterized by local rather than global coherence of thoughts and ideas.
(Chapter 3) |
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What are Executive Functions?
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>organization
>planning >prioritizing >flexibility >inhibiting responses (The "secretary" of the brain) (Chapter 3) |
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List some of the typical strengths for children with HFA/AS:
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phonics, grammar, spelling, calculation, focused attention, following rules, decoding, punctuation, following procedures, vocabulary, rote memory
(Chapter 3) |
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List some of the typical weaknesses for children with HFA/AS:
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perspective, organization, concepts in math, working memory, comprehension, legibility, word problems, shifting attention, empathy, figurative language
(require abstract thinking, inference, ToM, central coherence) (Chapter 3) |
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Consequences that increase the likelihood of a behavior occuring again are called ____.
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reinforcers
(It's not a reinforcer unless it WORKS.) (Chapter 4) |
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(ABA)
3 ways to increase a student's motivation to learn are: |
>Establish rapport
>Assess motivators >Pair rewards with verbal/social praise also - >make it visual >use naturally occuring rewards if possible (Chapter 4) |
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Breaking a skill down into steps is called a ___ ____.
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task analysis
Chapter 4 |
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Rewarding successive approximations toward a desired response is called _____.
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shaping
(Chapter 4) |
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When selecting prompts to use with a student on the autism spectrum, the most important consideration is whether you will be able to fade the prompt or transition it to the natural cues.
True or False |
True
(Chapter 4) |
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When recording prompt levels, a MOST to LEAST hierarchy is best used when you are assessing or probing a new skill.
True or False |
False
Probe or assess new skill= least to most teach = most to least (Chapter 4) |
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Generalization means:
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the child is able to perform the appropriate response when the materials or setting is slightly different than those that were used for the training.
(Chapter 4) |
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Error Correction means:
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should provide the students with information that will help them get the correct answer on the next attempt.
a learning experience for the student, not just fixing the problem. (Chapter 4) |
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An error means that the child is just not motivated to do the task.
True or False |
False
The student may not have sufficient skills to perform the task. (Chapter 4) |
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Noncompliance means that the child is making mistakes due to insufficient learning.
True or False |
False
Could be lack of motivation. (Chapter 4) |
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The least restrictive placement for a child with ASD is in the mainstream or full inclusion setting.
True or False |
False
The IEP team makes the decision. (Chapter 5) |
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An accomodation DOES or DOES NOT lower the difficulty or state standard.
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Does NOT lower the standard or difficulty.
An accomocation allows a child to demonstrate mastery on standards IN A DIFFERENT WAY. It gives access to the materials. (Chapter 5) |
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A modification DOES or DOES NOT lower the difficulty or state standard.
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DOES.
A modification fundamentally lowers the standards or expectations. Student will not demonstrate mastery of the standard. (Chapter 5) |
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Examples of an Accomodation would be:
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reduced amount of work, alternative input (keyboard, oral), isolated environment, questions read aloud
(could be academic or ecological) |
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Examples of a modification might be:
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alternate curriculum, alternative assessment, decrease complexity, read aloud comprehension passage
(Chapter 5) |
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Visual strategies work well for children with ASD because they provide a compensatory tool for problems with working memory, capitalize on their visual strengths and provide support for organizational deficits that are common in ASD.
True or False |
True
(Chapter 5) |
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Visual strategies shouldonly be used with very young children or those who are nonverbal.
True or False |
False
(Chapter 5) |
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2 simple strategies to practice in working with all learners on the autism spectrum are:
Make it _____. Keep it _____. |
Make it VISUAL.
Keep it SIMPLE. (Chapter 5) |
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Bobby has HFA. He is fully included in 3rd grade and has just moved to a new elementary school. As the special educator supporting Bobby, describe the actions you might take to ensure academic and social success for him.
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Possible answers: written/visual schedule, preferential seating, visual strategies on the wall, teach to ask for frequent breaks, social skills training, strategy rehearsal, observation on playground, train to ask for help, graphic organizers, headphones for noise control, frequent conferences with parents and IEP team, info from former teacher, share IEP info with gen ed teacher, peer awareness training/peer buddy.
(Chapter 5) |
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What is Functional Communication?
