SPSY 200 Study Guide for Quiz - December 2024 PDF

SPSY 200-Study Guide for Quiz **Quiz Date**: December 20-22, 2024 **Time:** The quiz opens at 12:01am on December 20^th^ and will close at 11:59 pm on December 22^nd^. **Time Allowed:** 2 hours -once you begin, you must complete in 2 hours. Any questions attempted after the time limit will not be...

SPSY 200-Study Guide for Quiz **Quiz Date**: December 20-22, 2024 **Time:** The quiz opens at 12:01am on December 20^th^ and will close at 11:59 pm on December 22^nd^. **Time Allowed:** 2 hours -once you begin, you must complete in 2 hours. Any questions attempted after the time limit will not be graded. **Percentage of Grade:** 35% **Format:** Lock-down Browser ***[Please note:] this is not an "open-book exam."*** **Content:** All materials from LO 1 and LO 2 **Quiz Format:** I. [Short Answer Questions]- a. 15 questions totaling 55 marks b. Definitions, Descriptions, and Examples **What to Study**: - Definitions to know - Social Communication- communication for social purposes, such as greeting and sharing information, in a manner that is appropriate for the social context - to change communication to match context or the needs of the listener, such as speaking differently in a classroom than on the playground, talking differently to a child than to an adult, and avoiding use of overly formal language. - understanding what is not explicitly stated (e.g., making inferences) and nonliteral or ambiguous meanings of language (e.g., idioms, humor, metaphors, multiple meanings that depend on the context for interpretation) - Early Identification - HardTO GET YOUR BABY TO LOOK AT YOU - RARELY SHARES ENJOYMENT WITH YOU - Rarely shares their interests with you. - Rarely responds to the name or other bi. - Limited use of gestures such as show and point. - Hard to look at you and use adjuster and sound - Little or noImitating other people are pretending. - Uses your hands as a tool. - Alright. More interested in objects than people. - Unusual ways of moving their fingers, hands or body - Repeated unusual movements with objects. - Develops rituals and may get very upset over change. - Excessive interest in particular objects or activities. - Very focused on our attracted then usual objects. - Unusual reaction to sound, sights or textures. Strong interest in unusual sensory experiences. Early intervention is crucial for the best outcomes for children with ASD in reaching their potential. Watch this video from the Hanen Centre for an overview of early identification indicators of ASD. The Hanen Cenre is a Canadian non-profit organization that advocates for children with Autism Spectrum Disorder. They provide information to parents, caregivers, early childhood educators, and speech-language pathologists for supporting children with social communication, social interaction, and language development - Early Intervention has been proven to significantly impact developmental outcomes for children with Autism Spectrum Disorder. By using comparisons with typical milestones, you will be able to identify any developmental delays or behaviours that may be of concern. - Non-Verbal Social Communication Nonverbal/facial---eye contact, gaze shifting, and facial expression. Eye contact not only tells the partner to whom the message is being sent, but shifting gaze from an object to a person implies who and what are involved in the information exchange. Facial expression adds an emotive component that casts a highly specific value to the nature of the communication. - Nonverbal/gestures and body language. Gestures are a highly effective - way to clarify and add information to ensure that the message gets - across quickly and efficiently. Pointing tells exactly where one - should look for more information. Patting, pantomiming, shrugging, - swiping, holding out an open hand, and opening and closing a hand - are also well used and understood gestures. Postures and stances are - excellent ways to send the emotional tone or degree of interest and - engagement and thus clarify the nature of the message. - Intentional Gestures- mAYBE - Gestures -- interpretation of gestures by parents or caregivers encourages communication. - Around nine to ten months of age, a baby is slowly becoming more - "intentional" in her actions. Intentionality means that although the baby - doesn't have actual conscious thoughts about it, she has learned that - specific actions will have specific results, so that behaviors and timing - of them become less random and more directed. The child has learned - through experience what actions will get the results she is looking for. - One specific communicative behavior is an early version of asking for - something by shifting eye gaze between a person and a desired object. - Imitation- Imitation -- copying sounds, actions, or words as a means of expression. - Babies will also imitate gestures in a back-and-forth pattern quite - early. In the first weeks, some reflexive imitation takes place. A six- or - seven-month-old will imitate a gesture already within his repertoire such - as patting the hand or banging a spoon on a surface. Soon other objects - become involved in the back-and-forth routine, such as rolling a ball. A - child between 12 and 14 months can usually roll a ball back and forth - a couple of turns. The object and routine used will depend on what the - parent has chosen to coach, but by the second year, the turn-taking capacity - has been developed via early imitative games such that the child quickly - recognizes the turn-taking context and expectation (see Figure 4.8). - Joint Attention- Joint Attention -- used to draw a person's attention and share interest in an object the narrow definition, which is used in research studies and clinical observation assessment systems, is where the adult draws attention to an object with eye gaze or pointing gestures, and if the child follows the gaze or the point, she is scored positive for joint attention. Another somewhat broader definition is that two individuals are paying attention to the same thing or mutually involved in the same activity. The broadest definitions include both having a joint focus but also maintaining it by using eye gaze, shared affect, communication behaviors, gestures, and all the other things considered so far in this book. The main reason joint attention is considered such a pivotal skill in ASD is that its absence is both a diagnostic