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Questions and Answers
Which model helps understand challenging behaviors by looking at antecedents, behaviors, and consequences?
What is the main focus of the RULER approach in the context of emotional intelligence?
recognizing, understanding, labeling, expressing, and regulating emotions
Children showing autism characteristics after age three can still be identified as ASD if they meet specific criteria. (True/False)
True
Behavior analysis for intervention involves analyzing behaviors' ____, ____, ____, ____, and ____.
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Match the general characteristics with their descriptions:
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What is a common response of children with autism to overwhelming sensory environments?
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What is the fundamental issue observed in the brains of individuals with autism related to sensory input?
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What is a common trait observed in children with autism related to routines and specific ways of doing things?
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Children with ASD may have narrow food preferences based on sensory issues.
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Children with autism often exhibit uneven skill development, excelling remarkably in certain areas while facing challenges in others. Approximately 10% to 15% display "______" — areas of performance that stand out as relatively superior and are unexpected compared to their other abilities.
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Study Notes
Definitions and Characteristics of Autism Spectrum Disorder (ASD)
- ASD is a complex neurodevelopmental disorder that impacts communication, behavior, and social interactions
- Each individual with autism presents a unique set of strengths and challenges
- Diagnosed based on deficits in social communication and social interaction across multiple contexts, as well as restricted, repetitive patterns of behavior, interests, or activities
Characteristics of ASD
- Social Aloofness: Showing extreme aloofness, lack of interest in social interactions, and difficulty in understanding others' emotions and thoughts
- Social Communication Challenges: Reduced use of nonverbal communication, difficulty initiating and responding to social interactions, and difficulty perceiving and expressing emotions
- Joint Attention: Difficulty using gestures and gaze to share focus on objects or events, affecting learning from social contexts and observational learning
- Theory of Mind: Difficulty understanding others' thoughts, feelings, and perspectives, and recognizing that others have beliefs or intentions different from one's own
Communication and Language Deficits
- Speech Variability: May be non-verbal, communicating through hums or simple sounds, or exhibiting echolalia (exact repetitions of phrases)
- Vocabulary vs. Usage: Developing an extensive vocabulary, but struggling to apply words in contextually relevant or socially appropriate ways
- Literal Interpretation: Concrete processing of verbal information, with difficulty understanding abstract concepts, idioms, metaphors, sarcasm, or humor
Repetitive Behaviors
- Definition: Persistent, repetitive motor or vocal behaviors with no apparent functional purpose
- Purpose and Reinforcement: Providing self-stimulation (sounds, sights, vestibular sensations), and functioning as automatic reinforcement, maintaining the behavior
- Managing Excessive Stimming: Techniques include sensory diets, environmental changes, stress management tools, and in some cases, medication
Intellectual Abilities in Children with ASD
- Approximately 46% of 8-year-old children with ASD possess average or above-average IQ scores
- About 31% of children with ASD also meet the criteria for intellectual disability, demonstrating the broad spectrum of cognitive capabilities
- Educators use terms like "high functioning" and "low functioning" ASD to distinguish children based on the presence/absence of intellectual disability
Executive Functioning Challenges
- Children with ASD experience difficulties with executive functioning, regulating, controlling, and managing cognitive processes
- Impact on daily tasks and learning, affecting planning, working memory, attention, problem-solving, and task switching
Challenging Behaviors
- Property destruction, aggression, self-injury, sleep disturbances, eating problems, and pica
- Strategies for managing these behaviors include structured environments, consistent routines, and targeted interventions focused on communication and coping skills### Reinforcement Strategies
- Innovative approaches to increase desirable behaviors and reduce unwanted ones
- Differential reinforcement of alternative, incompatible, or other behaviors
Active Student Engagement
- Methods to increase participation and active learning during group instructions
- Using response cards, guided notes, or technology-assisted instruction
Errorless Learning
- Teaching method that minimizes mistakes and gradually introduces complex tasks
- Ensuring success at each step
Peer-Mediated Instruction and Intervention (PMII)
- Evidence-based practice to improve social, communication, and play skills in children with ASD
- Leverages natural peer interactions to facilitate skills development
Importance of PMII
- Early childhood is a critical period for developing foundational social and communication skills
Selecting Peers for PMII
- Criteria: exhibits good social skills, language, and age-appropriate play skills
- Well-liked by other peers and has a positive social interaction history with the focal child
- Generally compliant with adult directives and able to attend to an interesting task for at least 10 minutes
- Willingness to participate and regular attendance at school
Process of Selecting Peers
- Teacher identifies potential peer candidates based on observations and interactions within the classroom
- Consideration of peer dynamics and compatibility with the focal child
Training and Supporting Peers
- Awareness and appreciation of individual differences
- Educate peers about ASD, focusing on understanding and empathy
- Highlighting the value of diversity and learning from each other
- Discussion on similarities and differences, including observable behaviors and needs
- Strategy training: equipping peers with skills to facilitate play and social interactions
Peer and Focal Child Interaction
- Structured play sessions introduced after peers are trained
- Sessions designed to last 5-8 minutes, focusing on engaging both peers and the focal child in play activities
- Role of the adult: introducing the play activity, providing prompts as necessary, and offering positive reinforcement for interactions
- Goal: facilitating natural play and interaction opportunities, enhancing the focal child's social and communication skills
Embedding PMII into Daily Routines
- Integrating PMII strategies into various daily activities and routines to promote skill generalization
- Class-Wide Peer Buddy System: rotating peers daily to increase the number of peers interacting with the focal child
- Outcome: generalizing and enhancing social and communication skills in a variety of contexts
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Description
This quiz covers the manifestations, definition, and scope of Emotional or Behavioral Disorders (EBD) in children with Autism Spectrum Disorder, as well as the definition of Emotional Disturbance according to IDEA.
