Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
134 Cards in this Set
- Front
- Back
|
Define the acting out cycle.
|
An escalating cycle of behavior.
|
|
|
What is a roller coaster graph?
|
A graph that shows the acting out cycle.
|
|
|
What is the order of the acting out cycle?
|
The cycle goes from calm→trigger→agitation→acceleration→peak→de-escalation→recovery
|
|
|
One of the best ways to prevent problem behaviors from occurring is to keep students in the _______ _________.
|
Calm Phase
|
|
|
Name 3 ways to keep students in the calm cycle:
|
Creating a sound classroom structure of a kind specified in your classroom management plan, Explicitly teaching social and behavioral expectations to students, Giving students sufficient levels of attention for meeting your expectations
|
|
|
Name five possible School-based triggers?
|
A negative interaction with a teacher, An argument with a peer, A change in the daily schedule (e.g. assembly), High rate of failure on academic task, Confusion about an assignment
|
|
|
Non-school-based triggers may include:
|
Hunger, Lack of sleep, Medical problems, Stressful home situations
|
|
|
Why are Non-school-based triggers difficult to manage?
|
Non-school-based triggers are difficult to manage because they are beyond the control of the classroom teacher.
|
|
|
What types of student behaviors might occur during The Acceleration Phase. How should the teacher respond?
|
The student becomes more focused in an effort to engage the teacher. Students use a variety of behaviors, such as questioning, arguing, refusing to work, and committing minor property destruction to engage the teacher and interfere with instruction. The teacher need to respond by prompting, redirecting, or make a request, and give the student time to respond.
|
|
|
List three reasons why some students continue to cause problems even when there is a good classroom management plan in place?
|
The student may be experiencing temporary stressors in their life (divorce), can be considered at risk, have certain disabilities.
|
|
|
What are High Probability Requests?
|
Also known as high-p, high probability requests operate on the assumption that students are more likely to obey teacher directives if they are already engaged in compliant classroom behavior.
|
|
|
Define Choice Making. When does it work best?
|
Choice making is not to allow students to avoid tasks, but rather to give them more control over their own learning, as opposed to merely complying with teacher-led activities. Giving students two options to choose from.
|
|
|
Name the three types of Differential Reinforcement (Three types of Differential Reinforcement)
|
Differential reinforcement of other behavior (DRO), Differential reinforcement of low rates of behavior (DRL), Differentials reinforcement of incompatible behavior (DRI)
|
|
|
Define the acting out cycle.
|
An escalating cycle of behavior.
|
|
|
When differential reinforcement is used consistently, student behaviors that are _____________ will increase, and student behaviors that are ___ __________ will decrease or be eliminated entirely.
|
Reinforced; Not Reinforced
|
|
|
What are the Five Steps for Using DRO?
|
Identify the behavior you would like to eliminate, Define this behavior using precise language (ex: “out of seat refers to being completely out of your seat”), Using a timer, select an interval for how often you will check on this unwanted behavior. Keep in mind that behaviors that occur more frequently will need a shorter schedule (ex: five minutes, shouting out) than will behaviors that occur less frequently (ex: 10 minutes, out-of-seat), When the timer goes off, look up to determine whether or not the behavior is taking place and respond accordingly. If the behavior is not occurring, give the student reinforcement (ex: verbal praise, stickers). If the behavior is occurring, let the student know that you are resetting the timer for another try., As the problem behavior begins to decrease, increase the interval. For example, change your “out of seat” checks from 10 minutes to 15 minutes.
|
|
|
What are the six steps for Using DRL?
|
Identify the behavior to be decreased., Determine the rate (e.g. frequency, duration) of the behavior (collect baseline data)., Identify the desired rate for the behavior to occur., Determine the first behavioral goal at which reinforcement for lowered frequency will occur. Continue to decrease this behavioral goal throughout the DRL procedure., Reinforce the student for meeting the behavioral goal., Continue to set expectations for lower rates of behavior, reinforcing the student for meeting each subsequent level.
