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201 Cards in this Set
- Front
- Back
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what is the definition of an exceptionality? |
an exceptionality is an ability to do something, a diminished capacity to perform a specific way, an impairment |
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what's disability vs. inability? |
a disability is an inability to do something that most people with typical maturation, opportunity, or instruction, can do |
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what is a handicap? |
a disadvantage imposed on an individual |
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what is an exceptional learner? |
student who requires special education if they are to reach their full human potential |
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how many Canadians have some form of identifiable disability? |
3.3-4.2 million |
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how many children in Canada require special education? |
400,000 |
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define special education |
special education means specially designed instruction that meets the unusual needs of an exceptional student |
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what are the possible forms of special education? |
1. special materials 2. specialized teaching techniques 3. specialized equipment and/or facilities 4. related services |
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what happened in 1830 concerning special education in Canada? |
first school for children with hearing impariments |
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what happened during 1846-1886 concerning special education in Canada? |
schools for children with hearing or visual impairments opened in four provinces |
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what happened in 1906 concerning special education in Canada? |
day classes for children with physical disabilities |
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what happened in the late 1940s concerning special education in Canada? |
residential institutions for children who have intellectual disabilities |
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what happened during the 1950s and 60s when epidemics of polia and rubella broke out? |
resulted in many more children born with exceptional needs (children under 5 more at risk) |
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how many people were left paralyzed by polio between 1949-1959? |
estimated 13,000 |
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dramatic increase in the number of children with special needs led to the development of many new educational programs and facilities due to what? |
polio and rubella epidemic |
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although the zika virus was rare, complications can include birth defects in babies whose mothers were infected during pregnancy such as..? |
1. incomplete brain development 2. abnormally small heads (microcephaly) 3. Guillian-Barre syndrome (GBS) |
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what does normalization mean? |
philosophical movement associated with the belief that society should break down barriers to participation of people with disabilities in normal life |
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what are the 2 specific practices of normalization? |
deinstitutionalization and inclusion |
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what does deinstitutionalization mean? |
involves the movement of people with disabilities out of residential institutions into more diverse and less restrictive living situations |
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what does inclusion mean? |
involves moving students with disabilities out of exclusively segregated schools or classrooms into more integrates settings, including general education classrooms, to the greatest degree possible |
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what happened in 1960 concerning special education in Canada? |
the normalization and deinstitutionalization movements |
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what happened during 1960s - 70s concerning special education in Canada? |
mainstreaming |
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what happened in 1980s concerning special education in Canada? |
mainstreaming vs. full inclusion debates begin |
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what happened in 1991 concerning special education in Canada? |
74% of students with exceptionalities were mainstreamed |
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what does mainstreaming mean? |
children integrated into regular class based on the capacity and abilities of the individual child |
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what is full inclusion? |
children regardless of their special needs or exceptionalities are part of regular classroom |
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Council of Administrators of Special Education supports what kind of model rather then full inclusion? |
continuum of service model |
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when and through what was Ontario's Education Act for special education introduced? |
through bill 82 in 1980 |
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when was the first time Charter of Rights and Freedoms used to challenge school board decision? |
Brant County Board of education vs. Eaton Ontario Court of Appeals 1995 |
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what is the SCC decision? |
school boards cannot make a decision that removes a child from class without providing alternative educational programming |
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what is the Individualized Education Plan? (IEP) |
details teacher's plan to meet a student's educational needs, approved by student's parents or guardian, should always be clear/useful/meaningful |
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what is the Individualized Education Plan (IEP) for all students? |
1. presents levels of performance 2. measurable goals and objectives 3. assessment status 4. nonparticipation with nondisabled students 5. all needed services fully described 6. progress reporting |
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what is the individualized Education Plan (IEP) foe some students? |
1. transition behaviour plan 2. ESL needs 3. braille 4. communication needs 5. assistive technology |
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when children's edcational needs are not being met, parents must do what? |
intervene |
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parent's can change educational policies and practices but they must do what? |
perservere |
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what is self-determination? |