_____ _____ _____ _____ |
>communication that takes place between 2 people
>reinforcement is mediated by another person >results in direct or social rewards >fundtional= purposeful for the STUDENT (Chapter 6) |
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What effect should teaching Functional Communication have on the occurance of problematic behaviors?
Increase No effect Decrease |
decrease
(Chapter 6) |
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What are the 2 most common FUNCTIONS of behavior, including communication behavior?
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>to GAIN access to a reinforcer
>to ESCAPE a punisher (Chapter 6) |
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List forms that requesting can take:
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pointing, signing, giving a picture or icon, vocally saying object name - single word, sentence, approximation, pushing a button, type word, etc.
(Chapter 6) |
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What are some examples of CONTRIVING antecendents to increase child motivation to communicate?
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reinforcers out of reach but in sight
start desired activity, then pause give part of what they need, not all give out small portions create a need for assistance offer the wrong thing This is the ART of SETTING UP THE ENVIRONMENT (Chapter 6) |
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What does PECS stand for?
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Picture Exchange Communicaton System
(Chapter 6) |
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What is the goal of PECS?
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to teach functional communication
(Chapter 6) |
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Why are Listener Skills hard for people with ASD?
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>Social reinforcement is not meaningful.
>Verbal information is hard to interpret (auditory processing) >attention, working memory, and executive functioning are impaired (Chapter 6) |
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What strategies can help with listener skills?
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>make it visual (antecedent)
>pair with meaningful reinforcement (consequence) (Chapter 6) |
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What 4 questions does a Work System answer?
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>what do I do?
>How much do I do? >When am I done? >What do I do next? (Chapter 6) |
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When assessing behavior that interferes with learning, one should look at the task being presented, the environment, the function of the problematic behavior and the functional communication skills and abilities of the students.
True or False |
True
(Chapter 7) |
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The best way to change behavior in the long run is to punish or ignore the bad behavior.
True or False |
False
(Chapter 7) |
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The replacement behavior that a student must learn has to serve the same purpose for the student as the problematic behavior did.
True or False |
True
(Chapter 7) |
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Johnny is throwing his pencil to escape or avoid writing. The best thing to teach Johnny to change this behavior in the long run is:
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teach him how to ask for a break or an alternative activity. You must teach something that has the same purpose - to escape or avoid writing.
(Chapter 7) |
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Owen begins to cover his ears and flap his hands when he is not able to open his lunch items. Typically a teacher sees him and comes over to open his lunch items. The best thing to teach Owen to change this behavior in the long run is:
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teach him to ask for help, and/or teach him how to open his lunch items.
(Chapter 7) |
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Sydney drops to the ground when it is time to come in from recess. A strategy for prevention of this behavior that is worth a try is:
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Ideas - Teaching Sydney to ask for more recess time, using a visual timer, reinforcing Sydney for coming into the classroom
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If you are working with students who exhibit SERIOUS BEHAVIOR you should:
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>Ask your SELPA for training in approved emergency intervention and prevention curriculum
>ask for training in the Behavior Intervention Plan that should be in place (Chapter 7) |
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How do you know if you Behavior Support Plan is working?
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DATA is the only way to know if it is working. When the data for use of the Replacement Behavior exceeds the data for the problematic behavior, the plan is working.
(Chapter 7) |
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There is scientific evidence that the brains for people with autism are
a. the same as people without autism b. have differences from people without autism |
b. have differences
Autism is a NEUROBIOLOGICAL disorder. (Chapter 1) |
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What are some Co-Morbid conditions associated with autism?
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cognitive delays, seizure activities, genetic disorders (FragileX, Retts), functionally nonverbal, anxiety, depression, immunological weaknesses/ allergies, sensory processing disorders.
(Chapter 1) |
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Autism occurs in a ratio of ____ male(s) : 1 female.
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4 males: 1 female
Chapter 1 |
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Why has there been an increase in the rates of autism?
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>autism is a relatively new catagory - prior to 1975 they were labeled as MR
>DSM IV broadened disability to include PDD-NOS, Autism, and Aspergers >1990 IDEA made autism a qualifying disability for SPED HOWEVER, there is something more going on.... >increased awareness >movies, books, advocacy groups >genetics? >environmental factors? >autism could have multiple etiologies (Chapter 1) |
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The Educational Disability of Autism is...
