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Chapter 9
| Term | Definition |
|---|---|
| Autism Spectrum Disorders (ASD) | a disability wherein symptoms fall on a continuum from relevantly mild to severe. (myriad aberrant perceptual, cognitive, linguistic and social behaviors) |
| Schizophrenia | a chronic and severe mental disorder that affects how a person thinks, behaves and feels. people with schizophrenia may seem like they have lost touch with reality |
| Echolalia | the parroting g repetition of words or phrases either immediately after they are heard or later: often observed in individuals with autism spectrum disorders |
| Psychoanalytic | including the assumption that emotional or behavior disorders result primarily from unconscious conflicts and that the most effective preventative actions and therapeutic interventions involve uncovering unconscious motivations |
| Neural underconnectivity | deficiency in communication among neurons int he brain considered a major problem in persons with autism spectrum disorders |
| Frontal lobes | two lobes located in the front of the brain: responsible for executive functions, site of abnormal development in people with ADHD |
| Occipital lobes | an area in the posterior portion of the brain, largely devoted to visual pe4rceptual processing, deficiencies in communication with frontal loves are implicated in autism spectrum disorder. |
| Autistic Regression | circumstances whereby a child develops normally but then loses some speech and social skills: usually occurs between 1 and 3 years old: cause unknown. |
| Joint Attention | the process by which one person alerts another to a stimulus via nonverbal means, such as gazing or pointing. |
| Communicative intent | the need to communicate for social reasons thought to be lacking in most children with autism. |
| Mute | possessing no or almost no language; characteristic of many with autism. |
| Pragmatics | the study within psycholinguistics of how people use language in social situations; emphasizes the functional use of language rather than mechanics |
| Hidden curriculum | the dos and don'ts of social interaction that most people learn incidentally or with little instruction but that remain hidden for those with Asperger syndrome |
| Camouflaging | behaving in a way that hides one differentness in order to appear similar to people in the general population: sometimes exhibited by individuals with autism spectrum disorder |
| Stereotyped motor or verbal behaviors | repetitive, ritualistic motor behaviors such as twirling, spinning objects, flapping hands, and rocking similar to those that are evident in some people who are blind |
| Synesthesia | occurs when the stimulation of one sensory of cognitive system results in the stimulation of another sensory of cognitive system |
| Executive functioning | the ability to regulate ones behavior through working memory, inner speech, control of emotions and arousal levels and analysis of problems and communication of problems solution to others; delayed or impaired in people with ADHD |
| Central coherence | the inclination to bring meaning to stimuli by conceptualizing it as a whole: thought to be weak in people with ASD |
| Theory of mind (ToM) | the ability to take another's perspective in a social exchange, the ability to infer persons feelings, intentions desir4es, impaired in those with ASD |
| Applied Behavior analysis | high structured approach thar focuses on teaching functional skills and continuous assessment of progress, grounded in behavioral learning theory |
| functional behavior assessment (FBA) | evaluation that consists of finding out the consequences antecedents and setting events that maintain inappropriate behaviors |
| Positive Behavioral Intervention and support (PBIS) | Systematic use of the sciences of behavior to find ways of supporting desirable behavior rather that punishing the undesirable; positive reinforcement procedures that are intended to support a student appropriate or desirable behavior |
| Pivotal response treatment (PRT) | based on the assumption that some skills are critical or pivotal in order for the individual to be able to function in others area |
| Early Intensive Behavioral intervention (EIBI) | a program anchored in the applied behavioral analysis tradition that emphasizes the role of parents as interventionists and required considerable time commitments from therapists and parents implementing very structured training on discrete sills |
| Person centered planning | a method of planning for preposes with disabilities that places the person and the persons family at the center of the planning process. (making their own decision as much as possible) |
| Community residential facilities | a place usually a group home, in an urban or residential neighborhood where about 3 to 10 adults with intellectual disabilities live under supervision |
| Supported living | an approach to living arrangement for those with disabilities and/ or intellectual disabilities that stresses living in natural settings rather than institutions, big or small |
| Competitive employment | a workplace that provides employment that pays at least minimum wage and in which most workers do not have disabilities |
| Supportive competitive employment | a workplace where adults who have disabilities earn at least minimum wage and receive ongoing assistance from a specialist or job coach the majority of workers in the workplace do not have disabilities |
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