based on the philosophy that persons with exceptionalities should make decisions about their own lives (person centered learning and planning) (ex: decision's are based on what's best for the child) |
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what are diagnostic labels? |
formal definitions used by school boards to determine eligibility for special education services (exceptionalities must be identified) |
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what are the advantages of diagnostic labeling? |
1. could help determine the type of services the individual might need 2. help teachers deal with the child if they know what exceptionality they have 3. could be a self esteem boost for the child 4. easier for parents to get help when they know what exceptionality the child has |
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what are the disadvantages of diagnostic labeling? |
1. uses exceptionality as an excuse 2. constantly being told something is wrong with them, could affect self esteem negatively 3. start to believe they can't do anything 4. misdiagnoses |
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diagnostic labeling focuses on what rather than the label? |
individual needs and degrees of severity |
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diagnostic labeling always uses what kind of definitions? |
precise and current definitions |
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what province has the highest prevalence of LD |
Quebec |
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which province has the lowest prevalence of LD |
B.C |
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what are the components of precise definitions? |
1. generating theories 2. formulating hypotheses 3. classifying disorders 4. selecting participants 5. communicating with others 6. accurate prevalence information |
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what is the order of the continuum of service model, from most integrated/least specialized to least physically integrated/most specialized |
- regular class only - regular class plus consultation - resource teacher - self-contained special class - special day school - homebound or hospital instruction - residential school (most specialized) |
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what are 5 strategies to improve participants in general education classrooms? |
1. pre-referral teams and response to intervention (RTI) models 2. collaborative consultation 3. co-teaching 4. curricula and instruction strategies 5. accommodations and adaptations |
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what does least restrictive environment (LRE) mean? |
refers to the extent to which the needed interventions can be provided in physical proximity to nondisabled classmates and the home community |
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in the US, laws require that exceptional learners be served in what kind of environment? |
the least restrictive environment |
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in Canada, the SCC has ruled that placements must be based on what? |
the needs of the individual child |
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explain each tier in the three-tiered RTI model |
tier 1: screening of all students; all receive research-based instruction in general education classroom tier 2: more intensive instruction (frequency and duration); small-group format; more frequent monitoring - multidisciplinary team convenes: full evaluation for eligibility; develop and IEP tier 3: intensive instruction by special education professional; placement based on IEP; more frequent monitoring of progress |
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what are the transition plans when transitioning into adulthood? |
1. inclusions in IEPs 2. multifaceted focus on quality of life 3. employment alternatives 4. supported employment 5. job coaching |
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what is manifestation of determination? |
determining if a student's misbehaviour is (or is not) a manifestation of an exceptionality |
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what is functional behavioural assessment (FBA)? |
evaluation of antecedents, consequences, & contextual factors that maintain inappropriate behaviours |
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what is positive behavioural intervention & supports (PBIS)? |
systematic use of scientific principles that emphasize reinforcing appropriate behaviour instead of punishing inappropriate behaviours |
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what was the controversy over "zero tolerance"? |
many children with exceptionalities were expelled (ex: for bringing a plastic knife to school and because of their exceptionality they would be kicked out) |
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what are exceptionality groups? |
groups that share a set of abilities or disabilities that are especially valued or require special accommodation |
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what are ethnic groups? |
groups that have common historic origin; shared identities. heritage, traditions, and behaviour patterns; political, economic interests |
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what are the issues of bias in multicultural and bilingual special education? |
ensure that ethnicity is not mistaken for educational exceptionality, have strong academic programs that foster success for all, address possible biases when assessing students for special education |
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purposes of assessment include what? |
screening, identification for special services, progress monitoring, outcome evaluation |
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what are challenges with assessment? |
difficulty assessing students with special needs, bias against abilities of ethnic minorities, testing bias |
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psycho-educational tests often include what? |
an IQ test, educational testing |
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what are examples of norm-referenced measures? |
reading comprehension, math reasoning, or written language |
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what are the components of a psycho-educational report? |
clear, diagnostic statement all relevant evaluations and behavioural observations interpretation of formal testing based on the individuals' strengths and needs, recommendations for intervention |
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what are some parent reactions and adjustment issues? |
- feelings of guilt/responsibility (bit of relief, behaviour makes sense) - vulnerable to public reactions - difficulty dealing with the child's reactions - reactions of extended family members - increased stress |
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what are some siblings' reactions and adjustment issues? |