|
|
|
What are the four Steps for Using DRI?
|
Identify a problem behavior that is occurring at a fairly frequent rate and collect baseline data if necessary., Brainstorm alternative (incompatible) behaviors that would keep the student from engaging in the problem behavior., Determine and deliver reinforcement when the student is engaging in the alternate/ incompatible behavior., Deliver appropriate consequence if the student engages in negative behavior.
|
|
|
Define Conduct Disorder and name the five defining characteristics.
|
Conduct disorder is repetitive behaviors that violate the rights of others and/or societal laws, with 3 or more of the following in the past 12 months, with one in the last 6 months: Aggression or cruelty to people or animals, Destruction of property, Theft, Truancy, Running Away
|
|
|
What is the percentage of boys/girls with conduct disorder?
|
Conduct disorder affects 12% of boys and 7% of girls.
|
|
|
What is the most frequent reason for psychiatric hospital admissions for children and adolescents?
|
Conduct Disorder
|
|
|
Distinguish between the two types or distinct groups with conduct disorder? Name the groups and the differentiating factors?
|
Childhood Onset: Oppositional Defiant Disorder in preschool years developing into a serious conduct disorder by adolescence. This group has a 2-3 fold likelihood of becoming juvenile offenders. / Adolescent Onset: Behaviorally normal until middle school, when symptoms of Conduct Disorder become prevalent. This group has a more favorable prognosis; more likely to respond to treatment.
|
|
|
What are the Psychosocial Correlates of conduct disorder?
|
Harsh Punishment, Institutional Living, Inconsistent parental figures (living with different relatives for years, Poor Parental monitoring in early childhood, Parental conflict, Maternal Depression, Paternal Alcoholism
|
|
|
Name two prenatal Risk Factors for conduct disorders?
|
Fetal Alcohol Syndrome and Prenatal Drug Exposure
|
|
|
Can a child with ADHD have a conduct disorder and if so what characteristics is most likely to develop?
|
A child with ADHD and Conduct Disorder is more likely to develop antisocial behavior persisting into adulthood than a child with Conduct Disorder alone.
|
|
|
What are some common treatments for Conduct Disorder?
|
Family Therapy, Behavior Management Training, Social Skills Group, Teaching Problem-Solving Skills
|
|
|
Define Transient Tic Disorder.
|
Single or multiple motor and/or vocal tics, occurring many times a day, nearly every day, for at least 4 weeks, but no longer than 12 months. Most transient tics are simple, not complex, and do not usually cause distress.
|
|
|
PANDAS
|
Pediatric Autoimmune Neuropsychiatric Disorders Associated with group A Streptococcus Infection may precipitate abrupt onset of tics, compulsions, emotional lability, episodic and recurrent.
|
|
|
What is the incidence of Anxiety Disorders?
|
13% of children and adolescence.
|
|
|
What is the etiology of anxiety disorders?
|
Genetic (high heritability), Environmental (rejection, assault), Temperament (shy, inhibited)
|
|
|
What are the symptoms of Anxiety Disorder? (Name at least 5)
|
Physical Complaints; headache, stomachache, dramatic pain, Difficulty falling asleep; nighttime awakening, Overeating when mild; under-eating when severe, Avoiding outside activities, Poor School Performance, Inattention; being distracted, Excessive need for reassurance
|
|
|
What is Generalized Anxiety Disorder and what must accompany it for the diagnosis to be accurate?
|
Excessive anxiety or worry that is difficult to control, lasts at least 6 months and creates impairment in functioning
|
|
|
Name Six Characteristics of Generalized Anxiety Disorder
|
Accompanied by at least one of the following: restlessness, fatigue, difficulty concentrating, irritability, muscle tension, sleep disturbance
|
|
|
Define and discuss Separation Anxiety and the Criteria for diagnosis
|
Developmentally inappropriate, excessive worry concerning separation from those to whom the youngster is attached, evidenced by at least three of the following: Recurrent and excessive distress when separation from home or major attachment figures occurs or is anticipated, Persistent, excessive worry about losing, or possible harm befalling, major attachment figures, Persistent, excessive worry that an event will lead to separation from a major attachment figure (e.g., getting lost or being kidnapped). Duration of disturbance is 4 wks.