1. Described in the Education _____. 2. Used to determine ______ for special education services 3. IS / IS NOT a medical diagnosis 4. determined by the ____ team. |
1. Education Code
2. eligibility for SPED 3. NOT a medical diagnosis 4. IEP team (Chapter 1) |
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According to the Educational Disability of Autism, educational performance does not only mean academic performance. Areas could include: ___, ____, and ____ and ____ domains.
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development
academic behavioral and social (Chapter 1) |
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According to the DSM IV TR Diagnosis of Autistic Disorder, the student must meet criteria in all three of these areas:
S_____ I________ C______________ R_____ and R______/ S_____ P_____ of B_____ |
Social Interaction
Communication Restrictive and Repetitive/Sterotyped Patterns of Behavior (Chapter 1) |
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According to DSM IV Diagnosis of Autistic Disorder, the student must have at least 2 of the following in the catagory SOCIAL INTERACTIONS:
impaired use of N____ behavior impaired P___ relations limited S____ of enjoyment limited social or emotional R____ |
nonverbal behaviors
peer relations sharing of enjoyment social or emotional reciprocity (Chapter 1) |
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According the DSM IV Diagnosis of Autistic Disorder, the student must have at least 1 of the following in the COMMUNICATION catagory:
D____ of development of spoken language impairment in C____ R___ use of language or I___ language and prosody lack of varied make believe P__ |
Delay of language development
impairment in Conversation Repetitive use of language or Idiosyncratic language lack of varied make believe Play (Chapter 1) |
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According to SDSM IV Diagnosis of Autistic Disorder, a student must have at least 1 of the following from the catagory RESTRICTED AND REPETITIVE / STEREOTYPED PATTERNS OF BEHAVIOR:
restricted I____ adherence to non-functional R___ stereotyped M___ mannerisms P___ with parts of objects |
Restricted interests
nonfunctional Routines Motor mannerisms Preoccupation with parts of objects (Chapter 1) |
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High Functioning Autism has:
All the symptoms of A___ D___ D____ in early language N____ cognitive functioning |
symptoms of Autistic Disorder
Delay in language Normal cognitive function (Chapter 1) |
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List some of the traits of Asperger's Syndrome:
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>normal early language development acquisition
>normal to above normal cognition >pragmatic language and prosody are odd >poor motor coordination >often have extreme preoccupation with 1-2 topic areas >often mistaken for ADD / ADHD |
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National Research Council (2001) reported:
Approaches that vary in philosophy and practice may be equally effective. True of False Approaches should fall along a continuum. True or False |
True
True (Chapter 1) |
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Natural-Behavioral teaching approaches use the strategy of:
a. child-selected object or activity b. teacher-selected object or activity |
a. child-selected
(Chapter 1) |
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Benefits and drawbacks of a naturalistic-behavioral approach include:
a. can be delivered in many settings b. avoids many of the problems of discrete-trial c. targets exact skills pre-planned by teacher d. involves procedures, not a curriculum e. is easy to assess specific skills f. limited to skills with intrinsic reinforcers g. more difficult to train others and monitor progress |
a. can be delivered in many settings
b. avoids discrete-trial problems d. involves procedures, not curriculum f. Limited to intrinsic reinforcers g. difficult to train and monitor (Chapter 1) |
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Points to consider when designing a child's intervention:
a. There is L____ emperical evidence of effectiveness of one model compared to others. b. Needs, characteristics and progress of the I___ child. c. Competence and E___ of providers. d. Needs, skills, and P___ of family e. Importance of ongoing evaluation to determine E___ of treatment. |
a. Little evidence
b. Individual child c. Experience of providers d. Preferences of family e. Effectiveness of treatment (Chapter 1) |
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Key Features of effective interventions - Intervention objectives target development of:
a. S___ attention b. P___ interaction c. Functional / Spontaneous L__ d. A___ play e. D__ in problematic behavior through positive behavior approaches f. F___ participation is critical |
a. social attention
b. peer interaction c. functional / spontaneous language d. appropriate play e. decrease in problematic behavior f. family participation (Chapter 1) |
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Treatment Overview
>We have a ___ way to go in Education / Treatment research. >There IS / IS NOT one program or method that is effective for all learners to address all areas of need. > Be a wise consumer of programs and services by understanding the ___ and working as a ___! |
LONG way to go.
