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Chapter 9 Stack
Mr. King Chapter 9 Study Stack
| Term | Definition |
|---|---|
| Schizophrenia | A severe mental disorder that affects how a person thinks, feels, and behaves, often causing hallucinations, delusions, and difficulty understanding reality. |
| Echolalia | The repetition of words or phrases that someone else has said, which is often seen in individuals with communication disorders such as Autism Spectrum Disorder. |
| Autism Spectrum Disorder (ASD) | A developmental disorder that affects social interaction, communication, and behavior, often including repetitive actions or restricted interests. |
| Neuronal Underconnectivity | A theory suggesting that in some individuals, especially those with Autism Spectrum Disorder, certain brain regions have fewer or weaker connections, which can affect communication between areas and lead to difficulties with complex tasks. |
| Frontal Lobes | The part of the brain located at the front of each hemisphere that is responsible for higher-level thinking, problem-solving, planning, and controlling behavior and emotions. |
| Psychoanalytic | A theory of psychology, originally developed by Sigmund Freud, that emphasizes how unconscious thoughts, feelings, and early childhood experiences influence behavior and personality. |
| Occipital Lobes | The part of the brain located at the back of each hemisphere that is primarily responsible for processing visual information. |
| Autistic Regression | A pattern in which a child who was developing typically loses previously acquired skills, such as language or social abilities, often occurring in early childhood and sometimes associated with Autism Spectrum Disorder. |
| Joint Attention | The shared focus of two people on an object or event, where one individual alerts another to something through gestures, eye contact, or verbal cues; it is a key skill often delayed in children with Autism Spectrum Disorder. |
| Communicative Intent | The purpose or goal behind a person’s attempt to communicate, showing that they are trying to convey a message, get a response, or share information with others. |
| Mute | The inability or unwillingness to speak, which can be temporary or long-term, and may result from physical, developmental, or psychological factors. |
| Pragmatics | The rules and social use of language, including how people take turns in conversation, use gestures, adjust tone, and interpret meaning in different social contexts. |
| Hidden Curriculum | The unspoken or implicit lessons, values, and expectations that students learn in school, such as social norms, routines, and behaviors, beyond the formal academic curriculum. |
| Camouflaging | The act of consciously or unconsciously masking one’s natural behaviors, traits, or difficulties—often seen in individuals with Autism Spectrum Disorder—to fit in with social expectations. |
| Synesthesia | A neurological condition in which stimulation of one sense automatically triggers an involuntary experience in another sense, such as seeing colors when hearing music or associating numbers with specific colors. |
| Autism Savant Syndrome | A rare condition in which an individual with Autism Spectrum Disorder shows extraordinary skills or talents in a specific area, such as music, math, or art, often alongside challenges in other areas of development. |
| Executive Functioning (EF) | A set of mental skills, including planning, organizing, self-control, working memory, and flexible thinking, that help a person manage and regulate their behavior and achieve goals. |
| Central Coherence | The ability to integrate details into a meaningful whole, allowing a person to see the “big picture”; individuals with Autism Spectrum Disorder may have weak central coherence, focusing more on details than overall context. |
| Theory of Mind (ToM) | The ability to understand that other people have thoughts, feelings, beliefs, and perspectives that may differ from one’s own, which helps guide social interactions and empathy. |
| Applied Behavior Analysis (ABA) | A therapy based on the principles of behaviorism that uses reinforcement and other strategies to increase positive behaviors and decrease challenging behaviors, often used with individuals with Autism Spectrum Disorder. |
| Functional Behavioral Assessment (FBA) | A process used to identify the reasons or causes of a student’s challenging behavior in order to develop effective strategies and interventions to address it. |
| Positive Behavioral Intervention and Supports (PBIS) | A proactive, school-wide approach that teaches, models, and reinforces positive behaviors to improve student conduct and create a supportive learning environment. |
| Pivotal Response Treatment (PRT) | A play-based intervention for individuals with Autism Spectrum Disorder that focuses on improving key “pivotal” areas, such as motivation, communication, and social skills, to produce broad improvements in behavior. |
| Early Intensive Behavioral Intervention (EIBI) | A structured, intensive therapy for young children with Autism Spectrum Disorder that uses principles of Applied Behavior Analysis (ABA) to teach skills and reduce challenging behaviors, usually delivered for many hours per week. |
| Person-Centered Planning | A process that focuses on an individual’s strengths, preferences, and goals to create a personalized plan for education, support, or life services, ensuring their needs and choices guide decision-making. |
| Community Residential Facilities | Live-in programs in the community that provide support, supervision, and services for individuals with disabilities or special needs who cannot live independently. |
| Supported Living | A service model that helps individuals with disabilities live independently in their own homes or apartments while providing the support and resources they need for daily life and decision-making. |
| Competitive Employment | A work setting in which individuals with disabilities are employed alongside people without disabilities, earn at least minimum wage, and have the same rights and responsibilities as other employees. |
| Supported Competitive Employment | A work arrangement in which individuals with disabilities work in competitive jobs alongside others but receive ongoing support, coaching, or accommodations to help them succeed. |
Created by:
chandlerhayes14