feature (he has autism, in part based on the observation that joint attention is missing) and an explanatory feature for why typical learning is not taking place (he is not learning language and conventional play because he does not have joint attention). - Turn Taking in relation to communication - Turn Taking -- develops conversational skills through participation. The capacity for these two key behaviors is seen very early in life. At ages three to four months, babies can take turns vocalizing and smiling at their parents, and are helped to do this when the parent pauses and waits for the child to respond, listens to her, then takes his turn again when the baby pauses. As the months go on, parents from all cultures engage the child in turn-taking games that may involve vocalization or gestures (peek-a-boo, patty-cake). The child's inborn ability to imitate also creates opportunities for the caregiver to perform some action, wait expectantly or encourage the child to do the same thing, and then wait while the baby takes her turn, after which both share delight---which appears to be a reinforcer to the child. - Pre-Language Skills - [[Pre-language skills]](https://online.saskpolytech.ca/content/enforced/396560-1913.202411/lo01spsy200/media/Pre-Language_Skills_2018.pdf?_&d2lSessionVal=6kRGDXupLOni9MZm0vFLoJgbM&ou=199175&ou=396560) give clues to language readiness. Things like gestures, facial expressions, eye contact, and the ability to pay attention to the same object as another person (joint attention, all signal a child's readiness to use speech and language in a functional way. Skills required prior to the use of spoken language include: - Eye Contact -- used to ask for things, make comments, greet others and direct attention. - Joint Attention -- used to draw a person's attention and share interest in an object. - Object Permanence -- the understanding that objects exist even if they can't be seen. - Turn Taking -- develops conversational skills through participation. - Gestures -- interpretation of gestures by parents or caregivers encourages communication. - Intentional Communication -- the use of communication to direct a response. - Cause and Effect -- understanding that communication has the power to make things happen. - Imitation -- copying sounds, actions, or words as a means of expression - - Fixed Interests Fixed interests, also known as restricted interests, are a common trait of autism spectrum disorder (ASD). They are characterized by intense focus on a specific topic or object, and can manifest in a number of ways: **Interests** People with autism may have intense interests in a variety of topics, such as art, music, animals, or numbers. They may also become attached to objects, such as toys, figurines, or model cars. **Behavior** People with autism may engage in repetitive behaviors, such as rocking, flicking, or pacing. They may also talk about the same things over and over again. **Routines** People with autism may have specific routines, such as arranging their favorite objects in a particular way, or drinking only from particular cups. Fixed interests can be a positive feature of autism, and can help people with autism in a number of ways: **Provide structure** Fixed interests can provide structure, order, and predictability, which can help people manage the uncertainties of daily life. **Build relationships** Fixed interests can help people build relationships with others who share their interest - Repetitive Motor Movements - Communication Cues The communication cue of a meltdown can also be seen or labeled as a tantrum, however they are very different. Meltdowns are an intense reaction to overwhelming circumstances or sensory stimulation. Meltdowns are a cue of distress for children with Autism Spectrum Disorder. They are communicating that they are unable to cope with the situation surrounding them. It is important for adults to watch for signs of communication through their behaviour and implement strategies and supports for their specific needs so a meltdown may be prevented. Stimming" can be an indicator of anxiety for children with ASD. Repetitive behaviours such as hand flapping or eye blinking would be typical examples of "stimming." This behaviour is a typical self-regulation response to anxiety or being overstimulated that children with ASD use to help calm themselves. Watch Dr. Sadiq in the following video to better understand the causes, purpose, and indicators of stimming. Listen to understand how stimming is a response to "sensory overload," and how this behaviour is a "cue" that the child is anxious or stressed. Children with ASD have a-typical responses to anxiety, overstimulation, or strong emotions that can result in fighting, running, or withdrawing. These responses result in extreme behaviours since they are challenged with communication and understanding or managing their emotions. Unfortunately, such responses can be very intense and have serious repercussions. Their 'fight' response can put the caregiver in jeopardy of possible biting, hitting, or kicking whereas the "flight" response may put the child in jeopardy since they could unconsciously run into danger such as onto a busy street. A child may also have sensory overload with too much stimulation or too many demands put on them. In some cases, they can go into self-protection and "freeze" which means they shut down or withdraw by not responding to the surroundings or the demands being put on them - Behaviour is communication MAYBE THIS This is the second major cluster of communication behaviors that help us to understand how a young child is doing in terms of pragmatics or the social use of language. As a toddler begins to send more messages, the meaning and intent of the messages also develop into a more differentiated repertoire. The child can accomplish an ever-expanding variety of missions with her language efforts. Language experts have generated lists of these specific functions or intentions that include the following: seek attention request an object request an action request information comment on an object comment on an action answer acknowledge another's communication greet negate protest. This list begins to make it clear how these statements help the child to regulate the behaviors of others around him, and get his needs met. - Nonverbal/facial---eye contact, gaze shifting, and facial expression. - Eye contact not only tells the partner