- may initiallyhave more difficulty coping - wonder about the cause, the reactions of other, or about the future - adjustment may vary by birth order, age, and gender - access to info helps with adjustment |
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what is the family-centred approach to treatment and education? |
- professionals work for the family - parents are equal partners - family assumes control and avoids dependency - finding a balance so that all of the attention is not focused on the child with the exception |
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what are some family-centred approaches support? |
social support for families: emotional, informational or material aid, community-based support, parental support groups positive behavioural intervention and support (PBIS) for challenging behaviours |
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what are the four interrelated components of the Turnbull's family systems theory? |
1. family characteristics (size, cultural background, coping styles) 2. family interaction (cohesion, adaptability) 3. family functions (economic, daily care, social, medical and educational) 4. family life cycle (early childhood, childhood, adolescence, adulthood and guardianship) |
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what are some communications for parents and professionals (family-centred approach) |
- parent-teacher conferences - home-note programs - travelling notebook |
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what is an intellectual disability according to the AAIDD? |
"significant limitations both in intellectual functioning and in adaptive behaviour which covers any everyday conceptual, social, and practical skills... originates before age 18." |
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what is intellectual disability according to DSM-IV? |
this disorder is characterized by significantly sub-average intellectual functioning (an IQ of approximately 70 or below) with onset before age 18 years and concurrent deficits or impairments in adaptive functioning |
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what is an intellectual disability according to DSM-5? |
intellectual disability is a disorder with onset during the developmental period that include both intellectual and adaptive functioning deficits in conceptual, social and practical domains |
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what is the main difference in the definitions of intellectual disability between DSM-IV and DSM-5? |
"onset before age 18" (DSM-IV) and developmental period (DSM-5) |
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what are DSM-5 important changes of the definition of intellectual disability? |
- terminology - rewording of age and onset criteria - reduced prominence of IQ score - encouraged to add causal specifiers - assignment of severity specifiers - rewording of adaptive behaviour criteria |
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what are adaptive behaviours? |
conceptual, social and practical skills that people have learned so they can function in their everyday lives |
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what are maladaptive behaviours? |
internalizing behaviours (ex: low self-esteem due to bullying experiences) externalizing behaviours (self-abusive behaviours) other types of undesirable behaviour (tantrums, aggression) |
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what are the underlying principles of intellectual disabilities? |
- intellectual disability involves problems in adaptive behaviour, not just intellectual functioning - the intellectual functioning and adaptive behaviours of a person with intellectual disability can be improved - a person's level of life functioning will improve if appropriate personalized supports are provided over a sustained period |
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what are three types of support? |
1. social 2. technological 3. organizational - "best buddies" |
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levels of support range from what? |
intermittent to pervasive, depending on need |
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current estimates place the prevalence of students identified with intellectual disabilities at what %? |
1.0% |
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what are parental causes of intellectual disability? |
- chromosomal disorders - inborn errors of metabolism - developmental disorders of brain formation - environmental influences |
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what are some chromosomal disorders? |
- downs syndrome - Williams syndrome - fragile X syndrome - Prader-Willi syndrome |
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is down syndrome an inherited condition? |
not usually |
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down syndrome involves anomaly at the 21st pair of chromosomes which is also referred to as what? |
trisomy 21 |
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what is an example of an error in metabolism? |
phenylketonuria (PKU) |
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what is an example of a developmental disorder of brain formation? |
hydrocephalus |
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what are some examples of environmental influences that cause intellectual disabilities? |
maternal malnutrition, alcohol and other substances toxic to the fetus, infections |
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what are some perinatal causes of intellectual disabilities? |
1. anoxia 2. low birth weight 3. infections passed from mother |
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what are some postnatal causes of intellectual disabilities? |
1. biological postnatal causes 2. psychosocial postnatal causes |
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what are the two types of assessments for intellectual disability? |
1. intelligence tests 2. adaptive beahviour skills |
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what are the reasons for caution in interpreting IQ scores? |
- IQ scores can change - cultural bias - scores are less valid at younger ages - impact on long-term outcomes |
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how are adaptive behaviour skills assessed? |
by having parents, teachers, or other professionals answer questions related to the person's ability to perform adaptive skills associated with independence, daily living, and maladaptive beahviour |
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what are some specific psychological and behavioural learning problems? |
1. attention and working memory 2. language development 3. self-regulation (metacognition) 4. social development 5. motivation (learned helplessness) |
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the condition that results from deletion of material in the seventh pair of chromosomes and often results in intellectual disabilities, heart defects, and elfin facial features is what?