|
|
|
Define Obsessive-Compulsive Disorder
|
Recurrent, time-consuming obsessions or compulsions that cause distress and/or impairment. The compulsive behaviors are often an attempt to reduce the obsessive thoughts.
|
|
|
Define and discuss Social Phobia
|
Social phobia involves fear of embarrassment in social situations, during a performance, speaking in front of a group, starting a conversation, or eating in public.Social phobia is more common in adults, but can occur in children or adolescents and may interfere with school functioning
|
|
|
Depression usually falls into the category of what type of disorder?
|
Mood disorders
|
|
|
List the major symptoms of Depression
|
depressed mood, impaired concentration, suicidal ideation
|
|
|
What are the general statistics regarding suicide
|
It is the 4th leading cause of death in ages 10-15, The 3rd leading cause of death in ages 15-25.
|
|
|
What is Schizophrenia?
|
A disorder that reflects a split from emotional and cognitive aspects of personality.
|
|
|
Where did the name Schizophrenia come from?
|
Schizein means “to split” and phren means “mind.”
|
|
|
What are the symptoms of Schizophrenia?
|
Positive (exaggerated) symptoms: delusions, hallucinations, disorganized speech, bizarre behavior, Negative (loss of) symptoms: loss of affect, inability to maintain social contacts, impaired decision making, and inability to maintain attention.
|
|
|
Define the difference between positive symptoms and negative symptoms of Schizophrenia?
|
Positive are symptoms that are exaggerated symptoms, negative are a loss of symptoms.
|
|
|
Define problems in Cognitive Functioning
|
Short and long-term memory problems, Poor attention span, Easy distractibility, Illogicality, Pressured speech, Lack of insight, judgment, and lack of problem-solving, Inability to think abstractly, Literal interpretation of words, Magical thinking: “When I stepped on a crack in the sidewalk, it caused my mother to fall and hurt herself the same day. I caused this to happen.”, The person’s brain processes data inaccurately, Delusions-false beliefs that are not shared by others (religious, somatic, grandiose)
|
|
|
What are perceptual Distortions?
|
Lack of correspondence between the way a stimulus is commonly perceived and the way an individual perceives it under given conditions. (Hallucinations of the senses), Are often the first symptoms in many brain illnesses, Hallucinations –false perceptual distortions, Types include: -Auditory 70%, Visual 20%, Olfactory, Tactile (experiencing pain)
|
|
|
What are the emotions Related to Schizophrenia?
|
Hypoexpression- perception that one no longer has any feelings, Alexithymia- difficulty naming & describing emotions., Anhedonia- inability to experience pleasure, Apathy- lack of feelings, emotions, interests, or concern
|
|
|
Name some maladaptive Behaviors associated with Schizophrenia
|
Deteriorated appearance, Negativism, Avolition –lack of energy or drive, Stereotyped behavior -(wearing only certain clothes, etc), Lack of persistence at work or school, aggression
|
|
|
Name four categories of intervention strategies
|
External Control, Shared Control, Internal Control, Cognitive-Behavioral Instruction
|
|
|
What is external control?
|
Procedures that are necessary at times to establish control over a behavior prior to assisting the child in developing self-control
|
|
|
Name and describe four strategies used to teach for external control.
|
Point cards: may be given in the form of ratings, stickers, tally marks, stamps, or stars on the card. Points are made meaningful to youngsters through a variety of reinforcers which can be purchased with the points., Classroom rules: rules developed to set expectations for how students should behave., Token Economy: trade tokens earned in for rewards.**What you are working towards must be more than what you’re giving up., Time out
|
|
|
What are Grossman’s four guidelines for effective classroom rules?