Is NOT one program. Understand the RESEARCH and work as a TEAM. (Chapter 1) |
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Parents must sign as assessment plan prior to any and all educational assessment taking place. It is an assessment if:
an individual child is singled out of a _____ if ____ data is being gathered that is not gathered on everyone |
singled out of a GROUP
new data gathered that is not gathered on EVERYONE Chapter 2) |
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Best Practice in Parent/Professional Collaboration (1997)
These are imperative to successful parent/professional collaboration: >Honesty about long term g____ for the child >High quality t_____ and follow up provided jointly with parents and professionals >Refraining from making assumptions about each others' k______ >Accepting r_____ and openly sharing and receiving information |
long term GOALS
high quality TRAINING each other's KNOWLEDGE accepting RESPONSIBILITY (Chapter 2) |
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These are factors in facilitating home/school partnerships:
>improving parent and professional a_____ toward collaboration > promoting effective c____ techniques >increasing special education k_____ and skills >increasing a____ support >encouraging more f____ in roles and more c____ IEP goals |
improving ATTITIUDES
effective COMMUNICATION techniques increasing KNOWLEDGE and skills ADMINISTRATIVE support more FLEXIBILITY in roles, more COLLABORATIVE IEP goals (Chapter 2) |
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List some common deficits for children with autism:
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self-regulation, organization, prioritizing, attention, listening, follow through, responsibility, comprehension, on task, motivation, peer friendships, accurate recall, sorting, starting a task, developing a plan, evaluating choices and consequences, sequencing
(Chapter 3) |
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List some common behavioral excesses for children with autism:
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loud or excessive talking, disruptive, aggression and tantrums, appearance of rude conduct, sloppy work or incomplete work, noncompliance, prompt dependence, rigid and inflexible
(Chpater 3) |
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The Extero-senses are:
T _ _ _ _ V _ _ _ _ _ S _ _ _ _ H _ _ _ _ _ _ _ T _ _ _ _ _ _ |
taste
vision smell hearing tactile (touch, pain, temperature, pressure) (Chapter 3) |
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Proprioception is internal feedback...
a. detecting movements and position of head (gravity, balance) b. from muscles and joints (resistance, weight, body awareness) c. tactile input (touch, pain, temperature) |
b. proprioceptive= feedback from muscles and joints
(Chapter 3) |
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Vestibular = internal feedback...
a. from muscles and joints (resisitance, body awareness) b. detecting movements and position of head (gravity, balance) c. tactile input (pain, touch, temperature) |
a. vestibular = detecting movements and position of head
(Chapter 3) |
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Describe calming strategies used in a sensory diet.
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firm pressure or touch
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Describe alerting strategies used in a sensory diet.
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Quick, bright, stimulating
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the ability to control responses/reactions to emotional/arousal states in a socially acceptable way and regain composure quickly is called __________.
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emotional regulation
(Chapter 3) |
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When an infant is disregulated, her reflex is to cry. Mom mediates and takes care of her - picks her up, changes, diaper, takes care of needs. An infant's first self-regulating strategy might be:
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sucking thumb, sucking binky, holding security object, etc.
(Chapter 3) |
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Between the ages of 2-3, children learn to use language to get their needs met. What are some phrases children use to get help with regulation?
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no. mine, stop, don't want it, mama hold, hug, etc.
(Chapter 3) |
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Metacognitive emotional regulation means a child can...
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use self-talk and other INTERNAL strategies to cope, problem solve, and justify
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Mediated Regulation is provided by:
a.self b. attorney c. another person |
mediated = provided by others
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Mediated Regulation is provided by others in:
prompting and teaching student to identify E_____ of self and others. de-escalating and support student to re-gain C____ (modeling, teaching self-talk, deep breathing, etc.) Prompting S____-A____ and effective communication strategies (I can see you're upset - what do you need?) |
identify EMOTIONS
re-gain CONTROL prompting SELF-ADVOCACY (Chapter 3) |
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Describe a visual strategy for teaching deep breathing.