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Williams syndrome |
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what are some useful skills for self-determination? |
1. autonomy 2. self-regulation 3. psychological empowerment 4. self-realization |
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explain instructional methods |
all students with intellectual disabilities need instruction in academic skills, as well as, self-help, community living and vocational skills |
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what is an example of functional academics? |
reading the newspaper |
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community adjustment includes skills such as..? |
1. managing money 2. using public transportation 3. grooming 4. getting along with others |
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what is person-centred planning? |
encourages the individuals to make their own decisions with respects to services while mobilizing resources and supports |
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what early childhood programs are designed for prevention of learning disabilities? |
infant and preschool programs for at-risk children and their families |
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what do early childhood programs designed for further development focus on? |
language and conceptual development |
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what is learned helplessness? |
a motivational term referring to a condition wherein individuals believe that no matter how hard they try, failure will be the result |
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learning disabilities are intrinsic to the individual, what does this mean? |
even if siblings have learning disabilities, they will each be different in some way, not exactly the same |
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learning disabilities are caused by what? |
genetic/neurobiological factors, or injury that alters brain functioning in a manner that affects one or more processes related to learning |
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when do you suspect a LD? |
when unexpected academic underachievement or achievement requires unusually high levels of effort and support to maintin |
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in the 70s nobody had learning disabilites, they were just held back because the common thought was what? |
that they were lazy |
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do learning disabilities have anything to do with IQ? |
no |
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what are some cautions regarding RTI? |
- little evidence on effectiveness for identification - many teachers are failing to use evidence-based instruction in Tier 1 - too much variability in Tier 2 instruction - most RTI models implemented in early elementary, before required skills are more complex - may be too much recycling between tiers 1 and 2 when student really needs tier 3 - research is focused on reading - these problems are probably related to teachers not having enough time/support |
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more than half of students receiving special education are identified as having what? |
a learning disability |
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what gender outnumbers the other 3 to 1 in having learning disabilities and why? |
boys outnumber girls, higher risk of biological abnormalities which could lead to learning disabilites |
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what are the causes of learning disabilites? |
1. central nervous system dysfunction 2. genetic factors 3. toxins 4. medical factors |
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what are some evidence that central nervous system causes learning disabilities? |
1. neuroimaging techniques 2. structural (size of various areas of the brain) and functional (activity within the brain) differences |
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structural and functional differences found in the brain can cause especially what learning disability? |
reading disabilities |
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what are some evidence that genetic factors cause learning disabilities? |
1. familiality studies (parents, siblings) 2. heritability studies (tendency to run in families but due to environmental factors) |
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toxins such as teratogenic factors cause what kind of disabillites? |
learning disabilities rather than intellectual disabilities |
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what are some examples of medical factors that cause learning disabilities? |
premature birth, AIDS |
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what is interindividual variation? |
reflected in the broad range of problem areas from child to childw |
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hat is intra-individual variation? |
children with LDs are also variable within their own profile of abilities |
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what are some reading problems? |
dyslexia; phonological and phonemic awareness; decoding; reading fluency and comprehension; and prosody |
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why is reading at the top of the list of learning disabilities? |
because it affects all other subjects (cant read textbooks in other subjects for example) |
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what are the defining feature of LDs? |
academic deficits |
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what is dysgraphia? |
written language: problems with handwriting, spelling and/or composition |
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what are some learning disabilities in the spoken language? |