|
Reasonable, Observable, Positive, Few rules
|
|
|
What is the “SO WHAT TEST” and when would you use it?
|
Is there any evidence that the student’s behavior is harmful to his, or another students, social, physical, emotional, or academic well-being?, If the answer is “yes,” then target the behavior for intervention., If the answer is “no,” then target another behavior., Use when you need to know whether or not it is worth it to change the behavior
|
|
|
What is the Dead Man’s Test?
|
Can a dead man do it? If he can, then it is not a behavior
|
|
|
What are Fair/Pair Behaviors and why would you use them?
|
Act of replacing an inappropriate behavior with an appropriate behavior.
|
|
|
What are three purposes for using time out procedures?
|
To deliver a negative consequence by removing the child from a situation which is pleasurable and reinforcing in order to decrease a negative behavior, To allow the child to regain self-control when emotionally upset, To allow the teacher to protect an unruly child and maintain a safe environment for others
|
|
|
What are the nine components for developing a token economy system?
|
Specify the behaviors to be increased by earning tokens, Specify the behaviors to be decreased by penalties, Select reinforcers that are meaningful to the students, Select tokens and rules for exchange, Develop rules for exchange of tokens for reinforcers, Set wages and prices for reinforce items and penalties, Set up a record keeping procedure, Build in options to individualize the TES, Plan for getting students off the system and generalization
|
|
|
Procedures to help students generalize behaviors to other settings over time include? (4)
|
Sequential modification (behavior taught in one setting then sequentially reinforced in new settings), Multiple settings with multiple adults/peers (new behavior taught simultaneously in multiple settings), Common cues, Similar behaviors, Maintenance
|
|
|
What is a WALT system? How is it used?
|
“Raffle tokens” used to provide immediate positive feedback to students using WALT behaviors W: Working like a student, A: Acting like a student, L: Listening like a student, T: Talking like a student
|
|
|
What is shared control?
|
Techniques and steps for encouraging child to develop self-control, Adults and students can joint-participate
|
|
|
What three strategies are associated with shared control?
|
Contracting, Making a plan, Cost payoff analysis
|
|
|
Recognize some of the reasons a contract is unsuccessful?
|
Clarity (terms are vague and loopholes exist), Reinforcers (student has agreed to a reinforcer but it is not highly valued, Overloading (takes on too many behaviors; complicated), Balance (give-and-take has not been equal for both parties), Penalities (too restrictive; no hope of success), Voluntary (feels like an ultimatum rather than a negotiation), Monitoring (monitoring ineffective for documenting whether criteria were met)
|
|
|
What is internal control and what 3 strategies might be used to help students learn to use it?
|
Techniques encourage children to assume responsibility, Countoons, Self-monitoring cards, Star cards
|
|
|
What are the five steps for implementing a self-monitoring procedure?
|
Define behavioral program, Make behavior monitoring card, Implement procedure with the student and help them monitor, Establish realistic goals with student, Help student with self-evaluation and self-reinforcement
|
|
|
What are STAR cards? When might you use them?
|
Self-management procedure to help students stop and think before acting impulsively / Stop, think, act, results
|
|
|
What is cognitive behavioral instruction?
|
Is offered to children who do not have the necessary behaviors in their repertoire, Intervention strategies are combined with instruction to aid generalization.
|
|
|
What five strategies are traditionally associated with cognitive behavioral instruction?
|
Social skills, Anger Control, Conflict resolution, Cognitive Restructuring (thinking and problem-solving skills, Generalization plans
|
|
|
What are the five steps to teaching conflict resolution?
|
Recognize when a conflict exists, Define the conflict, Identify resources and skills to resolve the conflict, Carry out the strategies to resolve the conflict, Evaluate the results
|
|
|
Define and discuss generalization in great detail
|
A behavior generalizes when it occurs in a variety of settings or with different persons, under different conditions and is maintained over time
|
|
|
What is a roller coaster graph?