to whom the message is being - sent, but shifting gaze from an object to a person implies who and - what are involved in the information exchange. Facial expression - adds an emotive component that casts a highly specific value to the - nature of the communication. - 3\. Nonverbal/gestures and body language. Gestures are a highly effective - way to clarify and add information to ensure that the message gets - across quickly and efficiently. Pointing tells exactly where one - should look for more information. Patting, pantomiming, shrugging, - swiping, holding out an open hand, and opening and closing a hand - are also well used and understood gestures. Postures and stances are - excellent ways to send the emotional tone or degree of interest and - engagement and thus clarify the nature of the message. - Developing skills in each of these modality areas alone are seen in children - below one year of age. Right around one year, the ability to use the - - Content - Play deficits and challenges with children with ASD - Social Communication Challenges for children with ASD - **Repetitive or rigid language.** Often, children with ASD who can speak will say things that have no meaning or that do not relate to the conversations they are having with others. For example, a child may count from one to five repeatedly amid a conversation that is not related to numbers. Or a child may continuously repeat words he or she has heard---a condition called echolalia. Immediate echolalia occurs when the child repeats words someone has just said. For example, the child may respond to a question by asking the same question. In delayed echolalia, the child repeats words heard at an earlier time. The child may say "Do you want something to drink?" whenever he or she asks for a drink. Some children with ASD speak in a high-pitched or sing-song voice or use robot-like speech. Other children may use stock phrases to start a conversation. For example, a child may say, "My name is Tom," even when he talks with friends or family. Still others may repeat what they hear on television programs or commercials. - **Narrow interests and exceptional abilities.** Some children may be able to deliver an in-depth monologue about a topic that holds their interest, even though they may not be able to carry on a two-way conversation about the same topic. Others may have musical talents or an advanced ability to count and do math calculations. Approximately 10 percent of children with ASD show "savant" skills, or extremely high abilities in specific areas, such as memorization, calendar calculation, music, or math. - **Uneven language development.** Many children with ASD develop some speech and language skills, but not to a normal level of ability, and their progress is usually uneven. For example, they may develop a strong vocabulary in a particular area of interest very quickly. Many children have good memories for information just heard or seen. Some may be able to read words before age five, but may not comprehend what they have read. They often do not respond to the speech of others and may not respond to their own names. As a result, these children are sometimes mistakenly thought to have a hearing problem. - **Poor nonverbal conversation skills.** Children with ASD are often unable to use gestures---such as pointing to an object---to give meaning to their speech. They often avoid eye contact, which can make them seem rude, uninterested, or inattentive. Without meaningful gestures or other nonverbal skills to enhance their oral language skills, many children with ASD become frustrated in their attempts to make their feelings, thoughts, and needs known. They may act out their frustrations through vocal outbursts or other inappropriate behaviors. - How communication and behaviour are related for children with ASD - - How anxiety and stress are communicated by children with ASD - Why do I need to find the cause of anxiety before treating it? - Knowing the factors that contribute to anxiety will lead you to the best solutions. It\'s sort of like having a car that\'s making a funny sound. You need to find out what\'s making the sound before going in and changing parts. The cause of the sound is going to lead to the solution. Symptoms of anxiety are the \"sounds\" that are telling you something is wrong. However, you need to find out what\'s causing the anxiety before addressing it - Causes of anxiety or stress for children with ASD - Cognitive Rigidity. People on the spectrum tend to process the world by details. This can be a wonderful strength (for example, strong factual [memory](https://www.psychologytoday.com/us/basics/memory) and [attention](https://www.psychologytoday.com/us/basics/attention) to detail). However, processing by details rather than by context can create anxiety during times of change or transition. Without context, a child on the spectrum can be thrown off and confused when changes occur unexpectedly or when she has to shift from one situation to another. This confusion can rapidly lead to anxiety. - Sensory Sensitivities. Children on the spectrum have difficulty with regulating sensory input. Sensations that wouldn\'t bother most kids may seem harsh to the child on the spectrum and this can lead to high levels of distress. Sensitivities can occur with the traditional senses---hearing, sight, taste, touch, smell---but can also extend to other senses such as balance, temperature, and pain. - Communication Barriers. There is a high occurrence of speech and language processing disorders in autism. When not adequately accommodated for, these disorders can create frustration and anxiety in situations that place high demands on communication skills. - Social Challenges. Social situations can pose a number of challenges for kids on the spectrum. Difficulty with understanding social rules and nuances can create strain and anxiety; particularly in large, unstructured situations such as recess or a birthday party. - Task Frustration. Kids on the spectrum have many talents. However, there are some areas that they may struggle in. Common areas of struggle include fine motor tasks, reading comprehension, and expressive writing. It\'s not that kids on the spectrum can\'t improve at these tasks (they certainly can, and do!) However, there may be times when they require additional supports and accommodations to reduce frustration and anxiety. - - - Connect content from LO 1 and LO 2