Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Chapter 9
| Question | Answer |
|---|---|
| Synaesthesia | Occurs when the stimulation of one sensory or cognitive system results in the stimulation of another sensory or cognitive system. |
| Executive functioning | The ability to regulate one’s behavior through working memory, inner speech, control of emotions and arousal levels, and analysis. |
| 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 person’s perspective in a social exchange; the ability to infer another person’s feelings, intentions, desires, etc. |
| Applied behavior analysis (ABA) | Highly structured approach that focuses on teaching functional skills and continuous assessment of progress; grounded in behaviorism. |
| Functional behavioral assessment (FBA) | Evaluation that consists of finding out the consequences (what purpose the behavior serves), antecedents (what triggers the behavior), and the behavior itself. |
| Positive behavioral intervention and support (PBIS) | Systematic use of the science of behavior to find ways of supporting desirable behavior rather than punishing the behavior. |
| Pivotal response teaching (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 anchored in the applied behavior analysis tradition that emphasizes the role of parents as interventionists. |
| 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. |
| Community residential facility (CRF) | A place, usually a group home, in an urban or residential neighborhood where about 2 to 10 adults with intellectual disabilities live. |
| Supported living | An approach to living arrangements for those with disabilities and/or intellectual disabilities that stresses living in natural settings. |
| 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. |
| Schizophrenia | According to the National Institute of Mental Health, a chronic and severe mental disorder that affects how a person thinks, feels, and behaves. |
| Echolalia | The parroting repetition of words or phrases either immediately after they are heard or later; often observed in individuals with autism. |
| Autism spectrum disorders (ASD) | A disability wherein symptoms fall on a continuum from relatively mild to severe; DSM-5 divides them into two general categories. |
| Patient/family navigation | Professionals work one-on-one with the individual or family to provide a seamless flow through the often complex system of services. |
| Neuronal underconnectivity | Deficiency in communication among neurons (cells) in the brain; considered a major problem in persons with autism spectrum disorders. |
| Frontal lobes | Two lobes located in the front of the brain; responsible for executive functions; site of abnormal development in people with autism. |
| Autistic regression | Circumstances whereby a child develops normally but then loses some speech and social skills; usually occurs between 1 and 3 years. |
| 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 autism. |
| Pragmatics | The study within psycholinguistics of how people use language in social situations; emphasizes the functional use of language. |
| Hidden curriculum | The do's and don’ts of social interactions that most people learn incidentally or with little instruction but that remain hidden for many with autism. |
| Camouflaging | Behaving in a way that hides one’s differences in order to appear similar to people in the general population. |
| Stereotyped motor or verbal behaviors | Repetitive, ritualistic motor behaviors such as twirling objects, flapping the hands, and rocking; similar to those seen in autism. |
| Autism savant syndrome | A condition in which the individual displays behaviors characteristic of autism spectrum disorder but also has exceptional abilities in a specific area. |
Created by:
GavinMackie