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example: smell the flower, blow out the candle.
(Chapter 3) |
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A student learns to regulate on his own learning:
s____ a______: indentification of triggers and emotional/sensory indicators and behavioral techniques for regulation c____ s____: self-talk, deep breathing, problem solving s____ a_____: communicating needs for avoidance or termination of aversive situations, asking for help, a break, more information |
self-awareness
coping skills self-advocacy (Chapter 3) |
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To teach self-regulation, you ..
practice at least _____ be s____ and on-the-spot individual or g____ teaching make time, sit down, e___ process and purpose use v___ tools and strategies to teach |
at least daily
structured individual or group explain process use visual tools (Chapter 3) |
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How you can help a student better regulate:
P_____: things you can do to limit exposure to things that cause emotional/sensory disregulation C____: things you can do to help student maintain regulation or cope R_____: things you can teach student to help them be a self-advocate |
Prevent
Control Respond (Chapter 3) |
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Perspective taking 101
Knowing what others might see/experience is called a. perceptual perspective b. affective perspective c. cognitive perspective |
a. perceptual
(Chapter 3) |
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Perspective taking 101
Knowing what others might feel is called a. perceptual perspective b. affective perspective c. cognitive perspective |
b. affective perspective
(Chapter 3) |
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Perspective taking 101
Knowing what others might know or not know is called a. perceptual perspective b. affective perspective c. cognitive perspective |
c. cognitive perspective
(Chapter 3) |
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Describe supports you might use to teach reading.
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heavy emphasis on comprehension, 1:1 instruction, teach to use visual and context clues: pictures, highlight. Use different color highlighters for different information. Use graphic organizers (Venn, web, first-then, etc.)
(Chapter 3) |
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Describe supports you might use to teach writing.
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Accomodate motor differences, provide graphic organizers as a prewrite, provide checklists; use webs, Venn diagrams to plan
(Chapter 3) |
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Describe supports you might use to teach math.
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visuals, number line, manipulatives, charts, chunk work into small pieces (fewer problems, larger print), group by specific operation, written step by step procedures (such as word problem wizard)
(Chapter 3) |
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Describe supports you could provide for Attention Differences.
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>accomodate sensory differences and eliminate potential distractions
>make sure student is "just right" for learning >provide a highly organized and structured environment with only relevant information presented >give warnings when you expect a shift (time timer, visual cues) >modify tasks so shifting is eliminated or minimized >teach self-awareness so student can develop strategies for maintaining attention (Chapter 3) |
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Describe supports you could use to support working memory deficits.
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visual or written schedules, rules, checklists, timers/alarms, structure the environment and use containers and labels.
(Chapter 3) |
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Descibe supports you could use to compensate for language deficits.
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avoid using sarcasm, metaphors, idioms; be direct in your communication, write it down, provide more time for student to respond, teach nonverbal communication and multiple meanings
(Chapter 3) |
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Describe supports you could use for executive function deficits.
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structure the environment, provide organizational supports and routines, work on time management (calendars, schedules, time estimation), provide and teach homework management systems.
(Chapter 3) |
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Functions of the brain in Sensory Processing:
R_____: the brain's ability to perceive the presence of incoming sensation/information. M______:the brain's ability to sort and filter the sensation/information that it receives. I_____: the brain's ability to take the sorted sensation/information and produce a purposeful and conventional response. D______: specific condition where the brain misinterprets non-harmful stimuli/information as dangerous. |
Registration
Modulation Integration Defensiveness (Chapter 3) |
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ABA stands for
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Applied Behavior Analysis
(Chapter 4) |
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ABA is the strategic application of the scientific principles of human behavior and learning.
Goal = to predict and control (influence) the occurence of behaviors. >Teach or increase d____ behaviors >Reduce or eliminate u______ behaviors |
increase DESIRED behaviors
decrease UNDESIRED behaviors |
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The 3 parts of the ABC model are:
A_____ B_____ C_____ |
antecendent
behavior consequence (Chapter 4) |
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Define "Antecedent."