|
A graph that shows the acting out cycle.
|
|
|
What is the order of the acting out cycle?
|
The cycle goes from calm→trigger→agitation→acceleration→peak→de-escalation→recovery
|
|
|
One of the best ways to prevent problem behaviors from occurring is to keep students in the _______ _________.
|
Calm Phase
|
|
|
Name 3 ways to keep students in the calm cycle:
|
Creating a sound classroom structure of a kind specified in your classroom management plan, Explicitly teaching social and behavioral expectations to students, Giving students sufficient levels of attention for meeting your expectations
|
|
|
Name five possible School-based triggers?
|
A negative interaction with a teacher, An argument with a peer, A change in the daily schedule (e.g. assembly), High rate of failure on academic task, Confusion about an assignment
|
|
|
Non-school-based triggers may include:
|
Hunger, Lack of sleep, Medical problems, Stressful home situations
|
|
|
Why are Non-school-based triggers difficult to manage?
|
Non-school-based triggers are difficult to manage because they are beyond the control of the classroom teacher.
|
|
|
What types of student behaviors might occur during The Acceleration Phase. How should the teacher respond?
|
The student becomes more focused in an effort to engage the teacher. Students use a variety of behaviors, such as questioning, arguing, refusing to work, and committing minor property destruction to engage the teacher and interfere with instruction. The teacher need to respond by prompting, redirecting, or make a request, and give the student time to respond.
|
|
|
List three reasons why some students continue to cause problems even when there is a good classroom management plan in place?
|
The student may be experiencing temporary stressors in their life (divorce), can be considered at risk, have certain disabilities.
|
|
|
What are High Probability Requests?
|
Also known as high-p, high probability requests operate on the assumption that students are more likely to obey teacher directives if they are already engaged in compliant classroom behavior.
|
|
|
Define Choice Making. When does it work best?
|
Choice making is not to allow students to avoid tasks, but rather to give them more control over their own learning, as opposed to merely complying with teacher-led activities. Giving students two options to choose from.
|
|
|
Name the three types of Differential Reinforcement (Three types of Differential Reinforcement)
|
Differential reinforcement of other behavior (DRO), Differential reinforcement of low rates of behavior (DRL), Differentials reinforcement of incompatible behavior (DRI)
|
|
|
When differential reinforcement is used consistently, student behaviors that are _____________ will increase, and student behaviors that are ___ __________ will decrease or be eliminated entirely.
|
Reinforced; Not Reinforced
|
|
|
What are the Five Steps for Using DRO?
|
Identify the behavior you would like to eliminate, Define this behavior using precise language (ex: “out of seat refers to being completely out of your seat”), Using a timer, select an interval for how often you will check on this unwanted behavior. Keep in mind that behaviors that occur more frequently will need a shorter schedule (ex: five minutes, shouting out) than will behaviors that occur less frequently (ex: 10 minutes, out-of-seat), When the timer goes off, look up to determine whether or not the behavior is taking place and respond accordingly. If the behavior is not occurring, give the student reinforcement (ex: verbal praise, stickers). If the behavior is occurring, let the student know that you are resetting the timer for another try., As the problem behavior begins to decrease, increase the interval. For example, change your “out of seat” checks from 10 minutes to 15 minutes.
|
|
|
What are the six steps for Using DRL?
|
Identify the behavior to be decreased., Determine the rate (e.g. frequency, duration) of the behavior (collect baseline data)., Identify the desired rate for the behavior to occur., Determine the first behavioral goal at which reinforcement for lowered frequency will occur. Continue to decrease this behavioral goal throughout the DRL procedure., Reinforce the student for meeting the behavioral goal., Continue to set expectations for lower rates of behavior, reinforcing the student for meeting each subsequent level.
|
|
|
What are the four Steps for Using DRI?
