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Chapter 9
| Question | Answer |
|---|---|
| Autism Spectrum Disorder (ASD) | involve myriad aberrant perceptual, cognitive, linguistic and social behaviors |
| Schizophrenia | a severe, chronic brain disorder (-1% prevalence) that distorts reality through hallucinations, delusions, and disordered thinking, |
| Patient/family navigation | used to dress health care barriers in a culturally sensitive manner |
| Neuronal under connectivity | disrupts the cells' ability to communicate with each other |
| Frontal lobe | primarily responsible for executive functioning |
| occipital lobes | back of brain; responsible for visual perceptual processing |
| joint attention | two individuals attend to an object with purpose of sharing with each other |
| Autistic regression | circumstances whereby a child develops normally but then loses some speech and social skills; usually between 1 and 3 years old |
| communicative intent | desire to communicate for social purposes |
| mute | doesn't speak |
| pragmatics | the social uses of speaking |
| hidden curriculum | the "do's" and "don'ts" of everyday living that most people learn incidentally or with very little instruction from others |
| camoflaging | when a person who has atypical behaviors attempts to conform to behaviors exhibited by the larger society |
| synesthesia | occurs when the stimulation of one sensory or cognitive system results in the stimulation of another sensory or cognitive system |
| executive functioning (EF) | more impaired in people with autism |
| central coherence | natural intinction for most people to bring order and meaning to information in their environment by perceiving it as a meaningful whole rather than as desperate parts |
| Theory of mind (ToM) | a person's ability to take the perspective of other people |
| Applied behavior analysis (ABA) | highly structured approach that focuses on teaching functional skills and continuous assessment of progress |
| Functional behavioral assessment (FBA) | determining the consequences, antecedents, and setting events that maintain such behaviors |
| Positive behavioral intervention and support (PBIS) | finding ways to support positive behaviors of students rather than punishing negative behaviors |
| Pivotal Response Treatment (PRT) | based on the assumption that some skills are critical or pivotal for function in other areas |
| Early intensive behavioral intervention (EIBI) | specialized Applied Behavior Analysis (ABA) therapy for young children (typically under age 5) with autism spectrum disorder. |
| Pearson- centered planning | whereby the Pearson with disability is encouraged to make her own decisions as much as possible |
| community residential facilities / supported living | living arrangements for those with disabilities and/or intellectual disabilities that stress with living in natural settings rather than institutions |
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