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The cue, signal, request or condition that influences the occurrence of a behavior.
(Chapter 4) |
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Define "Behavior".
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An observable act that a person does.
(Chapter 4) |
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What are some of the Procedures in autism treatment that are based on ABA?
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shaping, chaining, positive reinforcement
positive behavior support (FBA, FAA) PRT, Incidental Teaching Discrete Trial PECS, Verbal Behavior (Chapter 4) |
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When should give the reward (reinforcer)?
a. Immediately after the desired behavior occurs b. After the skill is mastered c. Time delay of 5-10 seconds |
a. immediately - you don't want to accidentally reward the wrong behavior
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When would you use a continuous schedule vs. an intermittent schedule of reinforcement?
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Continuous: (coke machine)
1. to strengthen a behavior 2. while learning/teaching new behavior 3. while developing unused behavior Intermittent: (slot machine) 1. to maintain established behavior (Chapter 4) |
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Name 2 ways to "thin" the reinforcement schedule.
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1. extend the schedule (systematically decrease frequency of reinforcement)
2. go from continuous to intermittent reinforcement (Chapter 4) |
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Behaviors with a history of (intermittent, continuous) reinforcement are more resistant to extinction than those with a history of (intermittent, continuous) reinforcement.
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Intermittent is more resistant to extinction. (If coke machine stops paying off, we quit feeding it. If a slot machine doesn't pay, we will keep trying.)
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What is a prompt?
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any addtitional due or assistance that is provided to insure that the student will get the correct response.
(Chapter 4) |
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What is errorless learning?
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Errorless learning involves appropriate prompting when learning a new skill so errors are not learned. Always use prompting when teaching a new skill.
(Chapter 4) |
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Describe forward and backward chaining.
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Forward: behaviors are linked together starting from the first behavior in the sequence.
Backward: Behaviors are linked together starting from the last behavior in the sequence. (Chapter 4) |
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Prompt selection should be based on:
> what is easiest to f____ or transfer to the natural cue >what will work for that s____ for that skill |
easiest to FADE
what works for that STUDENT (Chapter 4) |
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List some of the common types of prompts.
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Full physical
Partial physical Gestural Modeling/Demonstration Verbal Positional Within Stimulus (Augmented Stimuli) - ex. add color to one aspect of the prompt Match to Sample (Chapter 4) |
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Prompt Hierarchies
Use a most-to-least hierarchy to (probe, teach) a skill. Use a least-to-most hierarchy to (probe, teach) a skill. |
Most-to-least = teaching
Least-to-most = probing (assessing) (Chapter 4) |
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Describe 2 common error correction strategies:
Backstep Anticipatory Prompt |
Backstep: take student back to step just before error. Prompt to begin sequence, prompt on the errored step. Reward.
Anticipatory Prompt: when an error consistently occurs at a given step, anticipate it on the next learning session. Use least intrusive prompt to PREVENT the error. (Chapter 4) |
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Which type of prompt is the most difficult to fade?
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Verbal
(Chapter 4) |
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What does PRT stand for?
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Pivotal Response Training
(Chapter 4) |
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What is Pivotal Response Training?
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An approach using natural language paradigm strategies to increase behaviors that are central to wide areas of functioning such that a change in the pivotal behavior will produce improvement across a number of behaviors.
(Chapter 4) |
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What is inclusive education?
>Part of the c____ of services outlined in IDEA. >The least restrictive environment for s____ students with ASD. >L____ and d____ are determined by the IEP team based on the student's present skill levels, other assessed neds and annual measurable goals. |
>continuum of services
>Location and Duration determined by team (Chapter 5) |
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Research on Inclusive Education reveals:
>There is a strong movement to educate diverse learners t____. >Typical p____ can be effective in teaching social skills. >Success depends on careful p____, development, and implementation |
>educate TOGETHER
>typical PEERS > careful planning (Chapter 5) |
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List some social and behavioral skill deficits that interfere with any individual being a successful student?
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manners, shy, attention span, hygeine, aggression, lack motivation, rudeness, disorganization, parental support, personal space, bullying, academic pressure to succeed, not risk-taking, insecurity, lack flexibility, lack follow-through, getting big picture, vocabulary, diet, health, etc.