problems with mechanical (grammar) and social uses of language (syntax, morphology, phonology, pragmatics, social use of the language like social cues, hearing the difference between way things are said such as sarcasm) |
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what are some math learning disabilities? |
dyscalculia: difficulties with computation of math facts as well as work problems |
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what might dyscalculia be related to? |
processing deficits in working memory and retrieval from long-term memory |
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what learning disability is almost as prevalent as reading disability? |
dyscalculia |
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what are some examples of perceptual, perceptual-motor and general coordination problems? |
inability to organize and interpret visual and/or auditory stimuli: - solving puzzles - seeing and remembering visual shapes - difficulty discriminating between different sounds |
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students with attention problems display what kind of characteristics? |
distractability, impulsivity, and hyperactivity |
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what are some memory, cognitive, self-regulation and metacognition problems? |
problems with short-term and working memory/metacognition |
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what are social-emotional problems? |
nonverbal learning disabilites (still carry on a conversation, but talk to adults because they have trouble relating to children their own age, gets looked at as lazy when they're just missing social cues) |
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what are motivational problems? |
feelings about their abilities to deal with many of life's challenges and problems (external locus of control and learned helplessness) |
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what is an inactive learner with strategy deficits? |
displays learned helplessness, has poor metacognitive skills, and has problems producing appropriate learning strategies spontaneously (hard time working independently, teachers have to take proactive approach, monitor, travelling notebook) |
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research using CAT scans, MRIs and PET scans suggest that some cases of learning disabilities are caused by what? |
structural and functional differences in the brain |
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what does cognitive training focus on? |
changing though processes, providing strategies for learning, and teaching self-initiative |
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what are some examples of cognitive training? |
1.self-instruction 2. self-monitoring 3. scaffolded instruction 4. reciprocal teaching |
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what are the instructional approaches for reading? |
instruction is explicit and systematic, focusing on phonological awareness and fluency (ex: repeated writing) |
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what are the instructional approaches for writing? |
self-regulated strategy development |
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what are the instructional approaches to math? |
explicit, teacher-led instruction with immediate error correction |
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what are the instructional approaches for science and social studies? |
content enhancement and graphic organizers and mnemonics |
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what is direct instruction (DI)? |
- task analysis - scripted, sequenced, fast-paced lessons - drill and practice and small groups |
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what are the types of peer tutoring? |
- classwide peer tutoring (CWPT) - peer-assisted learning strategies (PALS) |
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where are most students with LDs generally served and why? |
in general classrooms because their academic and behavioural problems are not as severe as those of students with intellectual disability or behavioural disorders |
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what is informal assessment? |
allows teachers to analyze problem areas on academic assignments; using error analysis, teachers can further pinpoint particular skills that need remediation
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what are the types of informal assessment? |
- curriculum-based measurement - informal reading inventory - mathematics dynamic assessment |
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what is authentic assessment? |
assess students' critical-thinking and problem-solving skills in real-life situations (portfolios) |
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what are testing accommodations? |
students with LDs are required to participate in standardized testing (scheduling, presentation format, response format)
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what are the skills a person with a LD needs in order to successfully transition into adulthood? |
- perseverance - ability to set goals - acceptance of strengths and weaknesses - network of social support - extensive educational intervention - high-quality vocational/job training - supportive work environment - ability to take control of own life |
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what are some characteristics of secondary school programming transitioning children with LDs into adulthood? |
- functional skills - work-study - basic skills - tutorial - learning strategies - inclusion and co-teaching - consultation |
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what is self-advocacy? |
the ability to understand one's disability, be aware of one's legal rights, and communicate one's rights and needs to professors and administrators