|
Identify a problem behavior that is occurring at a fairly frequent rate and collect baseline data if necessary., Brainstorm alternative (incompatible) behaviors that would keep the student from engaging in the problem behavior., Determine and deliver reinforcement when the student is engaging in the alternate/ incompatible behavior., Deliver appropriate consequence if the student engages in negative behavior.
|
|
|
Define Conduct Disorder and name the five defining characteristics.
|
Conduct disorder is repetitive behaviors that violate the rights of others and/or societal laws, with 3 or more of the following in the past 12 months, with one in the last 6 months: Aggression or cruelty to people or animals, Destruction of property, Theft, Truancy, Running Away
|
|
|
What is the percentage of boys/girls with conduct disorder?
|
Conduct disorder affects 12% of boys and 7% of girls.
|
|
|
What is the most frequent reason for psychiatric hospital admissions for children and adolescents?
|
Conduct Disorder
|
|
|
Distinguish between the two types or distinct groups with conduct disorder? Name the groups and the differentiating factors?
|
Childhood Onset: Oppositional Defiant Disorder in preschool years developing into a serious conduct disorder by adolescence. This group has a 2-3 fold likelihood of becoming juvenile offenders. / Adolescent Onset: Behaviorally normal until middle school, when symptoms of Conduct Disorder become prevalent. This group has a more favorable prognosis; more likely to respond to treatment.
|
|
|
What are the Psychosocial Correlates of conduct disorder?
|
Harsh Punishment, Institutional Living, Inconsistent parental figures (living with different relatives for years, Poor Parental monitoring in early childhood, Parental conflict, Maternal Depression, Paternal Alcoholism
|
|
|
Name two prenatal Risk Factors for conduct disorders?
|
Fetal Alcohol Syndrome and Prenatal Drug Exposure
|
|
|
Can a child with ADHD have a conduct disorder and if so what characteristics is most likely to develop?
|
A child with ADHD and Conduct Disorder is more likely to develop antisocial behavior persisting into adulthood than a child with Conduct Disorder alone.
|
|
|
What are some common treatments for Conduct Disorder?
|
Family Therapy, Behavior Management Training, Social Skills Group, Teaching Problem-Solving Skills
|
|
|
Define Transient Tic Disorder.
|
Single or multiple motor and/or vocal tics, occurring many times a day, nearly every day, for at least 4 weeks, but no longer than 12 months. Most transient tics are simple, not complex, and do not usually cause distress.
|
|
|
PANDAS
|
Pediatric Autoimmune Neuropsychiatric Disorders Associated with group A Streptococcus Infection may precipitate abrupt onset of tics, compulsions, emotional lability, episodic and recurrent.
|
|
|
What is the incidence of Anxiety Disorders?
|
13% of children and adolescence.
|
|
|
What is the etiology of anxiety disorders?
|
Genetic (high heritability), Environmental (rejection, assault), Temperament (shy, inhibited)
|
|
|
What are the symptoms of Anxiety Disorder? (Name at least 5)
|
Physical Complaints; headache, stomachache, dramatic pain, Difficulty falling asleep; nighttime awakening, Overeating when mild; under-eating when severe, Avoiding outside activities, Poor School Performance, Inattention; being distracted, Excessive need for reassurance
|
|
|
What is Generalized Anxiety Disorder and what must accompany it for the diagnosis to be accurate?
|
Excessive anxiety or worry that is difficult to control, lasts at least 6 months and creates impairment in functioning
|
|
|
Name Six Characteristics of Generalized Anxiety Disorder
|
Accompanied by at least one of the following: restlessness, fatigue, difficulty concentrating, irritability, muscle tension, sleep disturbance
|
|
|
Define and discuss Separation Anxiety and the Criteria for diagnosis
|
Developmentally inappropriate, excessive worry concerning separation from those to whom the youngster is attached, evidenced by at least three of the following: Recurrent and excessive distress when separation from home or major attachment figures occurs or is anticipated, Persistent, excessive worry about losing, or possible harm befalling, major attachment figures, Persistent, excessive worry that an event will lead to separation from a major attachment figure (e.g., getting lost or being kidnapped). Duration of disturbance is 4 wks.
