ASD Flash Cards

Card Set Information

ASD Flash Cards
2011-12-05 15:48:14

Autism and Developmental Disabilities Flash Cards
Show Answers:

  1. Developmental Theory
    • biological and behavioral history
    • &
    • environmental and socio-cultural
  2. Piaget
  3. Vygotsky
    Social-Emotional Reciprocity
  4. Bandura
    Behavioral, personal, and environmental factors.
  5. Sense of Self (Stern)
    Stage 1: Emergent Self
    • coming into a being of organization
    • unrelated experiences have yet to be organized.
  6. Stage 2: Sense of Core Self
    • 2-3 months
    • connect affective experiences with other experiences
    • learn to regulate excitation levels by seeking out or avoiding stimulation
  7. Stage 3: Subjective Self
    • awareness of having a mind
    • connection to others including joint attention, intentional communication, and imitation
  8. Stage 4: Verbal Self:
    • 2 years
    • language
    • imagination/symbolic play
    • interaction of past, current and expectations.
  9. Piaget- world interpreted through mental schema
    learning happens when we face situations our mental schema can't easily process. There is disequilibrium and to re-equalize we assimilate new info and adapt. LEARNING
  10. Piaget- Intelligence includes cognition and affect
    • kids need to actively engage in env't
    • positive affect associated makes learning more effective
    • active engagement, sensorimotor precursor to language
  11. socioemotional development
    • emotions emerge
    • dydadic regulation to self regulation- learn to directly express emotions and modulate when neccesary
  12. Bandura- Social Learning Theory
    • functioning-interaction of personal and environmental determinants
    • individual will not emit behavior if they do not BELIEVE it will be rewarded.
    • Self regulatory capacities.
    • Observational learning
  13. Zone of Proximal Development
    • Abilities enhanced when new task is just out of reach, the gap is the ZPD
    • Scaffolding is giving task just above ability
  14. ZPD continued.
    • caregivers interpret childs expressions, their reactions shape behavior into a social act
    • social interaction is fundamental
  15. Transactional Model
    • Influence of interaction on development
    • Dynamic interplay of child behavior, caregiver responses and environmental variables on both
  16. DIR/Floor Time/Greenspan
    • Four Stages
    • engagement-share attention
    • two way communication- intentional
    • shared meanings (18-36 mnths)relate beh to world
    • emotional thinking-3-5 yrs- organizes/connects ideas
  17. DIR/Floor time/ Greenspan
    • where child went off track, plan back, interact capitalizing on emotions
    • it's intensive
  18. Floor Time 5 Step Approach
    • APPROACH-communication
    • FOLLOW-child's lead
    • EXTEND- language and play
    • ALLOW-child to initiate closure
    • NO published clinical trials
  19. Responsive Teaching
    • focus on cognition, communication, social-emotional.
    • promotes pivotal behaviors
    • Teaching style is reciprocal, contingencies, shared control, affect, interactive match
  20. Responsice Teaching
    needs RCTs
  21. Relationship Development Intervention (RDI)
    • teach parents to motivate kid to experience dynamic social relationships.
    • master-apprentice
    • develop mindfullness, emotions, roles, ideas, perspectives, levels of complexity
    • teach to sef regulate
  22. RDI ctd
    • communication
    • framing
    • scaffolding
    • elaboration
    • only 1 published uncontrolled studies
  23. Denver Model
    • Mix of ABA and socio-developmental
    • Highly motivating activities (play)
    • Responsive to the child
    • Encourage ongoing interaction
    • 20 hrs/week
    • Sensory Social Routines- shared control, positive emotion, communication intent
  24. Social Communication, Emotional Regulation and Transactional Support (SCERTS)
    • develop joint attention
    • share attention, emotion and intention
    • emotional regulation (self regulation, mutual regulation, recover from disregulation)
    • transactional supports- interpersonal, learning and educational supports, support families and professionals
    • Functional Communication is key
    • positive behavioral supports,
  26. SCERTS ctd
    • 3 Stages
    • -Social Partner (they're more active)
    • -Language Partner (more persistent in communicating range of functions)
    • -Conversational Partner (Advanced language)
    • NO RCTS