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chapter 9
| Term | Definition |
|---|---|
| ASD | Autism spectrum disorder involve myriad aberrant perceptual, cognitive, linguistic, and social behaviors. |
| frontal lobes | largely responsible for executive functioning |
| neuronal underconnectivity | disrupts the cells' ability to communicate with each other |
| occipital lobes | Largely responsible for visual perceptual processing |
| joint attention | occurs when two individuals attend to an object with the purpose of sharing an interaction with each other |
| autistic regression | occurs in about 1 to 3 cases of children with autism |
| cognitive intent | many children with ASD lack this or the desire to communicate for social purposes |
| Mute | People who use little to no language |
| pragmatics | social uses of language |
| hidden curriculum | the "do's and don'ts" of everyday living that most people learn accidentally or with very little instruction; behaviors most take for granted |
| Camouflaging | occurs when a person with atypical behavior attempts to conform to behaviors exhibited by the larger society |
| Autism Savant Syndrome | A rare form of Autism S |
| Synesthesia | occurs when the stimulation of the sensory or cognitive system result in the stimulation of another sensory or cognitive system |
| Executive Functioning | usually more impaired in people with autism spectrum disorders |
| central coherence | the natural inclination for people to bring order to and meaning to information in their environment by perceiving it as meaningful rather than as disparate parts |
| Theory of the mind | refers to a person's ability to take the perspective of other people |
| Applied Behavior analysis | a highly structured approach that focuses on teaching functional skills and continuous assessment of progress |
| functional behavior assessment | can help eliminate or reduce these behaviors |
| positive behavior intervention and support | helps eliminate or reduce these behaviors |
| Pivotal Response Treatment | based on the assumption that some skills are critical or pivotal for function in other areas |
| Neurological basis of ASD | using neuroimaging techniques have been documented that children and adults with ASD have neurological deficits in several areas of the brain |
| early intensive behavioral intervention | requires time from supporters but helps in the long run |
| Psychoanalytic | Ideas of the 1960’s for several years for professionals who were groping to find an answer to the origin of the "puzzling condition" |
| Environmental toxins | environmental toxins that contribute to ASD |
| Hereditary | ASD may have hereditary components |
| Bullying | Students with ASD are more likely to be targeted |
| Direct instruction of skills | Effective instruction for students with ASD is needed |
Created by:
jharlow1