|
|
|
Define Obsessive-Compulsive Disorder
|
Recurrent, time-consuming obsessions or compulsions that cause distress and/or impairment. The compulsive behaviors are often an attempt to reduce the obsessive thoughts.
|
|
|
Define and discuss Social Phobia
|
Social phobia involves fear of embarrassment in social situations, during a performance, speaking in front of a group, starting a conversation, or eating in public.Social phobia is more common in adults, but can occur in children or adolescents and may interfere with school functioning
|
|
|
Depression usually falls into the category of what type of disorder?
|
Mood disorders
|
|
|
List the major symptoms of Depression
|
depressed mood, impaired concentration, suicidal ideation
|
|
|
What are the general statistics regarding suicide
|
It is the 4th leading cause of death in ages 10-15, The 3rd leading cause of death in ages 15-25.
|
|
|
What is Schizophrenia?
|
A disorder that reflects a split from emotional and cognitive aspects of personality.
|
|
|
Where did the name Schizophrenia come from?
|
Schizein means “to split” and phren means “mind.”
|
|
|
What are the symptoms of Schizophrenia?
|
Positive (exaggerated) symptoms: delusions, hallucinations, disorganized speech, bizarre behavior, Negative (loss of) symptoms: loss of affect, inability to maintain social contacts, impaired decision making, and inability to maintain attention.
|
|
|
Define the difference between positive symptoms and negative symptoms of Schizophrenia?
|
Positive are symptoms that are exaggerated symptoms, negative are a loss of symptoms.
|
|
|
Define problems in Cognitive Functioning
|
Short and long-term memory problems, Poor attention span, Easy distractibility, Illogicality, Pressured speech, Lack of insight, judgment, and lack of problem-solving, Inability to think abstractly, Literal interpretation of words, Magical thinking: “When I stepped on a crack in the sidewalk, it caused my mother to fall and hurt herself the same day. I caused this to happen.”, The person’s brain processes data inaccurately, Delusions-false beliefs that are not shared by others (religious, somatic, grandiose)
|
|
|
What are perceptual Distortions?
|
Lack of correspondence between the way a stimulus is commonly perceived and the way an individual perceives it under given conditions. (Hallucinations of the senses), Are often the first symptoms in many brain illnesses, Hallucinations –false perceptual distortions, Types include: -Auditory 70%, Visual 20%, Olfactory, Tactile (experiencing pain)
|
|
|
What are the emotions Related to Schizophrenia?
|
Hypoexpression- perception that one no longer has any feelings, Alexithymia- difficulty naming & describing emotions., Anhedonia- inability to experience pleasure, Apathy- lack of feelings, emotions, interests, or concern
|
|
|
Name some maladaptive Behaviors associated with Schizophrenia
|
Deteriorated appearance, Negativism, Avolition –lack of energy or drive, Stereotyped behavior -(wearing only certain clothes, etc), Lack of persistence at work or school, aggression
|
|
|
Name four categories of intervention strategies
|
External Control, Shared Control, Internal Control, Cognitive-Behavioral Instruction
|
|
|
What is external control?
|
Procedures that are necessary at times to establish control over a behavior prior to assisting the child in developing self-control
|
|
|
Name and describe four strategies used to teach for external control.
|
Point cards: may be given in the form of ratings, stickers, tally marks, stamps, or stars on the card. Points are made meaningful to youngsters through a variety of reinforcers which can be purchased with the points., Classroom rules: rules developed to set expectations for how students should behave., Token Economy: trade tokens earned in for rewards.**What you are working towards must be more than what you’re giving up., Time out
|
|
|
What are Grossman’s four guidelines for effective classroom rules?