(Chapter 5) |
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The most important factor in getting a general education teacher to accept a student with disabilities is the student's:
a. behavioral skills b. cognitive level |
a. behavioral skills
a teacher will accept a student with appropriate behaviors even if he has no cognitive skills. (Chapter 5) |
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Levels of skill acquisition:
G______. Student uses skill across settings and people. M_____. Student has mastered the skill in one environnment. L______. Student is engaged in acquiring the skill. N__ R____. The student is not aware of the need for the skill, needs constant reminders to demonstrate. |
Generalized
Mastered Learning Not Ready (Chapter 5) |
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Sterotyped behaviors rarely serve any function other than to provide the child with s____ feedback or to r____ anxiety.
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SENSORY feedback
REDUCE anxiety (Chapter 5) |
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Describe some attributes of stereotyped behaviors.
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compulsive, repetitious, obsessive, involve fine or gross motor behaviors, verbal rituals.
(Chapter 5) |
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Support for students with ASD in an inclusive setting requires more than a placement.
>Understanding the d____. >Recognizing that it is a disability that affects s____ and c____. >An understanding that school is a totally social environment with many subtle r___. >An assessment of student b____ to identify areas for instruction and support >I____ instruction in the skills needed just to be a student in the classroom and on the playground. |
>understanding the DISABILITY.
>affects socialization and communication >subtle RULES >student BEHAVIOR >INTENTIONAL instruction (Chapter 5) |
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Best Practice: modifications and accomodations
>IEP team i_____ the needed accommodations and modifications. >They are i_____ on the IEP document. >They are i___ collaboratively by the designated service providers. >D____ is recorded to determine if they are successfully supporting the student. |
team IDENTIFIES
INCLUDED in IEP IMPLEMENTED collaboratively DATA is recorded. (Chapter 5) |
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"Big Idea" in deciding what to teach:
"If he doesn't learn to do this, will someone else have to do it for him? If no, then ___ ____ ___?" |
"If no, then why teach it?"
(Chapter 5) |
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Students with ASD differ in their motivation to learn new things and/or participate in social and academic activities.
If motivation can be sustained, there is a (greater, less) likelihood that they will be more responsive across many activities and environments. |
greater likelihood they will be more responsive.
(Chapter 5) |
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List some strategies for promoting motivation.
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>incorporate "passions"
>provide choice >intersperse easy mastered skills with newer, more difficult skills >keep demands short and consise >present assignments in small chunks >"set the deal" ahead of time and make it visual >Use Granny's law (1st veggies, then dessert) >don't compete for attention, allow and provide sensory breaks >have the feedback come from a peer (Chapter 5) |
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Prompt Hierarchy
1. I____ performance/ initiation 2. Expectant w____/ time delay 3. Manual sign/ g____ cues 4. V___ cues 5. Combination of c___ 6. P____ cues |
1. independent
2. waiting 3. gestural 4. verbal 5. combination of cues 6. physical (Chapter 5) |
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Define "Prompt"
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any additional cue provided while teaching the acquisition of a new skill with the intent to fade the prompt as independence is achieved.
(Chapter5) |
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Define "Accommodation" in prompting.
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any additional cue provided that will allow the student to complete the activity with greater success and independence (no intent to fade). Ex., you would not fade out the use of a wheelchair, a schedule, or a planner.
(Chapter 5) |
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List the 6 steps for writing a comprehensive annual IEP goal.
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1. By (date), Sam (name student)...
2. ("given" statement of underlying conditions) given a visual schedule... 3. (describe observable behavior) will transition between activities... 4. (add clarifying information if needed) within the designated time period... 5. (performance level) with 100% independence on 4:5 days.... 6. (evaluative criteria/measurement) as recorded by teacher on weekly data sheet. (Chapter 5) |
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The largest body of research for a single social intervention for students with an ASD in on p____ mediated interventions.
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peer mediated interventions
(Chapter 5) |
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Even without specific training, peer mediated interventions work well, but it works best with a_____ activities.