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individuals who have a cluseter of exceptionalities in social interaction, math, visual-spatial tasks, and tactual tasks are referred to as having what? |
nonverbal learning disabilities |
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what is DSM-5's definition of chronic? |
symptoms must have been present for at least 6 months - not transitory |
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what is DSM-5's definition of pervasive? |
symptoms are cross-situational - most occur in school and at home - with several symptoms in each setting |
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what are the subtypes of ADHD (DSM-5) |
predominately inattentive type, predominantly hyperactive-impulsive type, combined type |
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what are symptoms of inattention? |
- trouble holding attention on tasks/play - seems not to listen when spoken to - does not follow through on instructions |
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what are the qualifications for a diagnosis of ADHD, predominantly inattentive? |
- 6 to 9 symptoms - 2 or more settings - persisted 6 months - inappropriate for the child's developmental level |
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what are the 4 components of assessment of ADHD? |
1. medical examination 2. clinical interview 3. teacher and parent rating scales 4. behavioural observations |
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what is the "doctor's office effect"?
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some children do not demonstrate problematic behaviour in the structured and novel setting of a doctor's office |
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neuroimaging shows consistent abnormalities in children with ADHD in what three areas of the brain? |
1. prefrontal and frontal lobes 2. basal ganglia 3. cerebellum * they are relatively smaller in individuals with ADHD |
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what is the evidence of hereditary factors in children with ADHD? |
- family studies: siblings (32%) parents (57%) - twin studies: identical more likely than fraternal - molecular genetic factors: multiple genes (20+) involved; many linked to how neurotransmitters move from neuron toneuron |
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is evidence of toxins and medical factors in children with ADHD stronger than hereditary factors? |
no, not as strong |
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EF processes are used for what? |
to control and regulate behaviour (ex: working memory, inhibitory control, behavioural inhibition, and mental flexibility) |
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what is responsible for the behaviours symptomatic of inattentiveness and hyperactivity? |
problems with executive function (EF) and behavioural inhibition |
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what are some examples of behavioural inhibition? |
ability to withhold, interrupt and delay a response |
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behavioural inhibition interferes with what? |
executive functioning (EF) |
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deficits in what make it harder to stay focused, on tasks that require effort or concentration but that are not inherently exciting? |
deficits in self-regulation |
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when Jim's brother told him to "take a hike!" in response to an annoying behaviour, Jim began to lace up his hiking boots. This illustrates Jim's difficulties interpreting what? |
idioms |
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deficits in behavioural inhibition can lead to problems controlling what? |
emotions and arousal levels (may overreact to negative or positive experiences) |
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what are some tips to help students stay organized and follow directions? |
- schedule: keep the same routine - organize everyday items: a place for everything - use homework & notebook organizers - be clear and consistent: understandable rules - give praise or rewards when rules are followed: look for good behaviour and praise it |
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what is functional assessment? |
determine the consequences, antecedents, and setting events that maintain inappropriate behaviours |
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what is contingency-based self-management? |
individuals keep track of their own behaviour than receive consequences, usually in the firm of rewards, based on their behaviour |
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is ADHD recognized as a separate special education category in the U.S and in many Canadian provinces? |
no |
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what are the most frequent type medication prescribed for ADHD? |
psycho stimulants (stimulate or activate neurological functioning) (ex: Ritalin and Adderall) |
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what is a measurement used to assess academic skills in children with ADHD? |
curriculum-based skills |
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what are some measurements used to assess attention and behaviour? |
- ratings scales and direct observation - behavioural recording systems like momentary time sampling |
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intervention for preschoolers with ADHD should emphasize the use of contingencies in the form of what? |
praise, points, and tangible rewards |
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what makes diagnosis difficult in young children with ADHD? |
high level of motor activity and poor impulse control typically in young children |
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one neurotransmitter involved in sending messages between neurons and the brain that is found in abnormal levels in people with ADHD is what? |
