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Chapter 9
| Term | Definition |
|---|---|
| Schizophrenia | According to National Institute of Mental Health, a chronic and serve mental disorder that affects how a person thinks, feels, and behaves; people with this may seem like they have lost touch with reality; symptoms usually start between the ages of 16&30 |
| Echolalia | The parroting repetition of words or phases wither immediately after they are heard or later; often observed individuals with autism spectrum disorder |
| Autism Spectrum Dsioder (ASD) | A disabiltiy wherein symptoms fall on a continuum from relatively mild to serve; DSM-5 divides them into two general domians (Social Communication Impairment) and (Repetitive/ Restricted Behaviors) |
| Psychoanalytic | Related to psychoanalysis, including the assumpations that emotional or behavior disorder results primarily from unconscious conflicts and the most effective preventive actions and therapeutic interventions involve uncovering and understadning motivation |
| Neuronal Underconnectivity | Deficiency in communication among neurons (cells) in the brain: considered a major problem in persons with autism spectrum sdisorder |
| Frontal Lobes | Two lobes located in the front of the brain; responsible for executive functions; site if adnormal devlopment in people with ADHD |
| Occipital Lobes | An area in the posterior portion of the bran, largely devoted to visual perceptual processing; deficiencies in communication with the frontal lobes 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 |
| Pragmatics | The study within psycholinguistics of how people use language in social situations; emphasizes the functional use of langauge rather than the mechians |
| Hidden Curriculum | The dos and don'ts 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 hides one's differentness in oder to appear similar to people in the general population; sometimes exhibited by individuals with autism spectrum disorder |
| Autism Savant Syndrome | A condition i which the individual displays behaviors characteristic of autism spectrum disorder but also has remarkable skills or talents, which often involves preoccupation with memorization of facts |
| Synaesthesia | Occurs when the stimulation of one sensory of cogntive system results in the stimulation of another sensory or cognitive system |
| Executive Functioning (EF) | The ability to regulate one's behaviors through working memory, inner speech, control of emotions and arousal levels, and analysis of problems and communication of problems solutions 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 baility 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 behvioral learning theory |
| Functional Behavoiral Assessment (FBA) | Evaluation that consists of finding out the consequences (what purpose the behavior serves), antecedents (what triggers the behavior), and setting events (contextual factors) that maintian inapproproate behaviors |
| Positive Behavoiral Intervention and Support (PBIS) | Systematic use of the science of behavior to find ways of supporting desirable behavior rather than punishing the undersirable behaviors |
| Pivotal Response Treatment (PRT) | Based on the assumption that some skills are critical, or pivotal, inorder for the individual to be able to funcation in other areas |
| Early Intensive Behvaioral Intervention (EIBI) | A program anchored in the applied behavioral analysis tradition that emphasizes the role of parents as interventionists, and requires considerable time commitments from therapists and parents in implementing very structured training on discrete skills |
| Person-centered Planning | A method of planning for people with disabilties that places the person and the person's family at the center of the planning process |
| Community Residential Facilities | A place, usually a group home, in an urban or residential neighborhood where about 3 to 10 adults with intellectual disabilitibes live under supervision |
| Supported Living | An approch to living arrangements for those with disabilties and/or intellectual disabilties 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 disabilties |
| Supported Competitive Employment | A workplace where adults who have dsisabilties earn at least minimum wage and receive ongoing asistance from a specialist or job coach; the majority of workers in the workplace do not have disabilites |
Created by:
Kynedi_davis