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awareness activities
(Chapter 5) |
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Peer supports result in:
Increases in > s____ engagements > social r____ >constructive p___ Decreases in: >p______ activities Better m____ and generalization of skills than adult delivered interventions |
Incresed:
social engagements social responsiveness constructive play Decreased: purposeless activities better maintenance and generalization of skills (Chapter 5) |
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According to children, the #1 thing that makes school great is ____.
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Friends!
(Chapter 5) |
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_____ children with ASD have some difficulty with communication.
a. some b. all c. a few d. 13 e. how should I know??? |
all !
It is one of the 3 core deficits. (Chapter 6) |
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Communication differences in ASD:
Impairment in c___ skills. Repetitive or idiosyncratic use of l____ and prosody. Impaired use of n____ behaviors. |
impaired CONVERSATIONAL skills (one-sided, non-reciprocal)
repetitive or idiosyncrantic LANGUAGE ("little professor") impaired use of NONVERBAL behaviors (using and interpreting) (Chapter 6) |
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List some forms of non-spoken communication.
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typing, gestures, pointing, eye gaze, ASL, facial expression, etc
(Chapter 6) |
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Children with ASD will choose to act on the ____ rather than communicating with people.
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act on the environment.
Will get soda out of fridge instead of ask for one. Will take someone's hand and guide it toward the thing they need help with instead of ask for help. (Chapter 6) |
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Research finding on communication interventions for students with ASD:
Language functioning is a strong p____of outcome in autism. Very limited language at age 5 is a powerful indicatory of s_____ handicap in adulthood. |
strong predictor of outcome
severe handicap in adulthood. (Chapter 6) |
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____ strategies currently have the largest base of empirical evidence for effectiveness in language functioning.
a. PRT b. ABA c. AAA d. AARP |
b. ABA
(Chapter 6_ |
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The use of visual systems can ____ spoken language. (Frost and Bondy, 1994)
a. impede b. inhibit c. promote |
c. visual systems can promote language skills
(Chapter 6) |
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how do you decide what form of functional communication to teach?
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Depends on...
>age of learner. > what is most universally understood? (vocal, written, pictures?) ASL not universally understood. >cognitive or developmental level >ability to make gestures > current abilities and skills >family preference >consider "evidence based" practice: PECS is more effective than just vocal or ASL (Chapter 6) |
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Describe the procedure to set up an opportunity to teach "requesting" with the ABA model.
(We have some control over the antecedents that set up behavior, even requesting behaviors.) |
1. Assess potential reinforcers
2. ID time where the child may be naturally "deprived of something (hungry?) 3. ID times that are aversive or difficult for child 4. ID what child should ask for 5. Contrive opportunities 6. Form: how should child communicate (verbal, PECS, point) 7. Spontaneous (initiated by speaker ) vs. Responsive (initiated by listener) model - responsive is harder to fade prompting. (Chapter 6) |
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If you are using icons, then you are using PECS.
True or False |
False. PECS is a SYSTEM for communicating needs and wants.
(Chapter 6) |
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PECS = system for teaching critical (speaker, listener) skills.
TEACCH = a system for promoting effective (speaker, listener) skills. |
PECS = speaker skills (provides student with a system for communicating needs and wants)
TEACCH = listener skills (provides environmental supports and compensatory strategies to understand what is expected of him/her) (Chapter 6) |
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List some types of visual schedules, from most simple to complex.
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1. Objects
2. Photos 3. Icons 4. Words on printed schedule (Chapter 6) |
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People with ASD are more likely to follow directions:
>when they have a functional o____ FOR THEM. >when they are made v____ clear. |
functional outcome (get cup, get drink)
visually clear (Chapter 6) |
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Thoughts about Functional Communication:
>A critical skill for a___ students with ASD. >Can prevent and replace many unconventional b____. >NOT just speech p____. >Includes both speaker s___ and L____ skills. > if they are not learning the skills, we need to change how we are t____ them. |
> all students with ASD
> unconventional behaviors >speech production >speaker skills and listener skills >change the way we are teaching them. (Chapter 6) |
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Behavior is interaction between an i_____ and the e____.
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individiual and the environment
(Chapter 7) |
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Best way to change any behavior: start with your own thinking. The child does not have a behavior problem - the child has a s____ d____.
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skill deficit
(Chapter 7) |