|
Reasonable, Observable, Positive, Few rules
|
|
|
What is the “SO WHAT TEST” and when would you use it?
|
Is there any evidence that the student’s behavior is harmful to his, or another students, social, physical, emotional, or academic well-being?, If the answer is “yes,” then target the behavior for intervention., If the answer is “no,” then target another behavior., Use when you need to know whether or not it is worth it to change the behavior
|
|
|
What is the Dead Man’s Test?
|
Can a dead man do it? If he can, then it is not a behavior
|
|
|
What are Fair/Pair Behaviors and why would you use them?
|
Act of replacing an inappropriate behavior with an appropriate behavior.
|
|
|
What are three purposes for using time out procedures?
|
To deliver a negative consequence by removing the child from a situation which is pleasurable and reinforcing in order to decrease a negative behavior, To allow the child to regain self-control when emotionally upset, To allow the teacher to protect an unruly child and maintain a safe environment for others
|
|
|
What are the nine components for developing a token economy system?
|
Specify the behaviors to be increased by earning tokens, Specify the behaviors to be decreased by penalties, Select reinforcers that are meaningful to the students, Select tokens and rules for exchange, Develop rules for exchange of tokens for reinforcers, Set wages and prices for reinforce items and penalties, Set up a record keeping procedure, Build in options to individualize the TES, Plan for getting students off the system and generalization
|
|
|
Procedures to help students generalize behaviors to other settings over time include? (4)
|
Sequential modification (behavior taught in one setting then sequentially reinforced in new settings), Multiple settings with multiple adults/peers (new behavior taught simultaneously in multiple settings), Common cues, Similar behaviors, Maintenance
|
|
|
What is a WALT system? How is it used?
|
“Raffle tokens” used to provide immediate positive feedback to students using WALT behaviors W: Working like a student, A: Acting like a student, L: Listening like a student, T: Talking like a student
|
|
|
What is shared control?
|
Techniques and steps for encouraging child to develop self-control, Adults and students can joint-participate
|
|
|
What three strategies are associated with shared control?
|
Contracting, Making a plan, Cost payoff analysis
|
|
|
Recognize some of the reasons a contract is unsuccessful?
|
Clarity (terms are vague and loopholes exist), Reinforcers (student has agreed to a reinforcer but it is not highly valued, Overloading (takes on too many behaviors; complicated), Balance (give-and-take has not been equal for both parties), Penalities (too restrictive; no hope of success), Voluntary (feels like an ultimatum rather than a negotiation), Monitoring (monitoring ineffective for documenting whether criteria were met)
|
|
|
What is internal control and what 3 strategies might be used to help students learn to use it?
|
Techniques encourage children to assume responsibility, Countoons, Self-monitoring cards, Star cards
|
|
|
What are the five steps for implementing a self-monitoring procedure?
|
Define behavioral program, Make behavior monitoring card, Implement procedure with the student and help them monitor, Establish realistic goals with student, Help student with self-evaluation and self-reinforcement
|
|
|
What are STAR cards? When might you use them?
|
Self-management procedure to help students stop and think before acting impulsively / Stop, think, act, results
|
|
|
What is cognitive behavioral instruction?
|
Is offered to children who do not have the necessary behaviors in their repertoire, Intervention strategies are combined with instruction to aid generalization.
|
|
|
What five strategies are traditionally associated with cognitive behavioral instruction?
|
Social skills, Anger Control, Conflict resolution, Cognitive Restructuring (thinking and problem-solving skills, Generalization plans
|
|
|
What are the five steps to teaching conflict resolution?
|
Recognize when a conflict exists, Define the conflict, Identify resources and skills to resolve the conflict, Carry out the strategies to resolve the conflict, Evaluate the results
|
|
|
Define and discuss generalization in great detail
|
A behavior generalizes when it occurs in a variety of settings or with different persons, under different conditions and is maintained over time
|
