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Chapter 9
| Term | Definition |
|---|---|
| Autism spectrum disorder (ASD) | A disability wherein symptoms fall on a continuum from relatively mild to severe; DSM-5 divides them into two general domains "social communication impairment" and "repetitive/restricted behaviors" |
| schizophrenia | a chronic and severe mental disorder that affects how a person thinks, feels, and behaves; may seem like they have lost touch with reality; symptoms start between 16 to 30 |
| echolaia | The parroting repetition of words or phrases either immediately after they are heard or later; often observed in individuals with ASD |
| patient/family navigation | Professionals work one-on-one with the individual or family to provide a seamless flow through the all-too-often complex system of diagnosis, treatment, and follow-up; often matched ethnically and culturally with the family. |
| psychoanalytic | related to psychoanalysis, including the assumptions that emotional/behavior disorders result from unconscious conflicts and the most effective preventive actions and therapeutic interventions involve uncovering/understanding unconscious motivations. |
| neuronal underconnectivity | deficiency in communication among neurons (cells) in the brain; considered a major problem in persons with ASD. |
| 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 perceptual processing; deficiencies in communication with the frontal lobes are implicated in ASD. |
| 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 ASD. |
| pragmatics | the study within psycholinguistics of how people use language in social situations; emphasizes the functional use of language rather than the mechanics. |
| hidden curriculum | the dos and don't of social interactions that most people learn incidentally or with little instruction but that remain hidden for those with Asperger syndrome |
| camouflaging | behaving in a way that hide's one differentness in oder to appear similar to people in the general population; sometimes exhibited by individuals with ASD. |
| stereotyped motor or verbal behaviors | repetitive. ritualistic motor behaviors such as twirling, spinning objects, flapping the hands, and rocking, similar to those that are evident in some people who are blind. |
| autism savant syndrome | A condition in which the individual displays behaviors characteristic of ASD but also has remarkable skills or talents which often involve preoccupation with memorization of facts. |
| synaesthesia | occurs when the stimulation of one sensory or cognitive system results in the stimulation of another sensory or cognitive system . |
| executive functioning (EF) | The ability to regulate one's behavior through working memory, inner speech, control of emotions and arousal levels, and analysis of problems and communication of problem solutions to others; delayed/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 another person's feelings, intentions, desires, etc.; impaired in those with ASD. |
| Applied behavior analysis (ABA) | Highly structured approach that 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 (triggers), and setting events (contextual factors) that maintain inappropriate behaviors. |
| positive behavioral intervention and support (PBIS) | systematic use of the science of behavior to find ways of supporting desirable behavior rather than punishing the undesirable behavior; positive reinforcement procedures that are intended to support a student's 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 other areas. |
| early intensive behavioral intervention (EIBI) | A program that emphasizes the role of parents as interventionists, and requires considerable time commitments from therapists and parents in implementing structured training on discrete skills. improves language and functional skills in many children. |
| person-centered planning | A method of planning for people with disabilities that places the person and the person's family at the center of the planning process. |
| community residential facilities | A place in an urban or residential neighborhood where about 3 to 10 adults with intellectual disabilities live under supervision. |
| supported living | an approach to living arrangements for those with disabilities and/or intellectual disabilities that stresses living in natural settings rather than institutions |
| competitive employment | a workplace that provides employment that pays at least minimum wage and in which most workers do not have disabilities |
| supported competitive employment | A workplace where adults who have disabilities earn at least minimum wage and receive ongoing assistance from a specialist or job coach, who helps the person with a disability function on the job. |
Created by:
mrutledge197