dopamine |
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what is ASD (autism spectrum disorder)? |
a neurodevelopmental disorder marked by impaired social communication and interaction accompanied by atypical patterns of behaviour and interest |
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APA (DSM-5) identifies two domains of ASD, what are they? |
social communication impairments and repetitive/restricted behaviour |
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when do deficits for ASD begin? |
in early childhood, even if not diagnosed until later |
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what was DSM-4's five pervasive developmental disorders? |
1. autism 2. asperger syndrome 3. PDD-NOS (pervasive developmental disorder - not otherwise specified) 4. Rett syndrome 5. childhood disintegrative disorder |
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individuals' level of severity if ASD is based on what? |
how much support needed to function in everyday life |
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how is social communication disorder different from ASD? |
difficulties with "social communication and soial interaction" but not with "repetitive/restricted behaviour and interests", therefore not ASD |
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what is the prevalence of children with ASD in the US? |
1 in 68 children |
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what is the annual increase rates of ASD in the US? |
10-17% |
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explain the neurological basis of ASD |
a disorder of neural networks, involving neural underconnectivity associated with the frontal and occipital lobes and with abnormal brain growth |
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explain the hereditary basis of ASD |
if a family member is diagnosed with ASD, changes are 25-27 times higher of another family diagnosis |
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explain the genetic and environmental basis of ASD |
presence of genetic predisposition to ASD appers to further increase a child's risk to a # of "environmental" stresses |
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abnormal levels of serotonin and other neurotransmitters in the brain of people with ASD suggests what? |
that ASD could result from the disruption of normal brain development early in fetal development |
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what are psychiatrists criteria (APA, DSM-5) for identifying ASD? |
- communication skills - social interactions - repetitive and stereotyped behaviours |
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when should physician screenings for children with ASD begin? |
as early as 9 months |
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what are the early warning signs for ASD?
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- no babbling or pointing by age 1 - no single words by 16 months or two-word phrases by age 2 - no response to name - loss of language or social skills - poor eye contact - excessive lining up pf toys or objects - no smiling or social responsivenessw |
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what are the late warning signs for ASD?
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- impaired ability to make friends with peers - impaired ability to initiate or sustain a conversation with others - absence or impaired of imaginative and social play - stereotyped, repetitive, or unusual use of language - restricted patterns of interest which are abnormal in intensity or focus - preoccupation with certain objects or subjects - inflexible adherence to specific routines or rituals |
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what are the psychological and behavioural characteristics of children with ASD? |
- impaired social interactions - deficits in communicative intent (lack desire to communicate) - joint attention (altering to other stimulus such as gazing, pointing) - pragmatics - dos and don'ts of everyday living - repetitive/restricted behaviour - unusual responses to sensations - synesthesia (sensation produced in one modality when a stimulus is applied to another modality) |
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what are the co-occuring psychological and behavioural characteristics of children with ASD? |
- severe headaches, migraines, and seizures - ear and respiratory infections - gastro-intestinal problems - asthma, allergies, and eczema |
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what is central coherence? |
natural inclination to bring order and meaning to info by perceiving it as a whole |
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what is theory of mind? |
taking the perspective of other people; ability to read social cues |
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what is executive functioning? |
ability to plan ahead in a thoughtful way |
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executive functioning is sabotaged in children with ASD how? |
- problems with working memory - problems with inhibitory control or behavioural inhibition - problems with mental flexibility |
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what are some examples of treatment programs for children with ASD? |
- picture exchange communication system (PECS): uses pictures to help students initiate and maintain functional communication - TEACCH: stresses structure, organization & the use of visual supports to promote meaning and independence - pivotal response teaching (PRT): focuses on skills seen as critical for function in other areas like self-motivation, self-management, initiations, and responding to multiple cues |
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for intervention to be most effective in children with ASD, what must happen? |
must be early, intensive, and highly structured |
